S3+Stoutamyer,+Mykayla

=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.

=Lesson 1= 2.Use the joke with equations explaining why [|girls are "evil"] to make equations fun (**Hook**). 3.Students will know linear equations, constants, coefficients, ax+b, and what does the intersection of two graphs mean? (**Equip**). Will have students fill out the K and W columns of the [|KWL chart] (**Explore**). Use the [|3 minute review] during the lesson to have students get together and add knowledge that they didn't think of to their KWL charts (**Experience**). 4.Students will think about why they might not have gotten a particular problem wrong (**Rethink**). Take that particular problem and discuss with peer and/or teacher about why he/she got it wrong (**Revise**). Redo the problem on a separate sheet of paper and turn back into the teacher so it can be checked again. Repeat process if necessary (**Refine**). 5.Students will fill in the L column of the KWL chart after the lesson has been taught. Fill in as many statements as they can and write questions they still may have on the back (**Evaluate**) 6.__Verbal__: Discussion over why the mistake was made on the board problem. Why do they think they got it wrong? Why do they think they are right? __Logic__: Students will solve a variety of problems different ways in class. __Visual__: The equation about girls being evil will be done out with pictures or a handout given in pictures. __Kinesthetic__: After solving a problem on the board, students will move to various locations in the room with people who have the same answer (only works if two or more answers are found). Will discuss with their group how they arrived at their answer. __Naturalistic__: Students will be dealing with longitude and latitude in the webquest. __Intrapersonal__: Students will fill out the KWL chart and will think about why they got a problem wrong. __Interpersonal__: Students will participate in the 3 minute review, work in groups to discuss their answer about a board problem, and talk in pairs about why they think a particular problem was marked wrong. (**Tailor**) 7.Students will be able to show different ways of arriving at the same answer (**Explain**). Product: Students will do the process 2 on a [|algebra webquest] solving the equation different ways and students will begin on a study guide that will be used to study by for the next lesson. Estimated Time: 2 days || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Students will understand the equations have many ways for being solved (**Where**). Might need different techniques for solving the profit you are making, your cell phone bill, how many miles you will travel with so much gas, etc. (**Why**). **//Students solve families of similar equations and inequalities//** (**What**).

9. Show the students an example of a budget using an equation so that students can see it in action (**Hook**). 10.Students will know how to solve ax+b=k algebraically (**Equip**). Students will fill out a [|step by step chart] over various problems (**Explore**). Students get into pairs and try to solve a difficult equation using the same procedure as the step by step chart. Each pair then reports out on how they attempted to solve the equation (**Experience**). 11. Students will think about how they can check their algebraic answer with a different technique (**Rethink**). Students will get with their partner and check their work on the difficult equation (**Revise**). After being taught the necessary steps to solve the harder equation, students will fix their equation they did with their partners (**Refine**). 12.Students will complete an exit card with 2 or 3 equations of different difficulty levels (**Evaluate**). 13.__Verbal__: Students discussing with each other how to solve the problem. I explain to them how to solve the problem. __Logic__: Students will solve equations algebraically. __Musical__: I will play classical music in the background while students work independently. __Visual__: Students will use the graphic organizer to solve equations at first. __Interpersonal__: Students will be working in pairs to solve an equation. __Intrapersonal__: Students working on solving problems alone (**Tailor**). 14. Students will be able to solve systems of linear equations and inequalities in 2 unknowns and interpret their graphs (**Application**) Product: Students will finish the study guide and take a quiz over the information. Estimated Time: 3 days || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8.Students will understand that equations have many ways for being solved (**Where**). Students might need to use equations in order to figure out their budget and how much spending money they have (**Why**). **Students will solve families of equations and inequalities** (**What**).

16.How many of you have gotten so mad at your computer that you wanted to throw it off a building? Well I can tell how long it would take that computer to fall 100 feet before it would smash into millions of pieces. (**Hook**). 17.Students will know quadratic equations, ax²+bx+c, and what the roots of the quadratic equation represent (**Equip**). Students will fill in a [|venn diagram] comparing linear equations and quadratic equations (**Explore**). Students will then discuss as a class the similarities and differences between linear equations and quadratic equations, which will then be put onto a class venn diagram (**Experience**). 18.Students will start a comic life in class using the information on the venn diagram (**Rethink**). Students will show what they have done with their comic to peers and the teacher and get feedback (**Revise**). Students will finish the comic life taking the feedback into consideration (**Refine**). 19.Students will grade themselves with the rubric for the comic life (**Evaluate**). 20.__Verbal__: The class discussion about the venn diagram. __Visual__: Students filling in the venn diagram and making the comic. __Intrapersonal__: Students filling out the venn diagram and making the comic life alone. __Interpersonal__: The class discussion about the venn diagram and the peer feedback reviews. __Kinesthetic__: Students making the comic life. __Musical:__ Make up a rhyme for the quadratic equation. ax²+bx+c= the quadratic equation for you and me.(**Tailor**) 21.Students will be able to compare quadratic equations with linear equations (**Perspective**). Product: Comic Life Estimated Time: 1 day || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.Students will understand that quadratic equations have different methods for solving (**Where**). Quadratics are used to figure out how fast something is falling (**Why**). **Students solve families of equations and inequalities** (**What**).

23.I will play the video of the high school [|boys singing] the quadratic formula (**Hook**). 24.Students will know how to factor and will know the quadratic formula (**Equip**). Students will solve a variety of quadratic equations using the quadratic formula by filling in the [|step by step chart] (**Explore**). After thinking about why you can't solve a quadratic equation every time by factoring, students will pair up and discuss this question together and then report it to the class like a [|think-pair-share] (**Experience**). 25.Students will go back and solve some of the equations that we used factoring on and solve them with the quadratic formula. Did they arrive at the same answer? (**Rethink**). For homework students will blog about what technique they like better and why. Also they will blog about which technique they are going to use more frequently and why (**Revise**). Students will practice with the solving techniques that they do not feel comfortable with so that they will be able to use any of the techniques in an situation (**Refine**). 26. Students will blog about the different techniques and will complete an exit card before leaving class (**Evaluate**). 27.__Musical__: The video of the boys singing the quadratic equation will appeal to the musical learners. __Logical__: Students will solve a variety of quadratic equations using different techniques. __Verbal__: I will explain the different techniques that one can use to solve quadratic equations and I'll walk them through the steps of how to solve them, __Visual__: The step by step graphic organizer will appeal to my visual learners. __Intrapersonal__: The students will blog about their favorite solving method and will also solve problems on their own. __Interpersonal__: Students will do the think-pair-share about why someone cannot always factor to solve quadratic equations. (**Tailor**) 28.Students will be able to relate techniques for solving linear equations to those techniques used for quadratic equations (**Empathize**). Product: Blog Estimated Time: 2 days || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.Students will understand that quadratic equations have different methods for solving (**Where**). Quadratics are used to figure out how fast something is falling (**Why**). **Students solve families of equations and inequalities** (**What**).

30.Students will go outside and find something that they do not know the height of (tree, building, flagpole, etc) and will think of ways that they can solve the height using equations (**Hook**). 31.Students will know how to apply the equations to everyday problems (**Equip**). Students will fill in the [|cluster/word web 3] with as many examples as they can think of for how to use equations in everyday life. They can add bubbles if necessary (**Explore**). Students will then get into small groups (3 or 4) and compare their graphic organizers. They will discuss their answers and add to their graphic organizers if necessary (**Experience**). 32. Students will start their E-folio with examples of how to use equations in everyday life (**Rethink**). Students will meet with the teacher to see if their examples will really work and to see if their equation example would work for that situation (**Revise**). Students will finish their E-folio with the necessary examples and solving one (**Refine**). 33. Students will complete the E-folio to show understanding of where equations can be used to solve some everyday problems (**Evaluate**). 34.Naturalistic: Students will go outside to find an object that they don't know the height of and try to figure out ways to find that height. Logic: Students will be trying to find ways to incorporate their knowledge of equations to everyday life and solving some of those examples. Verbal: We will have a class discussion over the ways that we could solve the height problem. Visual: Students will make visual representations of their examples for their E-folio. Interpersonal: Students will work in groups to compare examples and come up with more examples. Intrapersonal: Students will make their E-folios and will fill out the graphic organizer on their own (**Tailor**). 35.Students will be able to recognize everyday situations where equations can be used (**Self-Knowledge**). Product: E-folio Estimated Time: 2 days || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29.Students will understand that equations can be used to calculate some everyday situations (**Where**). Students will need to know how to solve equations in order to plan a budget and not be in debt (**Why**). **Students solve families of equations and inequalities** (**What**).

37.Students will be introduced to the performance task (**Hook**). 38.Students will know how to use equations in everyday life (**Equip**). Students will fill out a chart about what information in the performance task that they know and what information is unclear or that they still don't quite understand (**Explore**). Students will get into their groups for their project and start working (**Experience**). 39.Students will use the information that they learned throughout the unit to complete the performance task (**Rethink**). Student groups will meet with the teacher to check the progress of their work and to clear up any misunderstandings they may have (Revise). Students will use the teacher's feedback to improve their projects (**Refine**). 40.Students will fill out a rubric grading themselves on their wikispaces (**Evaluate**). 41.__Verbal__: Students will get a verbal instruction from the teacher about the project they will be doing. __Kinesthetic__: Students will get to make a commercial for their project. __Logic__: Students will make equations that fit for their choices and will then solve those equations to make sure that it stays under budget. __Interpersonal__: Students will work in groups to complete the project. __Intrapersonal__: Students will be responsible for their own equation for their choice of the uniform for the project. __Visual__: Students will use pictures and graphs to enhance their wikispaces and to explain their choices to the audience (**Tailor**). 42.Students will be able to make sense of the information gained from using equations in everyday life (**Interpret**). Product: Wikispace with IMovie. Estimated Time: 3 days ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.Students will understand that equations can be used to calculate some everyday situations (**Where**). Students may need the skills to solve a budget like in the performance task (**Why**). **Students solve families of equations and inequalities** (**What**).

2004 ASCD and Grant Wiggins and Jay McTighe