Final Project

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					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
    quadratic formula.
   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
    quadratic equation.
   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
    process into students heads.
   Closure Review all of the techniques we have learned to solve
    quadratic equations.
   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
 sequential, as I start with more
 difficult ways of solving
 quadratic equations, and
 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,
 minima, and roots of quadratic
 functions also play a role. We can
 also use graphs to show how the
 quadratic formula, factoring, and
 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
 on the overhead.
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
 about a geography lesson, the
 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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