VIEWS: 6 PAGES: 16 POSTED ON: 7/2/2011
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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