L3+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 3 (Empathy)
 * Grade Level:** 9 - Diploma **Topic:** Solving Equations

__**Objectives**__
Student will understand that there are many things that can be found from an algebraic equation. Student will know how to interpret algebraic equations involving absolute value, families of equations, and quadratic functions. Student will be able to think like a mathematician analyzing an Algebraic equation.

__**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 gain a knowledge of how the rules were created for solving algebraic equations and therefore better know how to apply those rules to solving equations in multiple ways.

__**Assessment**__
During the lesson students will be required to fill out a graphic organizer which the teacher will be able to assess immediately and give feedback on. This will allow for students to make greater progress in a short period of time. Students will also be required to post their final projects to their blog where they must then evaluate each member of the class's project through the use of the sandwich method. This is when each student must give one positive comment, one thing they could have done better, and finally give a last positive aspect of the presentation that they really liked.
 * Formative (Assessment for Learning)**

Students will be required to compile an eFolio showing various ways to solve algebraic equations as well as the mathematician behind the math. Students will be asked to show their knowledge of a figure in mathematical history and be able to apply his or her practices in a way that shows their knowledge of the math. The students must also post their eFolio projects to their blog at the end of the lesson for grading and peer feedback. A separate copy of the eFolio must be handed in to the teacher for final grading based upon the accuracy of the math and the creativity of the portfolio. The eFolio will be graded based on the rubric linked to this lesson.
 * Summative (Assessment of Learning)**

__**Integratio**n__

 * Technology:** By completing this lesson students will be using the online eFolio technology. Students will be shown how to create a portfolio online and save it to various hard drives where they will be able to access it at a late date. The eFolio will be what the students post online as the final assessment for this lesson.
 * Art:** When creating the eFolio students will be able to incorporate what ever visual things they feel would enhance the quality of their project.
 * History:** Students will be learning about the history behind many of the math concepts that we have been going over in class. By doing this they will be able to gain a better understanding of how the math works as well as a better understanding of history in general.

__Groupings__
During the lesson the whole class will participate in a three minute review session where students will be able to ask any questions they have regarding the assignment and also the math that they will be having to apply to the eFolio. Students will be able to go over what mathematician did what as well as any questions they have about how to use the eFolio to create a final product. Students will also be paired up with a neighbor and discuss at their seats their graphic organizers prior to the class three minutes review. When students create their final project, however, they will be working alone to create the eFolio product.

__**Differentiated Instruction**__

 * Strategies**:
 * Verbal/Linguistic-** Students will be encouraged to discuss the material amongst themselves during the group activity.
 * 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.

//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 eFolio, 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**

Students will be provided with more examples of mathematicians that created more complicated methods for solving more complicated problems if they wish to take on a more difficult assignment. Students will also be able to go as far as they want when making their eFolio. There is no limit to the creativeness they can display within their final product.
 * Extensions**

__**Materials, Resources and Technology**__
__Materials:__ Ternary Tree Graphic Organizer (Each Student) Paper Markers Pencils w/ erasers eFolio handout Textbooks Three Minute Review handout Mathematicians handout

__Resources:__ eFolio Tutorial H: Drive Tutorial Mathematicians Video

__Technology:__ Overhead Projector / Interactive Whiteboard Laptops (Each Student)

__Source for Lesson Plan and Research__
__Informational Links for this Lesson:__ [|Graphic Organizer] This is the graphic organizer the students will be using to organize the different concepts they learn about the various famous mathematicians and their contributions to the algebra they are solving in class. [|eFolio Tutorial Video] This video will give the students an idea of how to set up their eFolio account and also show them all the things they need to know in order to complete the project. [|Mathematicians Video] This video talks about how algebra was invented and gives an example of a famous algebraic mathematician that could be used as a person of interest for the eFolio project. [|Inequalities Information] This website gives some great information about how inequalities work and ways to solve them if any of the students are still having trouble with the material. [|Mathematicians] This link gives some ideas for famous mathematicians who contributed to the algebra being taught in class. This should be used as a starting point for students who have no idea how to start researching a topic for their eFolio [|Three Minute Review] This is a link to the description of the three minute review and how it will be used in my classroom.

__Lessons:__ [|Famous Mathematicians Lesson] This lesson is more for 7-8th grade students but it has may aspects to it that are incorporated into this lesson. There are also a lot of great links within this lesson that can be used by the students for there eFolio project.

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Through this lesson students will be provided with a variety of ways to learn. The graphic organizer will give the clipboard and microscope people a way to organize the ideas bring presented in the class period. By doing the three minute review it will give students a chance to work together as a whole group towards the greater understanding of the content. Before this review students will be in pairs discussing the material which will benefit the shy people who may not function best in a large group setting. By working together, all students will be given the chance to come to the same conclusions no matter what their intellectual status. This lesson plan allows for all types of students to learn the way that fits them best.
 * //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:** This lesson will allow for the students to work towards the curriculum goals in the way the best first their learning style. By researching a mathematician students will be able to imagine what it was like to be that person and assume the role of the mathematician in the eFolio. Students will be able to learn the various ways in which equations should be solved and the different data that can be extracted from an equation. Students will also be able to make a connection between how the skills they are learning now will help them in the future by examples of real world jobs that require a person to apply algebra. From the previous lessons students will see how the skills come into play later in this lesson. The final application of the eFolio will also show students how to create a professional product related to the math.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** The variety of learning styles are to be dealt with in this way:
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Verbal/Linguistic-** Students will be encouraged to discuss the material amongst themselves during the group activity.
 * 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.


 * Technology:** Students will be introduced to the online program eFolio and shown how to create their own that will be graded at the end of the lesson.

Rationale:** Students will be evaluated in a variety of ways because they learn in numerous different ways. In this lesson they will be evaluated on how well they put the information into an eFolio and the presentation of the eFolio. Students also have the chance to show their learning ability during classroom discussions and work sessions where their graphic organizers will be assessed.
 * //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 required to fill out a graphic organizer which the teacher will be able to assess immediately and give feedback on. This will allow for students to make greater progress in a short period of time. Students will also be required to post their final projects to their blog where they must then evaluate each member of the class's project through the use of the sandwich method. This is when each student must give one positive comment, one thing they could have done better, and finally give a last positive aspect of the presentation that they really liked.
 * Formative (Assessment for Learning)**

Students will be required to compile an eFolio showing various ways to solve algebraic equations as well as the mathematician behind the math. Students will be asked to show their knowledge of a figure in mathematical history and be able to apply his or her practices in a way that shows their knowledge of the math. The students must also post their eFolio projects to their blog at the end of the lesson for grading and peer feedback. A separate copy of the eFolio must be handed in to the teacher for final grading based upon the accuracy of the math and the creativity of the portfolio.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
The classroom will be arranged in a horse shoe formation around the overhead projector / interactive whiteboard. This will be for when the eFolio video and mathematician videos are shown that everyone will be able to see from their seats as well as during the lesson everyone will be focused on the front of the class. Once everyone is present and takes a seat the class will begin. The students not be pre-assessed during this lesson because it will be building off what was previously learned in other class periods.

__Class one:__ The students will be shown a short video about mathematicians and discuss the video (15 minutes) The students will then be passed out the graphic organizer (5 minutes) Students will then be presented with the different ways to solve algebraic equations and how they relate to mathematicians (30 minutes) Students will then participate in a paired discussion of their graphic organizers as well as a three minute review of their graphic organizers with the class (10 minutes) Students will then be given homework problems to work on in class that will be due next class period (20 minutes)

__Class two:__ Students will have a chance to go over the homework and discuss any questions they had (10 minutes) Students will be shown a tutorial video about e Folio's (10 minutes) The eFolio project will be introduced and the handout passed out (10 minutes) Students will begin working on their eFolio projects (50 minutes)

Students will understand that there are many things that can be found from an algebraic equation. 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. //Students solve families of equations and inequalities//. 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. During the second class students will be shown a short video about how to use the eFolio program that will capture their attention and get them excited about working on the project.
 * Where, Why, What, Hook Tailors:** **Verbal-Linguistic, Visual/Spatial, Logical, Interpersonal**

Students will know how to interpret algebraic equations involving absolute value, families of equations, and quadratic functions. This may be a review for some students but through the eFolio project students will be able to show their mastery of the subject in a different way than they ever have before. A [|Ternary tree diagram] will be used to organize the information involved with different algebraic rules. Students will be able to fill out these graphic organizers during the first class and use them to aid in the completion of the eFolio project. Students will get to share their diagrams with the each other and discuss different ways of organizing the material. During this the teacher will be able to move around the class and make sure that each student is on the right track towards mastery.
 * Equip, Explore, Rethink Tailors: Logical, Visual/Spatial, Verbal, Intrapersonal, Interpersonal**

A [|Ternary tree diagram] will be used to organize the information involved with different algebraic rules. A three minute review will be used to help encourage discussion and check for understanding of the core ideas. During this discussion students will have the time to ask any questions they need to about both the math and the eFolio assignment. The teacher will also be able to check for a greater understanding amongst the class regarding both the math and the eFolio assignment. Students will get to share their diagrams with the each other and discuss different ways of organizing the material. This will benefit certain students who learn best by bouncing ideas off their peers.Students will be able to make and chances to their organizers they feel necessary. This will allow them to continue to work towards mastery. 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.
 * Explore, Experience, Rethink, Revise, Refine Tailors: Logical, Visual, Verbal, Intrapersonal, Interpersonal**

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. The students will also be assessed by the teacher during the group discussions as well as on the homework done in the first class. Students will be able to show their progress throughout the lesson as well as their mastery through the final eFolio project. The students will be graded on whether or not they complete the feedback portion of the eFolio project as well as on their own eFolio project. On their own project the students will be graded based on the correctness of the math as well as the creativity. As far as creativity goes, as long as the student doesn't do nothing to be creative they should be able to get some type of grade for this portion. Students will be encouraged to add in as much visual and musical aspects to the portfolio as possible.
 * Evaluate Tailors: Logical, Visual, Verbal, Intrapersonal, Interpersonal, Musical, Naturalist**

[|eFolio Tutorial Video] This video will give the students an idea of how to set up their eFolio account and also show them all the things they need to know in order to complete the project. [|Mathematicians Video] This video talks about how algebra was invented and gives an example of a famous algebraic mathematician that could be used as a person of interest for the eFolio project. [|Inequalities Information] This website gives some great information about how inequalities work and ways to solve them if any of the students are still having trouble with the material. [|Mathematicians] This link gives some ideas for famous mathematicians who contributed to the algebra being taught in class. This should be used as a starting point for students who have no idea how to start researching a topic for their eFolio
 * Content Notes**

Graphic Organizer Three Minute Review Mathematicians eFolio
 * Handouts**