L4+Jean,+Ethan

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

Teacher’s Name:** Mr. Ethan Jean **Date of Lesson:** Lesson 4 (Perspective)
 * Grade Level:** 9 - Diploma **Topic:** Solving Equations

__**Objectives**__
Student will understand that there are basic rules for solving algebraic equations. Student will know the steps involved in solving algebraic equations such as absolute value or quadratic equations. Student will be able to consider what rules to use in different situations.

__**Maine Learning Results Alignment**__
Maine Learning Results: Mathematics D. Algebra Equations and Inequalities Grades 9-Diploma 2. Students solve families of equations and Inequalities c. Solve absolute value equations and inequalities and interpret the results


 * Rationale:** Students will be shown how to use the Comic Life application to display their understanding of how to solve various algebraic equations in a variety of ways.

__**Assessment**__
During the lesson students will be expected to fill out a graphic organizer detailing the content covered during the class. The teacher will then be able to go around and check each students graphic organizer during the class work period to check for understanding of the material. Students will be assessed on the content they have written down in their graphic organizers and immediate feedback will be provided to the students druing the class period. Students will also be required to evaluate each students final Comic Life presentation and give each other feedback which will demonstrate each students knowledge of the math.
 * Formative (Assessment for Learning)**

Students will be required to complete an interesting and engaging Comic Life that creativly shows what they have learned regarding the various ways to solve algebraic equations. Students will be evaluated on the mathematical content of the Comic Life that they create. Students will also be requiered to hand in a story board detailing what the story they are trying to tell druing the Comic LIfe. The project will be graded on both math content and creativity. Students will be encouraged to be as creative as they want to be when using the Comic Life program as long as they do not lose track of the mathematical content. The final Comic Life will be graded based on the rubric attached to this lesson.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will be using Comic Life technology. This lesson will be the first time many students will have a chance to use the Comic Life program and so extra time will be needed to allow for students to become comfortable with the program. The students will be handing in a final project using Comic Life to show teh various ways of solving agberaic equations an inequalities.

Art:** Students will be able to be as artistic as they would like when creating thier Comic Life project. They will be able to incorporate what ever visual drawings or pictures they feel apply to their concept of idea.
 * Other Content Areas:
 * English:** Students will be using English when creating their story baords for the Comic Life project.

__Groupings__
During this lesson students will discuss their graphic organizers during a round robin brainstorming activity. Students will be split in half and conduct discussion in these groups of half the class. The class will then be brought back together to participate in a final discussion of the Comic Life project. Students will then be grouped in pairs according to the teacher and work together with a partner on the Comic Life project. Working together will allow for students who are struggling with the math to get past their problems because the other student will be able to help them. They will then be able to both show their creativity when making the Comic Life.

__**Differentiated Instruction**__

 * Strategies**:
 * Verbal/Linguistic-** During the round robin brainstorming students will be able to communicate ideas verbally between each other.
 * 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.

//I// //will revi////ew student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations//.
 * Modifications/Accommodations**

If a student misses a class they will be responsible for gathering the information they missed ether by coming into the classroom to get the material or getting it from a student who was in class the day of the absence. Because the final product will be a graded Comic Life, it is very important to stay up to date with the material being provided. The student can make up the work whatever way he or she would like, but they are responsible for getting the homework or final project done and handed in on time. If their absences get in the way of handing in an assignment the student will be responsible for emailing the teacher with a plan for completing the assignment. The teacher will OK the plan and it is then the students responsibility for doing what they said they would.
 * Absent Students**

When creating the Comic Life students will be encouraged, but not required, to go beyond the typical project. This means if they want to turn their pictures into comics they will be shown how to do that. Also if they wish to put the comic into an iMovie and put sound behind it they can as long as they have the project done within the required time limit. There will be no time limit on how long the presentation must be tho, so they can make it as long as they wish as long as it stays on the mathematical topic.
 * Extensions**

__**Materials, Resources and Technology**__
__Materials:__ T Chart Graphic Organizer handout (Each Student) Paper Markers Pencils w/ erasers Comic Life Storyboard handout Round Robin Brainstorming handout Textbooks

__Resources:__ Comic Life Tutorial Comic Life Student Sample

__Technology:__ Overhead projector / Interactive Whiteboard Laptops (Each Student) Comic Life Application Calculator

__Source for Lesson Plan and Research__
__Informational Links for this Lesson:__ [|Graphic Organizer] This is the graphic organizer that the students will be provided with to help them visually organize the information that will be presented to them in class. [|Comic Life Tutorial] This video will show students all the basics to creating a Comic Life. They will gain all the knowledge they need to complete an engaging and interesting Comic Life. If they wish to go the extra mile they will have to explore further than this video does. [|Inequality Equations] This site provides the information that the students will be expected to know and apply to thier Comic Life presentation. Students will be able to use this as a resource as well as their textbooks. [|Systems of Equations] This is also a great resource for students. This site shows what students are expected to know regarding systems of equations involving three variables as well as a link to the two variable systems of equations. [|Absolute Value Equations] This is all the information students should know regarding absolute value equations. Students can go back to this site if they are having trouble with the math involved in the Comic Life assignment. [|Round Robin Activity] This is a description of the round robin activity that will be done in class. Students will be able to read this and understand what is expected of them during this class group activity.

__Lessons:__ [|Corny Equations] This lesson plan relates solving algebraic equations to corn production. The lesson details a nice way of presenting the students with a challenge that relates to the real world as well as solving algebra. The algebra parts were used partially in the creating of this lesson.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Through this lesson students will be given lots of ways to learn and develop in the classroom. By participating in the round robin discussion students will be able to work together in small groups where each student will be heard from without feeling overwhelmed. This will benefit the shy students within the class who might not normally speak. The graphic organizer will give the students who need some type of organization in their learning. It will give the students a way to organize their thoughts and ideas in a way that they can go back to later and still understand at a glance. By having students work in groups to discuss the material it gives the students who are falling behind a chance to catch up to the rest of the class before the final discussion amongst the whole class. By making everyone get into groups the students who need to bounce ideas off each other will be able to do so to learn.
 * //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.//

Rationale:** Through this lesson students will learn deeper into how each algebra equation can be solved in a variety of ways, and they will also be able to apply those ways into a comic life that will be presented in front of the class. Students will be able to display their knowledge of the subject matter in a way that best fits their learning style because the Comic Life program allows for all learning styles to create their own individual product. Students will also be able to compare and analyze different equations during the project. The subject matter is also applied through the requirement of math in the Comic Life story. The goal or universal mastery is also reached through this lesson because it allows for every student to master the material even further than they have previously in other lessons during the unit. This lesson takes it a step further and applies it to the Comic Life program.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** Students mulitple learning styles are all dealt with in this lesson allowing for students to learn the way that fits their learning style best.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal/Linguistic-** During the round robin brainstorming students will be able to communicate ideas verbally between each other.
 * 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.


 * Technology:** The technology used in this lesson provides for students to learn in a way that best fits them through the usage of Comic Life. In the Comic Life program students can create anything that applys to the math. Creativity is encouraged and easily done with this type II technology.

Rationale:** This lesson demonstrates my ability as a teacher to provide students with a variety of formative and summative assessments. Through the use of classroom discussion and graphic organizers students will be able to show thier undersanding of the core ideas being taught. By creating a Comic Life for grading students will show thier ability to apply the ideas and concepts to a bigger idea.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

During the lesson students will be expected to fill out a graphic organizer detailing the content covered during the class. The teacher will then be able to go around and check each students graphic organizer during the class work period to check for understanding of the material. Students will be assessed on the content they have written down in their graphic organizers and immediate feedback will be provided to the students during the class period. Students will also be required to evaluate each students final Comic Life presentation and give each other feedback which will demonstrate each students knowledge of the math.
 * Formative (Assessment for Learning)**

Students will be required to complete an interesting and engaging Comic Life that creatively shows what they have learned regarding the various ways to solve algebraic equations. Students will be evaluated on the mathematical content of the Comic Life that they create. Students will also be required to hand in a story board detailing what the story they are trying to tell during the Comic Life. The project will be graded on both math content and creativity, nothing else. Students will be encouraged to be as creative as they want to be when using the Comic Life program as long as they do not lose track of the mathematical content.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
The room will be arranged with an isle in the middle and half of the seats on one side of the room with the other half of the seats on the other side of the isle facing each other. This will be for when the round robin activity is done the class will already be split into two. The students will enter and take a seat and once everyone is present the class will start. The students will not need to be pre-assessed because the previous class periods will serve as the pre-assessment for this lesson.

__Class one:__ Students will be shown a sample Comic Life presentation that is engaging and what the students are trying to achieve by the end of the lesson (10 minutes) The students will be handed out the graphic organizer (5 minutes) The class will then discuss the different types of equations and how to solve them (25 minutes) Students will then participate in the round robin brainstorming activity in their groups (10 minutes) The students will then be given a homework assignment to work on for the rest of class ( 30 minutes)

__Class two:__ Students will be given the answers to their homework and any questions will be answered (10 minutes) Students will then be shown a tutorial about the application Comic Life (10 minutes) Comic Life storyboards will then be passed out to the class and the assignment will be discussed (15 minutes) The students will get into their groups for the project (5 minutes) The students will then have the rest of the class to work on their projects (40 minutes)

__Class three:__ Students will be presenting their Comic Life projects and given feedback by the class (80 minutes)

Students will understand that there are basic rules for solving algebraic equations. 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? //Students solve families of equations and inequalities//. 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. During the second class the students will be shown a tutorial video about Comic Life that will not only give them the tools they need to make a great comic but also it will interest them and capture their attention.
 * Where, Why, What, Hook Tailors: Visual, Verbal, Logical, Interpersonal, Musical**

Students will know the steps involved in solving algebraic equations such as absolute value or quadratic equations. A T chart will be used to organize the information involved with solving an equation. This will give the students a chance to organize their thoughts about the assignment. Students will also be able to use a storyboard to organize their comics. This will be also turned in later for feedback before the final project is done. Students will work within the round robin groups and discuss their T diagrams.
 * Equip, Explore, Rethink Tailors: Visual, Logical, Verbal, Interpersonal**

A [|T chart] will be used to organize the information involved with solving an equation. Students will also be able to use a storyboard to organize their ideas regarding the Comic Life project. This will make it a lot easier for students to organize their ideas. Round robin brainstorming will be used to encourage discussion and understanding of the rules of basic algebra. Students will work within the round robin groups and discuss their T diagrams. This will allow for students to bounce ideas off each other and if a particular student is struggling then by participating in this activity they will be given the chance to catch up to the rest of the class. Students will be able to make changes to their T diagrams as well as their comic life storyboards. Students will be given feedback on their story boards as well as their homework questions allowing them to make any final changes.
 * Explore, Experience, Rethink, Revise, Refine Tailors:** **Verbal, Visual, Interpersonal, Intrapersonal, Logical**

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. Students will also be presenting their Comic Life project in front of the class during the third class period. During this students will be given a grade also for their attentiveness during the presentations. Students will also be evaluated on their storyboards as well as their graphic organizers and given feedback on both to help them work towards mastery. This will allow them to display a greater mastery in their Comic Life presentations in front of the class. Each student will be expected to pass in a review of each students project also.
 * Evaluate Tailors:** **Visual, Verbal, Interpersonal, Musical, Naturalist, Logical**

[|Comic Life Tutorial] This video will show students all the basics to creating a Comic Life. They will gain all the knowledge they need to complete an engaging and interesting Comic Life. If they wish to go the extra mile they will have to explore further than this video does. [|Inequality Equations] This site provides the information that the students will be expected to know and apply to thier Comic Life presentation. Students will be able to use this as a resource as well as their textbooks. [|Systems of Equations] This is also a great resource for students. This site shows what students are expected to know regarding systems of equations involving three variables as well as a link to the two variable systems of equations. [|Absolute Value Equations] This is all the information students should know regarding absolute value equations. Students can go back to this site if they are having trouble with the math involved in the Comic Life assignment.
 * Content Notes**

Graphic Organizer Round Robin Brainstorming Comic Life Storyboard
 * Handouts**