L4+Sayward,Charli+Anne


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


 * Teacher’s Name:** **Ms. Sayward Lesson 4: Interpretation**
 * Grade Level:**9 **Topic: Making meaning of equations and graphs**


 * __Objectives __**
 * Student will understand that there are relationships between equations and graphs. **
 * Student will know how to interpret graphs and understand the behaviors of linear, polynomial, and exponential graphs.**
 * Student will be able to make meaning of equations and graphs.**

**__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 introduced to interpreting equations and graphs through real life situations.**

**__Assessment __** 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. Students will exchange their stories and see if other students can create a graph based off the information in the story. I will meet with pairs to provide feedback on the story.
 * Formative (Assessment for Learning) **

Create a story using Comic Life to interpret a graph that is presented to the student. Students will show their understanding of the behavior of graphs by creating their own story that represents the graph's behaviors. Comic Life is a great program that can be used to put the story in comic format. Pictures and narration will be used to express the story. This will be either an individual or partner project. The students will be given the choice. The projects will be shared with the rest of the class to show how graphs can be interpreted differently. The comics will be graded using a rubric that clearly states the expectations. Students will also be given a checklist to keep them on track.
 * Summative (Assessment of Learning)**

**__Integration __**
 * Technology: ** Students will be creating comics using a computer software called ComicLife. This will be a creative way for students to interpret the behaviors of equations and graphs.
 * English:** Students have the opportunity to write creative stories to interpret graphs.



Students will be participating in a cooperative learning activity called "Think-Pair-Share." First students will be working individually to practice interpreting graphs on their own. Then students will work in pairs to exchange answers and then work on a more complicated interpretation. Pairs will be determined by students already sitting next to each other in groups of 4. Each pair will join with another pair to form a group of 4 to teach a problem. Within each pair, one student will be responsible for scribing while the other is responsible for sharing the problem to the other pair. For the project, students will be given the choice to work alone or with partners.
 * __Groupings __**

**__Differentiated Instruction __** I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Strategies **
 * Visual:** Students will be using a graphic organizers as a visual, as well as creating their own visual aids through their comic.
 * 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.
 * Kinesthetic**: The students will be involved with a hands on activity for the hook at the beginning of class.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Modifications/Accommodations **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">


 * 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 needed. Since students are working in individually on their Comic Life project, there is no need for the student to get caught up with a group project. Instead, I will be available to answer any questions and my students will be expected to help clarify any questions as well.

Technology**:** Students will be creating comics using a computer software called Comic Life. This will be a creative way for students to interpret the behaviors of equations and graphs.
 * Extensions**

**__<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">Materials, Resources and Technology __** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Markers/Chalk for board work
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Textbook
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">handouts for the story map chart used when taking notes
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">projector to demonstrate Comic Life for the final project
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">handouts for the project rubric
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">student laptops/my laptop for using Comic Life



**__<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">Maine Standards for Initial Teacher Certification and Rationale __** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Students who are learn best with a variety of resources and personal freedom will have the opportunity to use their creativity when creating a comic using Comic Life. This will let the students create interpretations of graphs in their own fun way. For those who learn best with structure and organization will be provided with a Story Map chart to logically list the process involved with graph interpretation. This Story Map 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 "Think-Pair-Share" activity. Students will be working together to find different ways to interpret the same graph. 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. Students will also be given the choice to work alone or with a partner for their project.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">Source for Lesson Plan and Research __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The "Think Pair Share" activity came from [|ED Tech]
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The story map chart was found at [|EDU Place]
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The checklist used to grade the Comic Life project was created on [|PBL Checklist]
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Example of a graphing worksheet was found at [|Vels EDU]
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Example of interpreting data can be found at [|Teach-nology]
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Useful terminology [|ESL Flow]
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Another useful activity for interpreting graphs [|One Stop English]
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Interpreting activities __ More Settlement __
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Website that could be used for the hook []
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The rubric used to grade the Comic Life project was created on Rubistar.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">ComicLife [|tutorial]
 * //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:**


 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//**
 * 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: Students will be introduced to interpreting equations and graphs through real life situations//(//see content notes).//­ Students will be able to come up with different interpretations for the same graph. Students will be able to practice their interpretations when participating in the "Think-Pair-Share" activity. Mastery of this knowledge will be shown through comics students will create to give their own interpretations of a graph provided to them. The comics will require a story or narration to be created to match the graph.

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">
 * Rationale:**
 * Visual:** Students will be using a graphic organizers as a visual, as well as creating their own visual aids through their comic.
 * 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.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Kinesthetic **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">: The students will be involved with a hands-on activity for the hook at the beginning of class.
 * Type II Technology:** Students will be creating comics using computer software called Comic Life. This will be a creative way for students to interpret the behaviors of equations and graphs.

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. Students will exchange their stories and see if other students can create a graph based off the information in the story. I will meet with pairs to provide feedback on the story. Create a story using Comic Life to interpret a graph that is presented to the student. Students will show their understanding of the behavior of graphs by creating their own story that represents the graph's behaviors. Comic Life is a great program that can be used to put the story in comic format. Pictures and narration will be used to express the story. This will be either an individual or partner project. The students will be given the choice. The projects will be shared with the rest of the class to show how graphs can be interpreted differently. The comics will be graded using a rubric that clearly states the expectations. Students will also be given a checklist to keep them on track. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> **__<span style="font-family: "Times New Roman","serif"; font-size: 18pt;">Teaching and Learning Sequence __** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Agenda <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Day 1 (80 Minutes): <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Day 2 (80 Minutes): <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Day 3 (80 Minutes): <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">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 "Think-Pair-Share". During this lesson, students will understand that there are relationships between equations and graphs. Knowing how to interpret graphs and charts is important because data is always presented to us in charts and graphs such as the weather and economics //Students will understand and use polynomials and expressions with rational exponents.// At the beginning of the lesson, there will be a fun hands on activity to interpret graphs. This will set the stage for the students' Comic Life project.
 * //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)**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Begin class with an online roller coaster game to get students into thinking about how to interpret graphs. Students will be creating graphs to correlate the change in heights of the roller coaster and the change in speed for the roller coaster. (15 minutes)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Review the vocabulary used to describe the behaviors of graphs and go over notes for interpreting graphs. (10-15 minutes)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Have the students participate in a cooperative learning activity called "Think-Pair-Share". Students will be able to practice interpreting graphs individually, then with partners. Partners will then be able to share to the class their interpretations. During this discussion, students will be asked to contribute ideas of real life examples to the class. We will be able to put some examples on the board to graph out. (35 minutes)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Introduce the students to the Comic Life project. Students will be assigned a graph to interpret in their stories. Allow the remainder of class to get started on creating a story that corresponds with the graph. (25 minutes)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Homework: Allow the students to finish up their stories at home.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will be given time to receive feedback and get their Story Maps approved. (30 Minutes)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The remainder of class will be used to create the comic using ComicLife. (50 Minutes)
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will be presenting their projects. The presentations will be informal; however they will be a useful learning tool for the entire class. (80 Minutes)
 * What, Why, Where, Hook, Tailors: Intrapersonal, Interpersonal, Kinesthetic, Verbal**

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will know how to interpret and explain the behaviors of graphs and charts. This information will be given to the students through board work and notes as well as group work and practice worksheets. Students will be provided with Story Maps to organize the vocabulary and process of interpreting data. Students will further their exploration by working individually, in pairs, and as a class during an activity called "Think-Pair-Share". Each pair will be given a graph to interpret. One partner will be responsible for writing the interpretation while the other partner is responsible for sharing the solution. Each pair will be sharing their solutions to the entire class. 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.//
 * Equip, Explore, Rethink, Tailors: Logical, Interpersonal, Verbal,**

Students will show their own interpretation as well as see other students’ perspectives as they create comics using Comic Life. Students will be working individually for this project, so there will be no grouping necessary. Students will be grouped by tables when peer editing each other’s work during class time. They will have time to peer edit each other’s Comic Life as well as meet with me individually to receive additional feedback. Students have time to work in class as well as outside of class to finish their product. This will give them an opportunity to rethink, revise, and refine their product before presenting it to the class.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Intrapersonal, Interpersonal, Visual**

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 and rubric provided for evaluating the Comic Life projects. Students will know exactly what is expected and be able to meet these expectations as long as they follow checklist and rubric provided. Students will be receiving feedback from me and peers when editing their Comic Life projects. Misconceptions will be corrected during group work and board work as well. This lesson will lead into further discussion about the process of analyzing real life situations.
 * Evaluate, Tailors: Intrapersonal, Interpersonal, Verbal,**

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> This lesson is a continuation of lesson 3 where students will further their understanding for the behaviors of graphs. The interpretation aspect allows students to create reasons for why graphs may behave the way they do.
 * Content Notes**

Begin the lesson by going over useful vocabulary for interpreting the behavior of graphs. Vocabulary can be found at [|More Settlement]. Practice using the vocabulary with simple graphs such as the graphs of the following equations: y=2x+4......the graph increases steadily y=X^2.....when x>0 the graph increases gradually at first and then more dramatically as time goes on. y=5 is constant or flat

Give examples of graphs that already have a brief description of the behavior. Examples can be found at [|Teach-nology]

Students can practice graphing the data found at [|One Stop English]. This can be done as a class while taking notes. Instead of answering the questions provided, students should be able to form a paragraph that covers the answers to the questions. This will give them a great example of interpretation.

The story map chart was found at [|EDU Place] The checklist used to prepare students for their Comic Life project was created on [|PBL Checklist] <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The rubric used to grade the Comic Life project was created on Rubistar.
 * Handouts**