S3+Jean,+Ethan

=Stage 3 - Plan Learning Experiences and Instruction=

// **Note:** // (How are you using technology as a teacher? How are your students using technology?) [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** ([|Graphic Organizer]), **Experience** ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 6. (T) Tailor** (give an example of each Multiple Inteligences)
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology) [|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.

=Part 1= 2. Students will be shown a sample of the finished product for the lesson, an iMovie. The student sample will be interesting and show the students what a well done project looks like as well as engage them **(Hook).** 3. Students will know the definitions of and be able to solve equations involving absolute value, linear and quadratic equations, and families of equations **(Equip).** [|A step by step chart] will be used to organize and determine the content for the lesson and iMovie **(Explore).** Think, pair, share will be used to discuss ideas and the experts can help the students who are struggling **(Experience).** 4. Students share their step by step charts and discuss the parts they feel they need to **(Rethink).** Students will change their answers when necessary **(Revise).** Students will be given sample problems to try until they feel they comfortable with the material **(Rehearse).** The students will get feedback on their storyboards and be able to make adjustments **(Refine).** 5. Students will be able to make blog posts reflecting on and evaluating the presentations. **(Evaluate).** 6. **Verbal-Linguistic-** Students will engage in discussion of the project as well as during the lesson. 7. Students will be able to interpret an equations in more than one way **(Interpretation) 3 Days** //Product: iMovie// || =Part 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Students will understand that there is more than one way to solve a problem**(Where).** Students may want to build an addition onto their house or find a way to save money on their house payments through the use of these skills. **(Why). //Students solve families of equations and inequalities// (What).**
 * Logical/Mathematical-** Students will need to think about the process involved in solving the problem as well as filling out the graphic organizer.
 * Visual/Spatial-** Students will be able to see the step by step process involved in solving algebraic equations through the usage of the graphic organizer as well as visually creating a movie for a final product.
 * Bodily/Kinesthetic-** Students will be allowed to do any physical activity in their project as long as it relates to the topic.
 * Naturalist-** Students will be urged, but not required, to film their video in nature.
 * Musical/Rhythmic-** Students will be given the opportunity to incorporate their favorite music into their final product.

9. In order to engage the students they will be told about a true life example of how using basic rules for algebra. They will be shown how algebra can help you save money on house payments **(Hook).** 10. Students will know how to solve inequalities, quadratic and linear equations, and families of equations **(Equip).** [|A tree diagram] will be used to organize the steps involved with solving algebraic equations **(Explore).** The group activity [|numbered heads together] will be used to generate discussion and encourage practice of the skills **(Experience).** 11. Students will discuss the problems given to the class as well as their tree diagrams **(Rethink).** Students will be given feedback and give feedback during discussion of the tree diagrams **(Revise).** The students will use their graphic organizers to work through multiple sample problems **(Rehearse).** Students will be given feedback on their graphic organizers from the teacher and they will be able to make the proper adjustments as needed **(Refine).** 12. Students will be asked to post homework to their blogs as well as post reflections on what they feel they have learned **(Evaluate).** 13. **Verbal/Linguistic-** Students will be able to talk in a class discussion about the algebraic techniques. 14. Students will be able to apply basic algebra skills to solving an equation **(Application) 2 Days** //Product: Blogs// || =Part 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8. Students will understand that there are basic rules for solving algebraic equations **(Where).** Basic algebra is used in solving problems around the house such as how high to set up a ladder or how many plants you will be able to fit into your garden and even how much food you will reap from your garden **(Why).** //**Students solve families of equations and inequalities**// **(What).**
 * Logical/Mathematical-** Students will need to logically analyze the questions before posting them on their blogs.
 * Visual/Spatial-** Students will be able to map out the steps involved in solving various forms of equations by using the graphic organizer.
 * Interpersonal-** Students will be able to work with everyone in the class during the numbered head activity.
 * Intrapersonal-** Also during the numbered head activity, students will be called on and they alone will be responsible for being able to answer all the questions the group was working on.
 * Bodily/Kinesthetic-** During the group activity, students will be required to stand up during the final stage of question answering. They will also be able to move around in order to get into a group that is not near any other groups.

16. In order to capture the students attention a short video about mathematicians will be shown to get the class interesting in learning about different mathematicians and what they did in the field of math **(Hook).** 17. Students will know how to interpret algebraic equations involving absolute value, families of equations, and quadratic functions **(Equip).** A [|Ternary tree diagram] will be used to organize the information involved with different algebraic rules **(Explore).** A three minute review will be used to help encourage discussion and check for understanding of the core ideas **(Experience).** 18.Students will get to share their diagrams with the each other and discuss different ways of organizing the material **(Rethink).** Students will be able to make and chances to their organizers they feel necessary **(Revise).** The students will be able to try sample problems as well as homework questions given to them in class **(Rehearse).** Students will be given feedback regarding their homework and graphic organizers allowing them to gain a better understanding of what is being asked of them **(Refine).** 19. Students will be asked to post their final product to their blogs and provide each student with a sandwich of constructive feedback to be passed in and assessed **(Evaluate).** 20. **Verbal/Linguistic-** Students will be encouraged to discuss the material amongst themselves during the group activity. 21. Students will be able to think like a mathematician analyzing an Algebraic equation **(Empathy) 2 Days** //Product: eFolio// || =Part 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15. Students will understand that there are many things that can be found from an algebraic equation **(Where).** How often do you have to make a quick decision? It is the same thing in math when you have to quickly decided what algebra to use on a question **(Why).** //**Students solve families of equations and inequalities**// **(What).**
 * Logical/Mathematical-** Students will need to think logically when creating the examples for the eFolio.
 * Visual/Spatial-** Students will be able to create visual aids to incorporate into their eFolio as well as using the tree diagram to organize their thinking.
 * Interpersonal-** Students will be able to work together in sharing ideas during the three minute review activity.
 * Intrapersonal-** Students will work by themselves in creating the finished eFolio product.
 * Naturalist-** Students will be encouraged to, but not required, to incorporate nature to make their eFolio more creative.

23. In order to engage my students the class would start by showing them a well done student sample of Comic Life. This would get them excited and interesting in the topic because they want to reach the final product **(Hook).** 24. Students will know the steps involved in solving algebraic equations such as absolute value or quadratic equations **(Equip).** A [|T chart]will be used to organize the information involved with solving an equation **(Explore).** Round robin brainstorming will be used to encourage discussion and understanding of the rules of basic algebra **(Experience).** 25. Students will work within the round robin groups and discuss their T diagrams **(Rethink).** Students will be able to make changes to their T diagrams as well as their comic life storyboards **(Revise).** The students will be able to work through homework questions in class and ask any questions if needed **(Rehearse).** Students will be given feedback on their story boards as well as their homework questions allowing them to make any final changes **(Refine).** 26. Students will be asked to post their projects to their blogs for peer review as well as review from the teacher. All students will be expected to review all their classmates work **(Evaluate).** 27. **Verbal/Linguistic-** During the round robin brainstorming students will be able to communicate ideas verbally between each other. 28. Students will be able to consider what rules to use in different situations **(Perspective) 3 Days** //Product: Comic Life// || =Part 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand that there are basic rules for solving algebraic equations **(Where).** As a student, how often do you wish you knew exactly what to do in every situation? The same idea applies here to algebra. Would it not be great to know exactly what algebra to use on every question? **(Why).** //**Students solve families of equations and inequalities**// **(What).**
 * Logical/Mathematical-** Students will need to logically evaluate the equations to incorporate into the Comic Life.
 * Visual/Spatial-** Students will need to create a comic that is visually correct as well as appealing. Also using the T chart will allow them to visual organize their ideas.
 * Interpersonal-** Students will be able to work together during the round robin brainstorming to come up with ideas for a finished product.
 * Intrapersonal-** Students will be solely responsible for the creating of their final product.
 * Musical/Rhythmic-** Students will be given the option of adding music to their comic life that is associated with their theme.

30. In order to capture the attention of my students I will enlighten them by showing how finding things like points of intersection can help make real word tasks much easier **(Hook).** 31. Students will know how to find x and y values, points of intersection, and points of inflection by analyzing an equation and its graph **(Equip).** A [|4 link chain diagram] will be used to help the students organize their notes **(Explore).** Think, pair, share will be used to allow students to share ideas regarding the 4 link chain diagrams **(Experience).** 32. Students will be able to brainstorm in groups and come up with some ideas they may not have thought of before **(Rethink).** Students will be able to make chances during this discussion period to their 4 chain link diagrams if needed **(Revise).** Students will be able to work in the math lab and on homework questions to gain a better understanding of the material **(Rehearse).** Students will be able to ask questions during the math lab and also on homework to help them before handing in the assignments **(Refine).** 33. Students will be asked to take part in a final discussion reflecting on the lab. Students will need to share something they learned as well as something they wished they learned more about. Students will also need to explain what they found during the lab **(Evaluate).** 34. **Verbal/Linguistic-** Students will be able to share ideas through the think, pair, share activity and they will also be able to verbally learn thought the teaching of the lesson. 35. Students will be able to explain how to derive different parts from an equation **(Explanation) 2 Day** //Product: Math Lab// || =Part 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will understand that there are many things that can be found from an algebraic equation **(Where).** From construction workers to book keepers, this usage of algebraic techniques is involved with an array of jobs that one of you might want after high school or college **(Why).** //**Students solve families of equations and inequalities**// **(What).**
 * Logical/mathematical-** Students will need to think logically in order to complete the requirements of the math lab.
 * Visual/Spatial-** The 4 link chain diagram will serve as a visual aid to help organize the lesson in a more spatial way.
 * Bodily/Kinestetic-** Students will be able to use their bodies when doing the think, pair, share exercise by allowing them to get up and move to different parts of the room.
 * Interpersonal-** Students will work together during the think, pair, share activity to help people that learn better this way benefit from the discussion.
 * Naturalist-** The math lab itself will involve taking measurements from objects that naturally occur in nature.

37. In order to gain the attention of the class, I will show a movie students made applying the algebra to the real world. This will not be a student sample, but a video similar to one on a different topic **(Hook).** 38. Students will know the difference between quadratic and linear functions, how to graph them, and how to apply algebra to create the graphs **(Equip).** Students will use a [|decision making 4 alternatives] graphic organizer to keep the information organized **(Explore).** A jigsaw activity will be used to allow students to gain information about a part of the subject as well as the whole thing **(Experience).** 39. Students will be able to listen to other groups presentation on the same subjects and gain ideas they may not have thought of before **(Rethink).** Students will be able to discuss the material during the jigsaw and webquest if needed **(Revise).** Students will be able to work on a bunch of different questions both in class and during the webquest to broaden their knowledge of the subject **(Rehearse).** Students will be able to ask questions during the jigsaw as well as during class time given to work on the webquest **(Refine).** 40. Students will be given a double answer sheet quiz that will allow them to have immediate feedback on the quiz answers **(Evaluate).** 41. **Verbal/Linguistic-** Students will be able to discuss the material during the jigsaw activity. 42. Students will be able to reflect on what Algebra needs to be used in a particular problem **(Self-Knowledge) 4 Days** //Product: WebQuest// ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. Students will understand that there is more than one way to solve an equation of inequality **(Where).** Algebra can be applied to almost any area of work as we have already talked about, but this section has an especially wide range of applications. Many companies ask you to do research to help make their product better, and in this section you will be doing something very similar to this **(Why).** //**Students solve families of equations and inequalities**// **(What).**
 * Logical/Mathematical-** In order to finish the webquest, students will need to think logically to not only get the right answers but to create an iMovie that is appealing.
 * Visual/Spatial-** Students will benefit from the 4 alternatives graphic organizer. They will also need to create a movie that is visually appealing.
 * Bodily/Kinestetic-** Students will be encouraged to use their bodies in the filming and editing of the movie. They can do whatever they want in the movie as long as it is appropriate and on topic.
 * Musical/Rhythmic-** Students will need to create or incorporate music into their iMovie presentation.
 * Interpersonal-** Students will be working together with a partner to create the iMovie product.
 * Intrapersonal-** Each student will be responsible for evaluating and giving feedback regarding each presentation.
 * Naturalist-** Students will be encouraged to use nature and nature settings in the creating of their iMovie.

2004 ASCD and Grant Wiggins and Jay McTighe