L6+Sayward,Charli+Anne


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


 * Teacher’s Name:** Ms. Sayward **Lesson 6:** Self Knowledge
 * Grade Level:** 9 **Topic:** Relating Math to our personal lives

**__ Objectives __** **Student will understand that equations can represent real life situations.**
 * Student will know how math is relevant to their personal lives.**
 * Student will be able to reflect how math is related to their own lives.**

**__ Maine Learning Results Alignment __** Maine Learning Results: Mathematics-D. Algebra Symbols and Expressions Grades 9-Diploma 1. Students understand and use polynomials and expressions with rational exponents.
 * Rationale: Students will be reflecting on their personal lives and finding ways to relate math through equations.**

**__ Assessment __** **Formative (Assessment for Learning)** Students will be provided with an inverted triangle chart to list which ways math is related to our daily lives. Students will be asked to participate in the RoundRobin Brainstorming activity where they will share their individual ideas to the class. I will go around the room while the groups are peer editing and give oral feedback on how to improve their blog entries.

Create a blog or podcast to reflect upon how math can be found in students' personal lives This blog will show students understanding of the importance of math and the relevance it has in each of our lives. These blogs or podcasts will be shared to the entire class as a way to reflect as a group on all we have learned. Each student will be asked to upload their reflections to the class wiki which is a resource available for all the students to view. The evaluations will be based on a detailed rubric.
 * Summative (Assessment of Learning)**

**__ Integration __** **Technology:** Students will be creating blog entries or podcasts to reflect on how math is found in their daily lives.
 * English:** Students will be verbally expressing their self knowledge of real life math but linguistics is not the only content found in this lesson. What students choose to write about could relate to science, music, or art. This lesson is not limited to just math.

**__ Groupings __** Students will be working individually on their final projects, however they will need to be grouped into teams of 4 for a cooperative learning activity called Round Robin. These groups will be decided by table. Each student will be responsible for sharing ways math is found in their life. One student from each group will be responsible for keeping time, while another will be responsible for recording.

**__ Differentiated Instruction __** **Strategies**
 * Musical:** The video used as the hook explains how math is found in every day life through a song.
 * Intrapersonal:**Students work in groups to share how math is found in their lives.
 * Interpersonal:** The entire lesson is based on how math is found in the individual students' lives. They are able to self reflect in their blogs or podcasts to share their personal experiences with math.
 * Verbal:** The video shown to the class as a hook has the lyrics written out for students to read. This will help those who are more linguistic learners. Students also have the chance to create their own blogs or podcasts which allows for verbal communication.
 * Logical:** Students will be able to organize their ideas in an inverted triangle chart. This will help the students list in which ways math is most relevant and least relevant in their lives.
 * Visual:** For students who are visual learners, they are welcome to include as many pictures and graphics in their blogs.

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


 * Absent:** If a student is absent during this lesson, the student will first need to contact me to set up a time to cover the material. Students will be responsible for coming to see me for notes and handouts as well as working on a practice worksheet so I can check for understanding. If they miss any assignments I will make sure to explain what is expected and give them an extension of time if need. Since students are working individually for their blog entries, there will be no need for the student to catch up on group work. I will be available to answer any questions, but my students will be expected to help clarify any questions as well.


 * Extensions**
 * Technology:** Students will be creating blog entries or podcasts to reflect on how math is found in their daily lives.

**__ Materials, Resources and Technology __**
 * Markers/Chalk for board work
 * Textbook
 * handouts for the inverted triangle chart used when taking notes
 * projector to demonstrate blog entries for the final project
 * handouts for the project checklist
 * student laptops/my laptop for creating blog entries

**__ Source for Lesson Plan and Research __**
 * Inverted Triangle chart [|EDU Place]
 * project checklist [|PBL Checklist]
 * site used for blogging [|Blogger]
 * the video used to hook students [|Youtube]

**__ Maine Standards for Initial Teacher Certification and Rationale __** Students who are learn best with a variety of resources and personal freedom will have the opportunity to use their creativity when creating their blog entries. This will let the students reflect how math is found in their daily lives. For those who learn best with structure and organization will be provided with a Inverted Triangle chart to logically list the different ways math is found in real life. This inverted triangle chart will also help those who are more visual and benefit from using lists. Students who focus on details and enjoy discussion will have the opportunity to work with others during the "Round Robin" activity. Students will be working together to share their self knowledge of real life math. This activity will also be helpful for those who learn best in comfortable learning environments. While working in groups, students will be encouraging and respectful towards one another to ensure everyone feels comfortable.
 * //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:**

//Maine Learning Results: Mathematics-D. Algebra// //Symbols and Expressions// //Grades 9-Diploma// //1. Students understand and use polynomials and expressions with rational exponents.Rationale: Rationale: Students will be reflecting on their personal lives and finding ways to relate math through equations (see content notes).// Students will be sharing their self knowledge of how math is found in real life through creating a blog entry or podcast. This lesson is meant for students to reflect upon their lives and how math is very relevant.
 * //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:**
 * Musical:** The video used as the hook explains how math is found in every day life through a song.
 * Intrapersonal:**Students work in groups to share how math is found in their lives.
 * Interpersonal:** The entire lesson is based on how math is found in the individual students' lives. They are able to self reflect in their blogs or podcasts to share their personal experiences with math.
 * Verbal:** The video shown to the class as a hook has the lyrics written out for students to read. This will help those who are more linguistic learners. Students also have the chance to create their own blogs or podcasts which allows for verbal communication.
 * Logical:** Students will be able to organize their ideas in an inverted triangle chart. This will help the students list in which ways math is most relevant and least relevant in their lives.
 * Visual:** For students who are visual learners, they are welcome to include as many pictures and graphics in their blogs.

Students will be provided with an inverted triangle chart to list which ways math is related to our daily lives. Students will be asked to participate in the RoundRobin Brainstorming activity where they will share their individual ideas to the class. I will go around the room while the groups are peer editing and give oral feedback on how to improve their blog entries. Create a blog or podcast to reflect upon how math can be found in students' personal lives This blog will show students understanding of the importance of math and the relevance it has in each of our lives. These blogs or podcasts will be shared to the entire class as a way to reflect as a group on all we have learned. Each student will be asked to upload their reflections to the class wiki which is a resource available for all the students to view. The evaluations will be based on a detailed rubric.
 * //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)**
 * Summative (Assessment of Learning)**

**__ Teaching and Learning Sequence __** Agenda: Day 1 (80 Minutes): · Begin class with a video that covers relevant math. Just a quick way to get the class engaged with the lesson. (5 minutes) · Have the class participate in a cooperative learning activity called “Round Robin”. Students will also be filling out an inverted triangle chart to list the ways math is most relevant to their personal lives. ( 20 minutes) · Introduce students to the blogging project. Hand out checklists. Have students set up accounts to blogger.com. (15 minutes) · Allow students the rest of class time to reflect on how math is found in their personal lives. They will be working individually but allowed to bounce ideas off each other and give each other feedback. · While students are working on their blogs, one by one students will receive feedback from the teacher. (40 minutes) To create an environment in which students feel comfortable and are able to work together, the classroom will be arranged in table groups of 4. This will allow students to work together when participating in the cooperative learning activity called "Round Robin". During this lesson, students will understand that equations represent real life situations. Knowing how math is relevant will help students use it in their personal lives. //Students will understand and use polynomials and expressions with rational exponents.// At the beginning of the lesson, there will be a fun video for students to see many ways which math relates to their lives.
 * What, Why, Where, Hook, Tailors: Interpersonal, Intrapersonal, Logical, Visual**

Students will know how math is relevant to their personal lives. This information will be given to the students through board group work and worksheets. Students will be provided with inverted triangle charts to organize the ways math is most relevant to their lives. Students will further their exploration by working in groups of 4 in an activity called “RoundRobin.” Each student will be responsible for sharing ways math is found in their life. One student from each group will be responsible for keeping time, while another will be responsible for recording. This will allow for any misconceptions to be corrected and students will able to correct any mistakes they may have made. //See content notes below.// Students will be reflecting math in their lives through a blog post or podcast. Students will be working individually on this project. They will be given time in class to work on this as well as receive feedback from myself and peers. This will give them an opportunity to rethink, revise, and refine their product before presenting it to the class.
 * Equip, Explore, Rethink, Tailors: Logical, Interpersonal, Verbal**
 * Explore, Experience, Apply, Rethink, Revise, and Refine, Tailors: Intrapersonal, Verbal.**

Since this lesson focuses on self-knowledge, students will have many opportunities to self-assess. During group activities when students work on practice problems, mistakes can be corrected when other students are presenting answers to a question. Students also have the opportunity to self-assess when using a checklist provided for evaluating the blog post. Students will know exactly what is expected and be able to meet these expectations as long as they follow the checklist. Students will be receiving feedback from me and peers when editing their digital magazine article projects. Misconceptions will be corrected during group work as well. This lesson will lead into further discussion about connecting the process of solving word problems to real life situations. **Content Notes** Since this class lesson will focus on the students’ self-reflection, the students will be leading more of the discussion than I will.
 * Evaluate, Tailors: Intrapersonal, Interpersonal**

Inverted Triangle chart [|EDU Place] project checklist [|PBL Checklist]
 * Handouts**