S3+Cobleigh,+Justin

=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]
 * (W) .1** Students understand that....**(Where)**, Real Life **(Why)**, MLR **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] the content (**Explore**), [|Cooperative Learning] working on product (**Experience**)
 * (R)** **.4** Self-Assessment, feedback by students **(Rethink/Revise),** and feedback by teacher (**Revise**/**Refine**), [|Checking for Understanding]
 * (E)** **.5** Formative Assessment - Rubrics, Checklist **(Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)** **.7** Students will be able to ...( **Organize**), Product: Type II Technology, Number of Days:

[|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= =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that a linear relationship takes the form of y = mx + b **(Where)**. Linear relationships are present when we are moving, i.e. driving or skiing **(Why)**. Students understand and use basic properties of linear relationships using y = mx + b **(What)**.
 * (H)** 1.2 Hook students with example product video [] **(Hook)**
 * (E)** 1.3 Students will know what y=mx+b means and what all of it's pieces do **(Equip)**. Using a flow chart organizer, students will use this to show how previous concepts apply to newer concepts **(Explore)**. Students will use Team-Pair-Solo to see if they can correctly identify the pieces of a linear equation. Students will know what all of the pieces of a linear equation are and create an iMovie, in groups, explaining what the pieces of the equation do **(Experience)**.
 * (R)** 1.4 Students will respond to questions: What is m? What is b? What is the x-axis? What is the y-axis? **(Rethink)** Students can work on problems independently or in groups and ask questions along the way. I could use a variety of verbal, visual, logical answers to clarify and hope to hit several intelligences **(Revise)**. Students can practice this skills through example problems **(Refine)**.
 * (E)** 1.5 Questioning can be used during the instruction period. Journals, that can be used to reflect on problems that may arise and any questions remaining, will be turned so that I can adjust to have all students questions addressed **(Evaluate)**.
 * (T)** 1.6 **Tailors:**
 * Verbal:** Students can be involved in the discussion of linear equations and questioning of material.
 * Logical:** Doing out example problems practice creating the equations.
 * Visual:** Drawings on mini-whiteboards to piece together equations.
 * Kinesthetic:**
 * Musical:** When creating their iMovie, students can incorporate music that is appropriate and connects to linear equations.
 * Naturalist:**
 * Interpersonal:** Group work on the iMovie and also working on examples of linear equations in pairs/groups.
 * Intrapersonal:** Independent work on some examples of creating linear equations and connect that to the whiteboard activity (visual).
 * (O)** 1.7 Students will be able to be aware of what each piece of a linear equation does and how to create an equation **(Self-Knowledge)**. **Product:** iMovie **Days:** 2-3 **(Organize)** ||

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that graphs can be drawn from equations and vice versa **(Where)**. Hills and valleys can be drawn as graphs and their sides can be attributed to a specific linear equation **(Why)**. Students understand and use basic properties of linear relationships using y = mx + b **(What)**.
 * (H)** 2.2 Hook students with an example activity video [] **(Hook)**
 * (E)** 2.3 Students will know each piece of an equation translates over to a graph **(Equip)**. Using a flow chart organizer, students will be able connect previous lessons to the current concepts of graphing being taught **(Explore)**. Students will participate in a Round Robin style activity allowing all students to take turns creating linear graphs. Students will then us the graphing application on the [|National Library of Virtual Manipulatives] to create their graphs and then show how each piece corresponds to an equation **(Experience)**.
 * (R)** 2.4 Students can respond to questions such as: Where does the graph cross the x or y axis? What is the slope? Is it positive or negative? **(Rethink)**. Students can work on converting equations to graphs and vice versa independently or in groups and ask questions along the way. I could use a variety of verbal, visual, logical answers to clarify and hope to hit several intelligences **(Revise)**. Students can practice this skills through example problems as homework **(Refine)**.
 * (E)** 2.5 Questioning can be used during instruction to ensure that students are understanding the concepts of graphing equations. Students can reflect on the lesson by using a journal to write their reactions to the material and also mention any lingering questions that they would like answered about graphing **(Evaluate)**.
 * (T)** 2.6 **Tailors:**
 * Verbal:** Students are involved in lecture and discussion on graphing.
 * Logical:** Students work on example problems of converting equations to graphs and vice versa.
 * Visual:** Using mini-whiteboards, students can write out their attempts to converting to graphs and compare with other students.
 * Kinesthetic:** The class can use a life-size grid and use the students as points on the line.
 * Musical:**
 * Naturalist:** The life-size grid mentioned in above can be moved to an outdoor setting.
 * Interpersonal:** Students can work in pairs or as groups on creating graphs.
 * Intrapersonal:** Students work individually to convert equations to graphs.
 * (O)** 2.7 Students will be able to illustrate a graph from an equation and vice versa **(Interpret)**. **Product:** Grapher on [|NLVM] **Days:** 1-2 **(Organize)** ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that linear relationships are characterized by a constant rate of change **(Where)**. When we drive a car, our speed (velocity) is always changing either when we push on the accelerator or are going down a hill **(Why)**. Students understand and use basic properties of linear relationships using y = mx + b **(What)**.
 * (H)** 3.2 A demonstration of a car going downhill with a rate of change as it travels **(Hook)**.
 * (E)** 3.3 Students will know how to calculate rate of change, also know as slope, and velocity **(Equip)**. Continuing with the flow chart organizer, students will be able to connect slope and velocity to the previous concepts of linear equations and graphs **(Explore)**. Students will use the Think-Pair-Share style of working with other students in solving for slope. Students will then use a SMARTboard presentation to show how they solved for both slope and velocity **(Experience)**.
 * (R)** 3.4 Questions for student response: What is slope? What is velocity? What equations can we use to solve for slope or velocity? **(Rethink)**. Students can work on converting equations to graphs and vice versa independently or in groups and ask questions along the way. I could use a variety of verbal, visual, logical answers to clarify and hope to hit several intelligences **(Revise)**. Students can practice this skills through example problems as homework **(Refine)**.
 * (E)** 3.5 Questioning during instruction can be done to check for student understanding. Students also can use a journal to record any lingering thoughts of concepts of slope and velocity that may need to be cleared up. Quizzes could also be used to see if students know how to effectively use the formulas **(Evaluate)**.
 * (T)** 3.6 **Tailors:**
 * Verbal:** Students can be involved in lecture and discussion to answer any unclear concepts of slope and velocity.
 * Logical:** Students can work on example problems to see if they can use the slope and velocity formulas effectively.
 * Visual:** Pictures and diagrams can be drawn on the board during instruction to go along with word problems.
 * Kinesthetic:** Students can create a life-size grid and take the slope of specific lines.
 * Musical:** Students can create a pneumonic device to remember the pieces of the slope and velocity formulas.
 * Naturalist:** The student life-size grid can be moved outdoors.
 * Interpersonal:** Students can work in pair or groups to solve problems for slope and velocity.
 * Intrapersonal:** Students can work individually to solve problems and review their thought processes in coming to an answer.
 * (O)** 3.7 Students will be able to demonstrate how to find a constant rate of change (slope) and velocity **(Explanation)**. **Product:** SMARTboard Presentation **Days:** 2 **(Organize)** ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that a linear relationship takes the form of y = mx + b **(Where)**. Lines are everywhere in life. Students can see linear relationships everywhere that they look **(Why)**. Students understand and use basic properties of linear relationships using y = mx + b **(What)**.
 * (H)** 4.2 Provocative Question: Who thinks that y = mx + b and y = m(x - x1) + y1 are the same equation? **(Hook)**
 * (E)** 4.3 Students will know that linear relationships can be written in more than one form **(Equip)**. Students will continue with their flow chart in connecting the different ways of writing a linear equation to recognizing their graphs **(Explore)**. Students can work on re-writing equations in different forms with partners. Students will create a wiki to show the different ways linear equations can be written and which situations would use each of the formats **(Experience)**.
 * (R)** 4.4 Questions for student response: What is standard form? What is point-slope form? Which situations would each form work the best in? **(Rethink)** Students can work on converting equations to graphs and vice versa independently or in groups and ask questions along the way. I could use a variety of verbal, visual, logical answers to clarify and hope to hit several intelligences **(Revise)**. Students can practice this skills through example problems as homework **(Refine)**.
 * (E)** 4.5 Questioning during the lecture will allow for students to tell how each form would be used in differing situations. Journals can also be used to allow the teacher to see where issues are and what concepts would require going over again **(Evaluate)**.
 * (T)** 4.6 **Tailors:**
 * Verbal:** Students can discuss with their classmates about the different ways of writing linear equations.
 * Logical:** Students can work on converting linear equations into different forms.
 * Visual:** Writing out equations and showing how pieces can be attributed to graphs and then converted to another form of equation.
 * Kinesthetic:**
 * Musical:** Students can create a pneumonic device used to remember which pieces go to each of the equations.
 * Naturalist:**
 * Interpersonal:** Sample problems can be worked on in pairs or with groups to see where some misconceptions may be.
 * Intrapersonal:** Students can work individually on sample problems to check their understanding of linear equations.
 * (O)** 4.7 Students will be able to be open to different ways to write linear equations **(Empathy)**. **Product:** Wikispace **Days:** 2 **(Organize)** ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that graphs can be drawn from equations and vice versa **(Where)**. When looking at a road map, the roads intersect and run parallel to others just as lines can **(Why)**. Students understand and use basic properties of linear relationships using y = mx + b **(What)**.
 * (H)** 5.2 Challenge students to see if they can create parallel or perpendicular lines and create equations respective to them **(Hook)**.
 * (E)** 5.3 Students will know what perpendicular and parallel lines look like on graphs and also create their equations **(Equip)**. The use of a flow chart will continue showing students how to tell if a line is perpendicular or parallel to a given linear equation **(Explore)**. Students can be given sample linear equations and solve for their parallel lines and perpendicular lines and then through a jigsaw activity, their processes can be shared with a group. Students will then use GeoGebra to graph equations and test equations to see if they are indeed parallel or perpendicular **(Experience)**.
 * (R)** 5.4 Questions for student response can include: What do parallel lines look like? What do perpendicular lines look like? What's the structure of their equations? **(Rethink)**. Students can work on converting equations to graphs and vice versa independently or in groups and ask questions along the way. I could use a variety of verbal, visual, logical answers to clarify and hope to hit several intelligences **(Revise)**. Students can practice this skills through example problems as homework **(Refine)**.
 * (E)** 5.5 Questioning can be used during instruction to see if students can produce parallel or perpendicular graphs. Journals can also be written in and collected for the teacher to gather an idea as to where the class is in their understandings **(Evaluate)**.
 * (T)** 5.6 **Tailors:**
 * Verbal:** Discussion during a lecture can be done for those who can express their methods through words.
 * Logical:** Working on example problems during lecture will apply to those who need to see the process of finding parallel and perpendicular lines done out.
 * Visual:** Mini-whiteboards can be used to work out problems and then students can get feedback on their process by seeing what other students may have done to get a result.
 * Kinesthetic:** Three corners game - students move to whichever side of the room corresponds to the relationship of two lines.
 * Musical:**
 * Naturalist:** Weather depending, the three corners activity could be taken outdoors asking students to gather in different areas outside to represent each of the three line relationship choices.
 * Interpersonal:** Students can work in groups or pairs on sample problems to bounce ideas off of each other in coming to their solutions.
 * Intrapersonal:** Students work independently on problems to broaden their understanding.
 * (O)** 5.7 Students will be able to compare parallel and perpendicular linear equations to the graphs of others **(Perspective)**. **Product:** GeoGebra **Days:** 2 **(Organize)** ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that linear relationships are characterized by a constant rate of change **(Where)**. Distance and midpoints can be associated with travel **(Why)**. Students understand and use basic properties of linear relationships using y = mx + b **(What)**.
 * (H)** 6.2 Question: How do you think that the distance between two points is calculated? **(Hook)**
 * (E)** 6.3 Students will know how to solve for the distance and midpoint between two given points on a line **(Equip)**. Students will finish up their flow charts being able to connect distance and midpoint back to the main idea of linear relationships **(Explore)**. Students will participate in a 3-minute review session with fellow students to talk about finding distance and midpoint. Students will then work in pairs on finding the distance and midpoint of given equations. They will first calculate those numbers and then create a digital story through Comic Life as to how they came to their answers **(Experience)**.
 * (R)** 6.4 Questions to pose to students: What is distance? What is midpoint? How do you find distance/midpoint? **(Rethink)**. Students can work on converting equations to graphs and vice versa independently or in groups and ask questions along the way. I could use a variety of verbal, visual, logical answers to clarify and hope to hit several intelligences **(Revise)**. Students can practice this skills through example problems as homework **(Refine)**.
 * (E)** 6.5 Students can be quizzed to see if they understand how to find the distance and midpoints of a given set of points. Also, questions during the lecture or work times could clear up any piece of content that may have been misunderstood. Journals could be used to privately make misunderstandings known so that they can be addressed in the next class period **(Evaluate)**.
 * (T)** 6.6 **Tailors:**
 * Verbal:** Students can have conversations with others or during lecture to see how the calculation process works.
 * Logical:** Example problems can be provided for students to figure out solutions of distance and midpoint for.
 * Visual:** Pictures of the lines and the specified points could be done to give a visual representation of what a problem is looking for.
 * Kinesthetic:** Students could take points on a life-size graph grid and calculate the distance between each other.
 * Musical:** Students could create a pneumonic device that could help them to remember the distance and midpoint formulas.
 * Naturalist:** The life-size grid mentioned in the kinesthetic section could be moved outdoors.
 * Interpersonal:** Groups or pairs of students can work out practice distance and midpoint problems.
 * Intrapersonal:** Individual students can work on example problems of solving for distance and midpoint.
 * (O)** 6.7 Students will be able to solve for the distance and midpoint between two given points **(Application)**. **Product:** Comic Life **Days:** 2 **(Organize)** ||

2004 ASCD and Grant Wiggins and Jay McTighe