L2+Doran,+Christophe


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


 * Teacher’s Name:** Mr. Doran
 * Date of Lesson:** Empathy
 * Grade Level:** 10th
 * Topic:** Identifying Graphs

__**Objectives**__

 * Student will understand that** concepts such as rate of change, increasing/decreasing over intervals and intercepts are used to identify graphs.
 * Student will know** the definition of: function, x-intercept, y-intercept, asymptote, and limit.
 * Student will be able to** consider the different concepts that help identify graphs.

__**Maine Learning Results Alignment**__
Maine Learning Results: Mathematics - D. Algebra Functions and Relations (4) Grades: 9-Diploma Students understand and interpret the characteristics of functions using graphs, tables, and algebraic techniques


 * Rationale:** This lesson is going to introduce and explain how different concepts help with identifying graphs

__**Assessment**__

 * Formative (Assessment for Learning)**

Students will complete homework problems and practice problems to practice using these concepts in and out of class. These assignments will be brought up the next class period to see what the students know and what they still don't understand. At the beginning of the next class there will be a time where students can ask any questions they had regarding the material taught to them. A Cluster/Word Web graphic organizer will be handed out to the students for later use. Students will be put into a group of no more than four and will explore one major concept/technique used in identifying graphs. They will collaborate as a group and share how to use their concept or technique properly with the rest of the class. While listening to the whichever group is presenting their information, the rest of the class will fill in their cluster/word web with whatever useful information they hear from their peers.


 * Summative (Assessment of Learning)**

Individually, students will create a blog and reflect about what they learned in class during the week. This will be a cumulative assignment that each student will have to complete on a weekly basis. Grading will be done each week and will be based on completeness. I will be looking for what the students learned, how they think it can be used in the real world, and what, if anything, they still don't understand. **//(60 Points)//**

__**Integration**__

 * Technology:** Students will blog about their learning experience on a weekly basis on what they learned in class that week, it's possible application(s) in the real world, and what they may still not understand.


 * English:** Students will be writing reflections on what experiences they had in class that certain week.

__Groupings__
Students will be put into groups of no more than four to master a specific technique used to identify graphs. The students will hold up fingers and find people who's combined value adds up to an even number.

__**Differentiated Instruction**__

 * Strategies**


 * Linguistic:** Use of word problems dealing with quadratic functions/graphs from the textbook or created by the teacher could be used
 * Logical:** Creating a list of sequential steps would help these learners understand the steps in identifying graphs.
 * Visual:** The white board will be used to display different graphs and students will be asked to associate these graphs with functions
 * Interpersonal:** The cooperative learning activity would provide enough time for these students to engage in the material.
 * Kinesthetic:** I could have students arrange themselves into different curves using their bodies as different points along a graph
 * Naturalist:** The activity used for Kinesthetic learners could be moved outside to provide a better environment for this activity.


 * Modifications/Accommodations**

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.


 * Absent:** If a student is absent, it will be the student's responsibility to get any work that was missed that day and make a plan with me on how to get caught up. If the student is unable to attend school, yet is well enough to participate, the use of Skype will be possible to get the information. Students will need to email me beforehand to let me know that they will be skyping in so I can plan accordingly.


 * Extensions**

Students will utilize type II technology by using a blog to reflect on their learning for the class on what different concepts and techniques can be used to identify graphs.

__**Materials, Resources and Technology**__
Students will need:
 * Pencil
 * Notebook
 * Textbook
 * Graphing Calculator
 * Laptop
 * 3 Ring Binder

I will need:
 * White board markers
 * Laptop
 * Graphing Calculator
 * Cluster/Word Web handout
 * Pen/Pencil
 * Checklist for Blog(s)
 * Quiz

__Source for Lesson Plan and Research__
[] [] []

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

 * //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:** Beach Ball - There are a variety of different concepts that are used to identify graphs so students will be able to choose in their groups which one they want to focus on. Microscope - Students will be working together in groups learning how their concept is used to identify graphs and will be the experts on that one concept. Clipboard - A checklist of possible questions to answer when doing their blog will be handed out to the students so that everyone has a general idea of what to write about. Puppy - The classroom that I will be teaching in is one where everyone respects and gets along well with one another. I won't tolerate any sort of bullying on any student.


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**


 * Rationale:** Students will need to know the definition of: function, x-intercept, y-intercept, asymptote, and limit. (Reference content notes at the end of the lesson) //**Students understand and interpret the characteristics of functions using graphs, tables, and algebraic techniques**//. The facet that I chose for this lesson is empathy, hoping that //students will be able to consider the different concepts that help identify graphs.// I chose this facet because I want students to revisit what they learned in class and think about these concepts so that they can use them correctly in the future.


 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//**


 * Rationale:** Using the different Multiple Intelligences:


 * Linguistic:** Use of word problems dealing with quadratic functions/graphs from the textbook or created by the teacher could be used
 * Logical:** Creating a list of sequential steps would help these learners understand the steps in identifying graphs.
 * Visual:** The white board will be used to display different graphs and students will be asked to associate these graphs with functions
 * Interpersonal:** The cooperative learning activity would provide enough time for these students to engage in the material.
 * Kinesthetic:** I could have students arrange themselves into different curves using their bodies as different points along a graph
 * Naturalist:** The activity used for Kinesthetic learners could be moved outside to provide a better environment for this activity.

Type II product: Blog


 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**


 * Rationale:** This is how I plan on assessing student learning:


 * Formative (Assessment for Learning)**

Students will complete homework problems and practice problems to practice using these concepts in and out of class. These assignments will be brought up the next class period to see what the students know and what they still don't understand. At the beginning of the next class there will be a time where students can ask any questions they had regarding the material taught to them. A Cluster/Word Web graphic organizer will be handed out to the students for later use. Students will be put into a group of no more than four and will explore one major concept/technique used in identifying graphs. They will collaborate as a group and share how to use their concept or technique properly with the rest of the class. While listening to the whichever group is presenting their information, the rest of the class will fill in their cluster/word web with whatever useful information they hear from their peers.


 * Summative (Assessment of Learning)**

Individually, students will create a blog and reflect about what they learned in class during the week. This will be a cumulative assignment that each student will have to complete on a weekly basis. Grading will be done each week and will be based on completeness. I will be looking for what the students learned, how they think it can be used in the real world, and what, if anything, they still don't understand. **//(60 Points)//**

__Teaching and Learning Sequence__
Students will come into the classroom and take their seats in their assigned seats; the desks will be placed in a parabola shape (or multiple parabolas) opening up to the front of the room.

Agenda:

Day 1: (80 minutes)
 * Ask students questions on what they know about identifying graphs (10 minutes).
 * Separate students into groups and have them work on using one concept (10 minutes).
 * Each group will share their information with the rest of the class (20 minutes)
 * Do some example problems that uses all of the techniques/concepts as a class (30 minutes)
 * Work on homework problems for the remainder of class (10 minutes)

Day 2: (80 minutes)
 * Go over homework problems or any questions the students have on the homework (15 minutes)
 * Students will take a quiz using the different concepts learned last class to identify graphs with their functions (15 minutes)
 * Introduce and explain the blog assignment along with the checklist (25 minutes).
 * Assign homework problems for students to complete along with their blog entry. They can choose on what they wish to work on (25 minutes)


 * __//Paragraph 1//__**

Students will understand that concepts such as rate of change, increasing/decreasing over intervals and intercepts are used to identify graphs. Graphs are used in businesses every day to calculate profit. //Students understand and interpret the characteristics of functions using graphs, tables, and algebraic techniques.// Hook students by asking questions about what they know about key terms like rate of change, intercepts, limits, and asymptotes. Once the discussion is over, I will hand out the graphic organizer and separate students into their groups to work on their individual concept/technique. **Where, What, Why, Hook, Tailors: Verbal, Interpersonal, Intrapersonal, Logical**


 * //__Paragraph 2__//**

Students will need to know the definition of: function, x-intercept, y-intercept, asymptote, and limit. Students will use a cluster/word web to learn these terms and their importance in identifying graphs. In their groups they will master one concept or technique and share the process and its use with the rest of the class. Each student is responsible for filling out the Cluster/Word Web with each concept. If there are any extra concepts or techniques that no group has, I will share them with the class. Students will respond to the question: "Why do different algebraic techniques affect the function and its graph?" By doing so they will have to take into account each of the concepts they've learned and use them to figure out what changed the original graph. **Equip, Explore, Rethink, Tailors: Verbal, Logical, Visual, Interpersonal, Intrapersonal**


 * //__Paragraph 3__//**

Students will be able to consider the different concepts that help identify graphs. Students will be put into groups of no more than four to master a specific technique used to identify graphs. The students will hold up fingers and find people who's combined value adds up to an even number. Students will be able to work on homework problems and practice problems in class with their group to practice their skills. The next day they will take a quiz based on the homework from the last class. The quiz will take place after any questions the students may have regarding the homework. After the quiz, students will create a blogger account (if they don't already have one) and start a new blog for this class. They will post what they've learned during the week, along with any misconceptions they may still have. Students will have an opportunity to edit any post they make, but they must run it by me before doing so. **Organize, Experience, Refine, Revise, Tailors: Intrapersonal, Verbal, Logical, Kinesthetic**


 * __//Paragraph 4//__**

Students will self assess their work by blogging about their learning experience during the week. They will think about everything that they've learned and write about it in their blog, along with any questions or concerns that they may have moving forward in the unit. I will provide feedback by reading each students blog, and hand writing a comment answering any questions or misconceptions that they have, along with any information they listed that is incorrect. While they're working on homework problems in class, I will walk around the room and make an attempt to observe each students work and correct any mistakes they make. The quiz that they take will be graded and handed back to them the next class period. I will allow for any questions regarding the quiz once it has been handed back and will allow students to come and see me if they want to talk to me one on one. This lesson ties into the next one because students will be graphing quadratic functions after this lesson and knowing what affects the graph will help them be able to graph functions easier. **Evaluate, Tailors: Verbal, Logical, Intrapersonal, Interpersonal**


 * Content Notes**

Students will need to know the definition of: function, x-intercept, y-intercept, asymptote, and limit.

In class I will be graphing functions such as, but not limited to:

y = x^2 - 2 y = x^3 + 3 y = (x - 2)^2 + 4 y = 1/x^2

These functions and more will be used to have students correctly match them with their graphs by using the techniques discussed earlier in class. Homework problems will be assigned from the textbook.


 * Handouts**


 * Checklist
 * Graphic Organizer
 * Practice Problem worksheet