S3+Sayward,Charli+Anne

=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= (H) 1.2 Play a video of students rapping about Math to set the stage for the students' final product. [|Video] (E) 1.3 Students will know the order of operations, the properties of exponents, simplifying expressions, and solving for variables **(equip).** Students will be be provided with a flow chart of the order of operations**.** The class will practice problems through "numbered heads together" activity **(explore)**. Students will work in pairs to create a rap or song using Garageband to express the process of solving for variables **(experience).** (R) 1.4 Have students work in teams to go over each pair's lyrics. They are able to rehearse their rap or song before recording them in Garageband **(Rehearse/Revise)**. I will walk around to each pair to give oral feedback about their lyrics **(Revise/Refine).** (E) 1.5 Use a checklist to make sure each step of the process for solving an equation is mentioned, along with critical details to remember **(Evaluate)**. (T) 1.6 **Visual:** Students will be given a flowchart which will help students see the process of solving for equations. (O) 1.7 Students will be able to solve for variables in expressions and equations (**apply**). Create a rap or song using Garageband. 3-5 days.(**Organize).** || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * (W) 1.1 Students will understand that symbols represent quantities in expressions and equations(**where**). These are the foundations for solving problems that can be used in real life **(Why)**. Students will understand and use polynomials and expressions with rational exponents (**what**).
 * Logic:** The flowchart will help students make sense of the process involved with solving for equations, and put a logical order to the steps used in the process.
 * Verbal:** The final product allows students to become verbal with their ideas about the process of solving for variables. They are also utilizing their verbal learning while they peer revise each others lyrics for the final product.
 * Interpersonal:** Students will be working together during the cooperative learning activity as well as the pair project to create a rap or song to describe the process of finding variables.They will be able to talk problems out and share ideas with one another.
 * Kinesthetic:** The students will be able to rehearse their raps or songs about solving for variables and move about the room to find a good spot to practice.
 * Music:** The students are using music to creatively explain the process of solving for variables.

=Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 2.1 Students will understand that there are relationships between equations and graphs (**where**). These are used to present and interpret data (**why**). Students will understand and use polynomials and expressions with rational exponents (**what**).
 * (H)** 2.2 There will be four equations and 4 graphs on the board(preferably a Smartboard) as well as on a sheet of paper each student will receive as they walk into the room. Each student will have to give their best guess as to which equations belong to which graphs and go to the Smartboard to make their matches.
 * (E)** 2.3 Students will know linear equations, point-slope form, quadratics, independent and dependent variables. (**equip**). Students will be provided with step-by-step charts to graph equations and partake in Team-Pair-Solo to practice graphing (**explore**). Students will create a Glogster to demonstrate their understanding of the similarities and differences between equations and graphs (**experience**).
 * (R)** 2.4 Students will peer review each others Glogsters in groups of 2 or 3 (**Rehearse/Revise**). I will go around the room while the groups are peer editing and give oral feedback on how to improve the projects (**Revise/Refine**).
 * (E)** 2.5 Evaluate the Glogsters using a rubric which specifies the required elements to be graded on. (**Evaluate**)
 * (T)** 2.6 **Visual:** The Glogster and the charts are visual aids for graphing equations.
 * Logic:** The step-by-step charts given in class are meant to order the process steps for graphing equations.
 * Kinesthetic:** Interacting with the Smartboard when matching equations to the accurate graphs.
 * Interpersonal**: During the Team-Pair-Solo activity, students work in teams and pairs to practice graphing equations.
 * Intrapersonal:** During the Team-Pair-Solo activity, students work individually to practice graphing equations.
 * Verbal:** As students work in teams and pairs, students discuss ideas of how to graph equations.
 * (O)** 2.7 Students will be able to compare and contrast equations and their graphs (**Perspective**). Design a Glogster to show the similarities and differences of equations and graphs. 2 days. (**Organize**) ||

=Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 3.1 Students will understand that symbols represent quantities in expressions and equations (**where**). Knowing how to derive equations for word problems will help us problem solve for anything (**why**). Students will understand and use polynomials and expressions with rational exponents (**what**).
 * (H)** 3.2 When students first walk into the classroom, there will be an easy but fun problem on the board to get them started with creating simple equations.
 * (E)** 3.3 Students will know how to derive equations from word problems and set up variables to represent quantities (**equip**). Students will be provided with KWS chart to analyze word problems and derive the correct equations. Students will work with partners as a cooperative learning activity to master the process of deriving equations from word problem (**explore**). Students will create individual digital magazine article to describe the process used when deriving equations (**experience**).
 * (R)** 3.4 Students will peer edit their digital magazine articles with a partner, checking for grammar and understanding of the topic using a rubric (**Rehearse/Revise**). I will meet with one pair at a time to give further feedback (**Revise/Refine**).
 * (E)** 3.5 The digital magazine articles will be graded using a rubric with the complete details of what is expected. (**Evaluate**).
 * (T)** 3.6 **Verbal:** Students are using their linguistic skills for the digital poster.
 * Logical:** Students are using their logic skills when deriving equations from word problems.
 * Intrapersonal:** Students are using their social skills while working with partners and peer editing each others digital magazine articles.
 * Interpersonal:** Students work individually when creating their own digital magazine article.
 * Kinesthetic:** During the partner cooperative learning activity, students will be moving from one side of the room to another.
 * Naturalist:** The hook at the beginning of the lesson involves nature to create a word problem which requires an equation to solve.
 * (O)** 3.7 Students will be able to derive equations from word problems ( **explanation**). Create a digital magazine article. 2 Days. (**organize**). ||

=Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 4.1 Students will understand that there are relationships between equations and graphs (**where**). Data is always presented to us in charts and graphs such as the weather and economics (**why**). Students will understand and use polynomials and expressions with rational exponents (**What**).
 * (H)** 4.2 Students will watch a video of an animals eating behaviors over a period of time to get the students thinking about what the graph of the animal's food intake would look like.
 * (E)** 4.3 Students will know how to interpret graphs and understand the behaviors of linear, polynomial, and exponential graphs (**equip**). Students will be provided with a story map in order to take notes about interpreting a graph. Students will also participate in Think-Pair-Share to start the discussion of what graphs look like for certain scenarios.(**Explore**) Students will also create a comic using Comic Life to interpret a graph. (**Experience**)
 * (R)** 4.4 Students will exchange their stories and see if other students can create a graph based off the information in the story (**Rehearse/Revise**). I will meet with pairs to provide feed back on the story.(**Revise/Refine**)
 * (E)** 4.5 There will be a checklist provided to the students so they know what is required in their comics.(**Evaluate**).
 * (T)** 4.6 **Visual:** Students will be watching a video that will be used to connect word problems to graphs.
 * Logical:** Students are using logic when interpreting graphs using the story maps provided.
 * Intrapersonal**:Students work individually when brainstorming graphs during the Think-Pair-Share activity.
 * Interpersonal:** Students work in pairs and as a class when discussing ideas about the graphs during the Think-Pair-Share activity.
 * Verbal**: Students are creating stories to interpret graphs for their final product.
 * Naturalist**: The video shown connects the behavior of nature to a graphic interpretation.
 * (O)** 4.7 Students will be able to make meaning of equations and graphs.(**Interpretation**). Create a comic to narrate the behaviors of a graph. 2 days. (**Organize**) ||

=Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 5.1 Students will understand that equations can represent real life situations (**where**).Students will need to understand this because it makes math relevant to our real lives (**why**). Students will understand and use polynomials and expressions with rational exponents (**what**).
 * (H)** 5.2 Have three very different objects presented in class either through video or audio, and ask students to find the similarities. The major one is going to be how math is involved with every example shown!
 * (E)** 5.3 Students will know which formulas can be used to represent real life situations (**equip**). Students will be provided with tic-tac-toe chart to list the general equations and the examples of real life situations that can be represented by each equation. students will participate in a three minute review to make sure everyone understands the notes (**explore**).Students will work in groups of 3 to create a movie or animation about how often we find math in real life (**experience**).
 * (R)** 5.4 In groups of 3, students will have chance to edit their movies in class and work out any technological glitches (**Rehearse/ Revise**). The groups will be meeting with me to receive feedback on which examples they found and which equations they used to represent the examples (**Revise/Refine**).
 * (E)** 5.5 Students will be graded based off a checklist as well as a self-reflection they will respond to. (**Evaluate**)
 * (T)** 5.6 **Logical:** The tic-tac-toe chart will help students organize and categorize the different equations for real life situations.
 * Intrapersonal**: Students will be working in groups to create a movie about math found in real life.
 * Interpersonal:** Students will be self-reflecting on how they feel their groups worked together and how they felt their movie came out.
 * Musical:** Students will be able to see how math is related to music when it is presented in the hook at the beginning of the lesson.
 * Visual:** Students will be seeing examples of how math is found in real life through the team videos created for class.
 * Verbal:** Students will be using their linguistic skills when writing their self-reflections as well as when they participate in the three minute interviews during class.
 * (O)** 5.7 Students will be able to relate equations to real life situations.(**Empathy**). Create a movie or animation using iMovie. 1 day. (**Organize**). ||


 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that equations can represent real life situations (**where**).Math can be used in our personal lives (**why**). Students will understand and use polynomials and expressions with rational exponents (**what**).
 * (H)** 6.2 Show a video of how math is relevant to daily life.
 * (E)** 6.3 Students will know how math is relevant to their personal lives (**equip**). 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 (**explore**). Students will be creating a blog or podcast to reflect on their personal experiences with math (**experience**).
 * (R)** 6.4 Students will peer edit each others blogs or podcasts in groups of 3 or 4(**Rehearse/Revise**). Students will meet with me one one one to get feedback on their ideas. (**Revise/Refine**).
 * (E)** 6.5 Students will be self assessing through their actual blog or podcast, but also use a check list to make sure they have met all of the expectations. (**Evaluate**).
 * (T)** 6.6 **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.
 * (O)** 6.7 Students will be able to reflect how math is related to their own lives. (**self-knowledge**). Create a blog or podcast. 2 days. (**organize**). ||

2004 ASCD and Grant Wiggins and Jay McTighe