L4+Haase,Kaitlyn+Nicole


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


 * Teacher’s Name:** Ms. Haase **Lesson 4:** Perspective
 * Grade Level:** 10 **Topic:** Identify Appropriate Technique to Solve Functions

__**Objectives**__
Student will understand that functions can be solved using various methods Student will know function notation by using a flowchart Student will be able to compare various methods to appropriately solve functions

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


 * Rationale:** Students will learn to identify which method(s) are appropriate for solving functions.

__**Assessment**__
Students will given another self-quiz to reassess their knowledge of the techniques used to solve functions. I will allow other students who are "masters" in their technique displayed in iMovie to peer-assess classmates and give feedback.
 * Formative (Assessment for Learning)**

The comic life presentations will be assessed using a rubric. The components of the rubric will be the same as the iMovie, but specific to Comic Life; content, collaboration with peers, originality, script/storyboard, enthusiasm, and credits.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** Students will work in groups to create a digital story using the software Comic Life. The storyline is how to solve the assigned function by identifying the appropriate methods and solving techniques.


 * English:** Students must use proper grammar and literary techniques to create a digital story.

__Groupings__
Student will be assigned a random function, and by using only body motions they must act out their functions. While students are simultaneously signing their functions, they all must find their match. This will create their team.

__**Differentiated Instruction**__
**Bodily/Kinesthetic:** Students will act out/sign their functions using only body movements. **Logical/Mathematical**: Students will use the quadratic formula. **Spatial/Visual:** Students will use images to create a comic **Linguistic/Verbal:** Students will create a story-line for their comic **Interpersonal:** Students will work with classmates to create comic **Naturalist:** Students can create a nature theme in their comic
 * Strategies**

**Technology: Students will work in groups to create a digital story using the software Comic Life. The storyline is how to solve the assigned function by identifying the appropriate methods and solving techniques. **

//I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//
 * Modifications/Accommodations**
 * Absent:** If a student is absent, they could get caught up on the lesson by reviewing their classmates' Comic Lifes. They will then see me during a free period, or before or after school so we can get caught up on Comic Life.

Students will work in groups to create a digital story using the software Comic Life. The storyline is how to solve the assigned function by identifying the appropriate methods and solving techniques.
 * Extensions**

__**Materials, Resources and Technology**__
• LCD Projector • Whiteboard • Markers • Handouts (self-quiz, rubric, flowchart) • Students need laptops

__Source for Lesson Plan and Research__
[|Educational Uses of Digital Storytelling] [|Worksheets and Sample Problems] [|Comic Life Tutorial]

__**Maine Standards for Initial Teacher Certification and Rationale**__
This lesson accommodates the beach ball, microscope, clipboard, and puppy learning styles. Beach balls are given the personal freedom to design their Comic Life story however they would like to, as long as the necessary components are there. Clipboards will benefit from my Comic Life tutorial, which will be a visual step by step process how to use the program. Microscopes will be given opportunities to deeply discuss the functions with their group while creating the Comic Life, as well as asking questions during the process of creating. Puppies will be accommodated for because they will be in a comfortable and supportive learning environment.
 * //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 is centered around the "perspective" facet of understanding. Student will understand that functions can be interpreted using graphs, tables, and algebraic techniques. Student will know function notation by using a flowchart. Student will be able to compare various methods to appropriately solve functions. Students will learn to identify which method(s) are appropriate for solving functions.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * Rationale:**


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

**Bodily/Kinesthetic:** Students will act out/sign their functions using only body movements. **Logical/Mathematical**: Students will use the quadratic formula. **Spatial/Visual:** Students will use images to create a comic **Linguistic/Verbal:** Students will create a story-line for their comic **Interpersonal:** Students will work with classmates to create comic **Naturalist:** Students can create a nature theme in their comic

**Technology: Students will work in groups to create a digital story using the software Comic Life. The storyline is how to solve the assigned function by identifying the appropriate methods and solving techniques. **

Students will given another self-quiz to reassess their knowledge of the techniques used to solve functions. I will allow other students who are "masters" in their technique displayed in iMovie to peer-assess classmates and give feedback.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//**
 * Rationale:**
 * Formative (Assessment for Learning)**

The comic life presentations will be assessed using a rubric. The components of the rubric will be the same as the iMovie, but specific to Comic Life; content, collaboration with peers, originality, script/storyboard, enthusiasm, and credits.
 * Summative (Assessment of Learning)**

__Teaching and Learning Sequence__
My classroom will be arranged in groups of four. This will allow my students to work together without having to move their desks.

My agenda is as follows: Day 1: Day 2:

Students will understand that functions can be solved using various methods. By solving functions we could figure out exactly how much profit a company should make based on data. //Students understand and interpret characteristics of functions using graphs, tables, and algebraic techniques. ** To hook my students a slideshow will be playing when they enter class, that will display shocking facts, graphs, etc. that can be related directly to functions. **//
 * Where, Why, What, Hook, Tailors: Visual/Spatial, Naturalist **

Students will know function notation by using a flowchart. Student will be assigned a random function, and by using only body motions they must act out their functions. While students are simultaneously signing their functions, they all must find their match. This will create their team. Students will given another self-quiz to reassess their knowledge of the techniques used to solve functions.
 * Equip, Explore, Rethink, Revise, Tailors: Logical/Mathematical, Bodily/Kinesthetic **

** Student will be assigned a random function, and by using only body motions they must act out their functions. While students are simultaneously signing their functions, they all must find their match. This will create their team. Students' team will create a digital story about finding the appropriate method to solve a particular assigned function using Comic Life. ** I will allow other students who are "masters" in their technique displayed in iMovie to peer-assess classmates and give feedback.
 * Explore, Experience, Revise, Refine, Tailors: Linguistic/Verbal, Visual/Spatial **

The comic life presentations will be assessed using a rubric. The components of the rubric will be the same as the iMovie, but specific to Comic Life; content, collaboration with peers, originality, script/storyboard, enthusiasm, and credits.
 * Evaluate, Tailors: Interpersonal **

[|Worksheets and Sample Problems]
 * Content Notes**





Self-Quiz Rubric Flowchart
 * Handouts**