L2+Dube,+Brittany

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT**
 * UNIVERSITY OF MAINE AT FARMINGTON


 * Teacher’s Name:** Ms. Dube **Lesson:** Lesson 2 - Application
 * Grade Level:** 9th and 10th **Topic:** Linear Equations and Inequalities

__**Objectives**__ Student will understand that linear equations can be used to solve problems. Student will know the x-axis, y-axis, x-plane, slope, and what linear equations are and how to solve them. Student will be able to solve systems of linear equations and inequalities in two unknowns and interpret their graphs.

__**Maine Learning Results Alignment**__ //**Maine Learning Results: Mathematics - D. Algebra Equations and Inequalities Grades 9 - Diploma 2 Students solve families of equations and inequalities** a. Solve systems of linear equations and inequalities in two unknowns and interpret their graphs.//


 * Rationale:** Students will expand upon their knowledge of linear equations and learn how to graph and interpret them.

__Assessment__

Students will work in groups to solve and graph linear equations. Students will each be given two T-Charts. Within their group, students are responsible for writing down the process of solving linear equations in the first column of the first graphic organizer. In the second column, students will be asked to solve the linear equation. After this first graphic organizer is completed, students will take part in a "Numbered Heads Together" activity in which the students are questioned about their problem by their fellow classmates and the teacher. This allows for instant assessment and feedback. Once the graphing portion of the lesson is taught, students will use their second graphic organizer to plot the process of graphing linear equations. Once the same process is completed, students will participate again in the "Numbered Heads Together" activity for feedback.
 * Formative (Assessment for Learning)**

Who doesn’t love a great comic book? Even mathematicians love reading a good comic book as long as it covers the right topic. So each student is going to create their own comic book that explains a student’s journey of learning how to solve linear equations. Linear equations are only a chapter in the great book of math, so this explanation only needs to be as long as it takes to help this student learn how to solve linear equations. The goal for this comic is to motivate everyday comic book readers to want to learn how to solve linear equations. **Product: ComicLife.** This product will be assessed using a checklist.
 * Summative (Assessment of Learning)**

__**Integration**__ __Technology:__ Students will use ComicLife as a Type II technology during this lesson in order to create a story about a student solving linear equations. This technology allows students to express their mathematical skills through another medium.

__English/Writing:__ Students are writing a story to use in the ComicLife that incorporates their English and Writing skills. Art - Students need to be creative and use artistic intuition to graphically design their comic book.

__**Groupings**__ Upon arrival to class, each student will be handed an index card with a definition on it. On each of the clusters of desks there will be a card with a vocabulary word on it. Students will need to find the cluster of desks that has the vocabulary word that corresponds to their definition. Students will then sit at the cluster of desks that has the matching vocabulary word to their definition. This is how the groups will be established. Once in these groups, students will participate in the "Numbered Heads Together" cooperative activity where students will fill in a T-Chart with the process of solving a linear equation on the left side and solve a linear equation on the right side. Each group of students will be questioned about their process and equation by the class and teacher. This will provide for instant feedback and assessment from the teacher and peers. The same process will be used for the process of graphing linear equations. Each of these organizers will be collected by the teacher and reviewed before the next class.

__**Differentiated Instruction**__


 * Strategies:**
 * Logical:** Students will need to make sense of the process of solving linear equations to correctly breakdown the process for the graphic organizer. Students will also need to be able to apply that process to actual linear equations.
 * Verbal:** Students will talk among their group to decide on a process for solving linear equations and graphing inequalities. As a class, students will ask their peers questions about their group's problem and the group will need to answer with an explanation.
 * Visual:** The "hook" of the lesson will provide a graphic representation of the idea of linear equations. Through the use of this comic, students who relate to pictures will be able to make the connection through pictures and real-life experiences.
 * Musical:** Music will be required to be incorporated into the ComicLife that each student needs to produce.
 * Intrapersonal:** Students will be given the chance to think and reflect about the lesson and any questions they have. These reflections will be recorded in an interactive blog for the class.
 * Interpersonal:** Students will have the opportunity to interact with groups of students in two different settings.
 * Kinesthetic:** When learning about the process of graphing graphs, students will need to show a guess of what the graph will look like by using their arms as a demonstration.
 * Naturalist:** Students will be asked to think and discuss how linear equations are used in the science field. Some ideas are: growth rate of plants, pressure, and flow rate of water.

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. Absences and the system
 * __Modifications/Accommodations__**

In the event that a student is absent for this lesson, I ask that the student contact me as soon as possible to plan a meeting to go over the material. I will introduce them to ComicLife. He or she will be paired up with a partner to go over the graphic organizer. All of the information about the class, activities, and assignments will be available on the class Wiki. This will allow for the student to be able to access the information from any computer.

The product for this lesson is a ComicLife project. This is a Type II technology because students will use this program to integrate the subject material that was learned into a different situation. Students will need to incorporate linear equations into a situation of everyday life. This project can easily be made more difficult to challenge students who are ready for the next level. Asking the student to create a longer comic or explain a more complex equation can demonstrate this learning.
 * Extensions**

__Materials:__
 * __Materials, Resources and Technology__**


 * T-Chart Graphic Organizer (2 for each student)
 * Vocabulary/Definition Index Cards
 * Chalk
 * Chalkboard
 * Computer
 * ComicLife Program
 * Internet
 * Pencil
 * Paper
 * Graph Paper
 * Ruler
 * Calculator
 * Text Book

__Resources:__


 * [|ComicLife]
 * [|Plotting Points]
 * [|Cartesian Plane]
 * [|Solving Linear Equations]
 * [|Graphing Linear Equations]
 * [|Interactive Worksheet]
 * [|Examples of Graphing Linear Equations]

__Technology:__


 * Computer
 * Internet
 * ComicLife
 * Graphing Calculator
 * Internet Links

__Links for Lesson Plan:__
 * __Source for Lesson Plan and Research__**


 * [|Comic Life]- By using this site, I will be able to show my students how to use ComicLife before they are actually are required to use it for a graded project.
 * [|Plotting Points]- This site will help to review with the students the proper way to plot points on a graph. Through doing this, students will all be at the same point when learning to graph linear equations.
 * [|Cartesian Plane] - Students need to know the basis of the plane they are graphing the lines on. This site includes an interactive plotting system that will be useful for visual learners.
 * [|Solving Linear Equations]- A review will be done on solving linear equations to be sure that all students are prepared with the necessary tools to move on to graphing linear equations.
 * [|Graphing Linear Equations] - This website gives an overview on the process and components of solving linear equations in a video format.
 * [|Interactive Worksheet] - This website allows students to practice their graphing. The answers for the problems are provided on the website so students can self-assess their progress.
 * [|Examples of Graphing Linear Equations] - This website gives multiple examples of graphed linear equations. These examples are broken down into different situational groups.

__Pre-Designed Lesson Plans:__


 * [|Graphing Linear Equations - Step-by-Step] - This site is not exactly set up like a lesson plan, but gives a clear breakdown of the entire concept of graphing linear equations. This site is complete with definitions and examples.
 * [|Graph Linear Equations]- This lesson plan give a clear and descriptive breakdown of how to graph linear equations. This lesson plan also includes resources for different programs to use in conjunction with the lesson.
 * [|Graphing Linear Equations in Two Variables] - This lesson plan clearly describes how to solve and graph linear equations with two variables. There are many examples included in the layout of the lesson.

__**Maine Standards for Initial Teacher Certification and Rationale**__

Rationale://** Students will be engaged in a variety of different ways throughout the lesson. The "clipboard" students will benefit from the structure of the graphic organizers. This allows for all the information to be compiled in one area with a step-by-step process attached. The "microscope" students will enjoy the activities that allow them to explore the ideas of graphing with linear equations. These students will be able to explore different ways that a linear equation could be processed. Thinking about topics such as linear equations in nature will allow for these students to really examine the workings of the world. The "puppy" students will benefit from the positive group environment that is present throughout this lesson. While working in group activities, students will be expected to listen to everyone's ideas and not put anyone down. This is important to build a positive learning environment. "Beach ball" learners will thrive through the spontaneous graphing activity. Through this activity, students are asked to solve a linear equation and demonstrate what they think the graph my look like by using all the members of their group to produce one graph of the line. This requires students to think on their toes and embrace the challenge with a positive spirit.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.

//**Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale:**// Linear equations are present in the world all around us. Students need to be equipped with the tools to figure out problems in the world that may deal with these kinds of equations. During this lesson, students learn that the graphs of linear equations can be interpreted to collect data. The skills that they acquire from this lesson can help them interpret data in real-world situations later in life. Students can look at graphs from a consumer’s point of view or even a businessperson’s point of view when they are interpreting graphs. Interpreting graphs in these different ways shows the student that there may be one graph, but the meaning of the graph can be different for different people. Through using the graphic organizers, there is more solidity of the processes that surround linear equations. This will create a less likely chance that the students will have issues remembering the process. This tool will also become a great reference tool for students to access while doing class work.

Rationale://** Students are required to speak during the cooperative learning activity, “Numbered Heads Together.” Students will need to answer questions asked by peers about their given problem. Reading and writing are integrated into the lesson through the ComicLife that each student needs to produce. Students worked through the process using the knowledge that was taught during the lesson. They are required to use logic to figure out what steps come in what order. Student will use visuals in many different ways throughout this lesson. From the “hook,” comic, to the final product, a ComicLife project, students are using visual representations to help in the learning process. Students will get the chance to work on their own when it comes to reflecting upon the lesson and questions that the student may have. By writing a blog, students will be able to express how he or she feels their learning process is progressing. Student will work in groups and as a class during the cooperative learning activity. This will allow students to work with the material at various levels and get feedback at each of these levels. During the lesson, students will get the chance to interpret graphs in a way that directly connects to their body. Each group of students will be responsible for graphing their graph using the members of their group as the plane and line. Music is integrated into the ComicLife to enhance the end result of the product. This allows for the more musically inclined students to make a connection between music and math. There are many real-life situations where linear equations are incorporated in nature. Students will be asked to think of and discuss these different examples and how math plays a part in this study.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.

//**Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale:**// Different forms of assessment will be administered throughout this lesson. Each of these kinds of assessments will serve their own purpose. The first form of assessment will be the “Question of the Day.” Each student will answer a question or two about the topic covered in the previous lesson. The teacher will then assess these problems to track the learning of each of the students. This will be used as a guide for the speed the lessons should be progressing at. Students will then fill out a T-Chart with their group. Two charts separate charts will be filled out, one for solving linear equations and one for graphing linear equations. The teacher will then collect these at the end of the class to make sure that all the student are on the right track. The one project that will be graded for this lesson is a ComicLife product. Through this project, student will need to express their learning and comprehension of the subject into a real-life situation. This product will be graded for comprehension of the subject and the ability to transfer the material into a different situation.

__**Teaching and Learning Sequence:**__

When students walk into the classroom for this lesson, they will see the desks arranged in clusters of groups of four. Students will figure out which cluster they belong in depending on the index card that they received while coming into class. Each student will get a card with a definition on it. The goal is to find the cluster with the index card that has the vocabulary word that corresponds to the definition on the card received upon arrival to class. Students will then take their seats at the corresponding cluster. This will designate the groups for the rest of the class.

Day One: Students will arrive and find their designated cluster. (5 minutes) Students will answer the “Questions of the Day.” (10 minutes) Graphic Organizers from the previous class will be redistributed. The teacher will then go over the papers briefly to address any concerns. (10 minutes) The lesson about solving [|linear equations] and the beginning of the [|graphic process] will be introduced. (40 minutes) T-Chart Graphic organizers will be distributed and students will work on the[|linear equations][|process] organizer with their group. (14 minutes) Students will pass in their graphic organizer to be assessed by the teacher. (1 minute)

Day Two: Graphic organizers that were collected the previous class will be passed back and quickly discussed. (5 minutes) Continuation of the teaching about [|graphing] [|linear equations] will be completed. (30 minutes) Students will be lead in a discussion about how nature ties into linear equations. (5 minutes) Students will work in their groups to solve the graphing linear equations T-Chart. (14 minutes) “Numbered Heads Together” activity with the class will take place. (20 minutes) Students’ graphic organizers will be collected for assessment of comprehension. (1 minute) Students will be assigned their [|ComicLife] assignment and introduced to the program. (5 minutes)

Students will understand that linear equations can be used to solve problems. Students will benefit from learning this material because linear equations are used in many different applications in life. Students will realize the importance that graphs of linear equations in the business world, science, and many other places in life. The Maine Learning Result that this lesson focuses on is: “Students solve families of equations and inequalities.” After this lesson, students will have the knowledge to graph and interpret linear equations. The “hook” is a comic that directly relates to linear equations. Not only is the comic humorous, but the content directly relates to real-life situations that the students may use linear equations for.
 * Where, Why, What, Hook, Tailors: Visual, Logical**

Throughout this lesson, students will need to know the x-axis, y-axis, x-plane, slope, and what linear equations are and how to solve them. The lesson will be presented with visuals such as pictures and graphic representations of the graphs. Students will be presented with a sequential process that can be used to solve and graph the linear equations. Students will also be given the opportunity to discuss how linear equations and their graphs aid us with science and research. After the lesson, students will be given the chance to reflect and blog about their learning and progress. Students will be assessed for understanding in a couple different ways. Comprehension of the previous material will be assessed by the “Question of the Day.” This allows the teacher and students to be sure that the material that was learned the class before was actually comprehended. The graphic organizers will be collected and reviewed by the teacher. The teacher will then provide feedback the next class to ensure that all students are on the same page with the material. Finally, a ComicLife project will be made by each student to be graded and assessed for comprehension of material and the ability to transfer the information from one setting to another. For content, see content notes.
 * Equip, Explore Rethink, Revise Tailors: Visual, Logical, Verbal, Naturalist, Intrapersonal (see content notes**)

Students will need to think with their group and figure out the process to solving and graphing linear equations. This will require higher-order thinking because each student will need to assess the end product and the steps they will need to take to get to that point. As a group, students will need to make sense of this process to solve and graph linear equations. Students will be able to solve systems of linear equations and inequalities in two unknowns and interpret their graphs. The material and processes will be presented throughout the lesson. Additional aids such as graphic organizers, cooperative activity, and group discussions will further this learning. By using all of the additional items, students will get a more solid comprehension of the material. Upon arrival to class, each student will be handed an index card with a definition on it. On each of the clusters of desks there will be a card with a vocabulary word on it. Students will need to find the cluster of desks that has the vocabulary word that corresponds to their definition. Students will then sit at the cluster of desks that has the matching vocabulary word to their definition. This is how the groups will be established. Each student in the group will have a step of the problem solving process to address when their peers are asking questions during the cooperative learning activity. Students will show evidence of learning through the group activity because they will be required to explain their reasoning to their peers. Graphic organizers, discussions, and the ComicLife project will also attribute to the evidence of their learning. Students will also need to demonstrate their given graph by using their body to make a picture of the line. In the ComicLife, students will need to incorporate music into their learning to enhance the product. During the class activity and discussion, students will be able to think about their problem after seeing how some of the other class persecuted their assignment. At this time, students will be given the opportunity to revise and edit their own graphic organizers.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Logical, Kinesthetic, Visual, Interpersonal, Musical**

Students will be given a couple different opportunities to self-assess their learning. While hearing the other groups talk about their findings of their equation, students should be thinking about their own problem solving process and how it compares. Student will also be expected to blog about their feelings on their progress of learning for the subject material. The teacher will look at these blogs and assess where the learning of the class stands. In order to achieve timely feedback, students will pass in their graphic organizer at the end of class. These organizers will be assessed and returned to the students at the beginning of the next class. The teacher will also be able to give instant feedback during the group discussion activity. All of the future assignments and lessons to follow in this unit build upon the material and skills that are learned during this lesson.
 * Evaluate, Tailors: Logical, Intrapersonal, Interpersonal, Visual**

__**Content Notes**__

• [|ComicLife] - By using this site, I will be able to show my students how to use ComicLife before they are actually are required to use it for a graded project. • [|Plotting Points] - This site will help to review with the students the proper way to plot points on a graph. Through doing this, students will all be at the same point when learning to graph linear equations. • [|Cartesian Plane] - Students need to know the basis of the plane they are graphing the lines on. This site includes an interactive plotting system that will be useful for visual learners. • [|Solving Linear Equations] - A review will be done on solving linear equations to be sure that all students are prepared with the necessary tools to move on to graphing linear equations. • [|Graphing Linear Equations] - This website gives an overview on the process and components of solving linear equations in a video format. • [|Interactive Worksheet]- This website allows students to practice their graphing. The answers for the problems are provided on the website so students can self-assess their progress. • [|Examples of Graphing Linear Equations]- This website gives multiple examples of graphed linear equations. These examples are broken down into different situational groups. • [|Graphing Linear Equations in Two Variables] - This site is not exactly set up like a lesson plan, but gives a clear breakdown of the entire concept of graphing linear equations. This site is complete with definitions and examples. • [|Graph Linear Equations]- This lesson plan give a clear and descriptive breakdown of how to graph linear equations. This lesson plan also includes resources for different programs to use in conjunction with the lesson. • [|Graphing Linear Equations - Step-by-Step] - This lesson plan clearly describes how to solve and graph linear equations with two variables. There are many examples included in the layout of the lesson.

__**Handouts**__

T-Chart (2 for each student) Definition/Vocabulary Index Cards Checklist for ComicLife "Question of the Day"