# Final Project

Document Sample

```					Final Project
Kyle Kretzer
EDUC 200
Demographics for Tulita
Elementary School
School Enrollment
Demographics for Tulita
Elementary School
Languages of ELL Students
Demographics for Tulita
Elementary School
API Scores
Lesson Plan 1
   Standard: 8.0 Students solve and graph quadratic equations by
factoring, completing the square, or using the quadratic formula.
   Objective: TSSBAT solve quadratic equations by using the
   Motivation We can use quadratic polynomials to track the
progress of a tennis ball shot out of a cannon.
   Input of Information Look at the quadratic formula in terms of
the discriminant and while looking at the standard form of a
   Checking Comprehension Sing the quadratic formula like “pop
goes the weasel”.
   Structured Practice Do an example of solving by the quadratic
formula together.
   Guided Practice Have students do a few practice problems in
groups and supervise and guide.
   Independent Practice Homework problems to get the quadratic
formula down.
   Closure Allude to easier ways we will use to solve quadratic
equations in the future.
   Assessment Grade and evaluate homework; explain to students
what they need to work on.
Lesson Plan 2
   Standard: 8.0 Students solve and graph quadratic equations by
factoring, completing the square, or using the quadratic formula.
   Objective: TSSBAT solve quadratic equations by factoring and
using difference of two squares.
   Motivation We can use quadratic polynomials to track the
progress of a cliff diver jumping off the cliff.
   Input of Information Go over how factoring simplifies a
quadratic equation and makes it easier to solve.
   Checking Comprehension Q&A with students
   Structured Practice Examples of problems solved by „X marks
the spot‟ and „DOTS‟
   Guided Practice Have students do a few practice problems in
groups and supervise and guide.
   Independent Practice Homework problems to help students
recognize basic factoring patterns.
   Closure Allude to how we will learn to solve quadratic equations
using only our calculator.
   Assessment Grade and evaluate homework; explain to students
what they need to work on.
Lesson Plan 3
   Standard: 8.0 Students solve and graph quadratic equations by
factoring, completing the square, or using the quadratic formula.
   Objective: TSSBAT solve quadratic equations by graphing it on
a calculator and using calculator operations
   Motivation We can use quadratic polynomials to track the height
of a bottle rocket as it takes off, peaks, and lands back down on
Earth.
   Input of Information Show students the various operations the
calculator can perform on functions.
   Checking Comprehension Q&A with students
   Structured Practice Examples of finding maxima, minima, and
roots using the calculator.
   Guided Practice Have students do a few practice problems in
groups and supervise and guide.
   Independent Practice Homework problems to engrave the
   Closure Review all of the techniques we have learned to solve
   Assessment Grade and evaluate homework; explain to students
what they need to work on.
Justification

All of these lessons apply
directly to the standards for
second year algebra at the high
school level. They are also
difficult ways of solving
progressively show shorter,
easier methods of solving them.
Technology

Technology plays a great role in
these lessons. Most calculators
have a ball tracking mode when
graphing functions, so we can
simulate a tennis ball being shot out
of a cannon. The various calculator
operations used to find maxima,
functions also play a role. We can
also use graphs to show how the
solving by calculator all achieve the
Field Notes

   I monitored three lessons of
Mrs. Funes‟ 5th grade class at
Tulita Elementary School.
   Two of the lessons were on
language arts, and one was on
math.
   The three lessons were in the
same proximity as far as dates.
   For the final lesson, there was a
substitute teacher as the
teacher was out sick.
How the teacher identifies the
objective
In the second lesson, the teacher
said to the class “today we are going
to review what we learned about
circles,” explicitly stating the
objective. In the other two lessons
the objective was more implicit, as
the students already know what they
are supposed to be doing and why
they are supposed to be doing it
because they have repeated the
same activity before.
How the children know what is
expected of them
Again, the children know what is
expected of them because they have
done the same activities repeatedly
at this point in the school year. Also,
the teacher posts an agenda on the
board every day so that the children
know what they will be doing during
every hour of the day. During the
math lesson on circles, the teacher
showed the students what they
should be putting on their flashcards
How the teacher gives the
rationale – does the teacher make
the lesson relevant to kids?

In the reading exercises the kids do,
they get to choose their own books,
encouraging them to read for fun
instead of because they have to.
Also, to make kids more enthusiastic
students sent care packages to Iraq
while learning what could and
couldn‟t be sent because of the
climate in Iraq.
How the teacher checks for
understanding
As the students do activities in
groups, the teacher walks around the
classroom making sure that all of the
students within the groups are
participating and that all are taking in
all the material presented. The
teacher helps the students fill out
their study flashcards to also check
for understanding. As students copy
down notes the teacher answers any
questions the students might have
as well.
What kinds of group activities
do the children do?
The students take part in „Literature
Circles‟ where the students get into groups
and each group selects a different book to
read. Every morning after the students
have done their reading, each student
within a group has a different position, such
as artful artist, word wizard, discussion
director, or passage picker, and the
different positions rotate every day. Also
some activities call for clock partners,
where each student has a different partner
for a different fictional time of the day, and
the teacher selects a time and the students
meet with that clock partner. Also students
often do practice problems with each other.
How the teacher assesses the
kids at the end of the lesson
After doing their daily language
practice worksheets, the teacher
goes over the answers one by
one with the students. The
teacher also collects any
practice problems assigned to
the students.

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