Final Project

This lesson plan was designed for an Algebra 2 class and adapted for an English Language Learner. The goal of this lesson is to increase student understanding on how to factor various equations algebraically while visually viewing these equations using graphs and spreadsheets. The original lesson plan contained a large amount of teacher instruction which could make the lesson difficult for the ELL student. Therefore, for my CURR-312 class, the lesson was adapted to contain more visuals and language neutral information.

The first part of the lesson includes some direct instruction. Since the goal is for the students to be able to factor equations, terms need to be introduced. To introduce these terms and map out the lesson, a graphic organizer will be used previously created using a template. In addition, the instruction will be supported by using a Smartboard. This way, additional instructional notes can be saved and accessed by students after the class and it will provide an interactive alternative to the lesson. While introducing this topic, the students are accessing. The math content standard is for the students to be able to interpret an expression and identify various elements of it. Furthermore, using a graphic organizer and Smartboard will help students found a strong understanding of these two technologies.

After being introduced to the topic and the students understand the basic terms and how to identify the expression, the students are to analyze the expression. Here, the goal for the instructor is to have the students think about how expressions can be written differently. Therefore, the math content standard is just that—identify ways to rewrite an expression, in this case, by factoring. To accomplish this, the strategies are to use a video presentation on Brainpop.com. Afterwards, the students will brainstorm their ideas, work individually, and then discuss their ideas within a group. The video will be able to provide visuals to accommodate for the ELL student if direct instruction is not as effective. Additionally, students will be using a calculator to see if their findings match graphically. That is, the first expression’s graph matches the factored expression’s graph. With this said, it is the goal for the students to demonstrate their understanding of the calculator to gather information and evaluate if their conclusion is correct.

To evaluate the students, formal feedback will be given while the teacher is observing their individual work. This can be done by using an exit card at the end of one day. The exit card will not be graded but it will provide the teacher with clues to whether or not the class understands the lesson. In addition, a group assignment will be given in hopes for students to produce original work while using technology. Furthermore, at the end of the unit, an assessment will be given, such as a test, to make sure students understand the topic.

Throughout this unit, it is important to have the students continuously communicating. One way of doing this is by creating a blog for students to share their findings, question others, and try to relate the topic outside of the classroom. Therefore, the math standard is to reveal and explain parts of an expression. Further, the blog allows students to critique their fellow classmates’ work providing formal feedback. The teacher needs to closely monitor the blog to make sure students remain on task and on topic while providing his or her own insight to promote further critical thinking. By using this blog, students will not only have further development into the topic, but it will also enhance their use of technology by communicating ideas effectively to others.

Finally, an ongoing project is for the students to produce their own findings and equations. The goal of this project is to create a spreadsheet of various expressions and show their graphs. Some of these expressions will be factored while others will be expanded to compare the graphs. Then the students will present their findings in a formal presentation by using a Smartboard. Therefore, the math standard of creating equations to show relationships and being able to graph them is met. Additionally, the students are able to contribute to a group using technology to create a project. The strategies for the teacher is to allow individual work by separating portions of the project, but having the group collaborate to meet all of the goals of the assignment.

By using these technologies, teaching strategies, and by following the core curriculum standards and national technology standards, this matrix provides a useful tool to teach an effective lesson.