differentiated learning plan project...

Differentiated Learning Plan Project Template

Name: Caitlin Fuehne

Grade Level: 9th Grade Algebra

Unit Topic/Theme: Variables, Function Patterns, and Graphs

Unit Plan Sketch – Part One: Develop KUDo’s for your unit. Use correct format and be comprehensive

in content.

Know: absolute value, base, coordinate plane, dependent variable, domain, equation, exponent, function, independent variable, inequality, integers, irrational numbers, mean, median, midpoint, mode, natural numbers, order of operations, ordered pair, power, range, rational numbers, real numbers, variable, whole numbers, x-axis, y-axis

Understand:

Students will understand that there are relationships between quantities in a function.

Students will understand that real-world situations can be modeled by functions and equations.

Do:

Write Algebraic expressions and equations

Evaluate expressions with exponents

Find absolute values

Analyze data using scatter plots

Find mean, median, mode, and range of sets of data

Translate word problems into equations and expressions

Unit Plan Sketch - Part Two: Write a short paragraph that explains EVERY teaching day of your unit.

Incorporate any of the differentiated strategies or techniques we have discussed in class or read about

in your textbook as you see fit. You are NOT required to demonstrate differentiation on every day of

your unit, but I should see multiple examples.

Day One: Today will be a lecture day, as I’ll be introducing a new unit. When students arrive to class,

they will be asked to take out their notebooks to prepare themselves to take notes for the day. Printed

note-taking guides will be printed and made available to students who need or want them. From there I

will lecture and write key points an examples on the board for the students to copy into their notes.

During this time, students will be formatively assessed by having to complete problems on their own in

their notes as I walk around the room seeing how they’re doing. After the lesson is completed, the

students will receive their homework assignment for the day and may use whatever remaining class

time to complete the assignment. 5 minutes before class releases, students will be asked to complete an

exit ticket which will have to write an algebraic expression for the given phrase. (See Lesson Plan for

more details for this day)

Day Two: Day Two will begin with students completing an entrance ticket (writing 2 equations) while

waiting for class to begin. We will go through the answers together (students will write their answers in

their notebook along with the day’s notes). I will then give the students a brief lecture on solving

exponents and give them a couple of example problems to record in their notes. Note-taking guides will

be made available to the students. Students will then watch a video from Khan Academy which will

explain the Order of Operations to them. After completion of the video, I will debrief with the students

and field and questions and further explain any hang-up topics. Then, using flexible instructional groups,

I will split the class into 4-5 groups based on their instructional needs and give them group assignments.

The groups will work on these assignments for a majority of the remaining class time. I will then bring

the class together to debrief and engage in whole group discussions. The class will have an exit ticket

(solving equations with exponents and order of operations) before leaving the classroom.

Day Three: Day three will begin with students again completing an entrance ticket. Similar to the exit

ticket they completed the class period before, they will solve two equations in their notes before we

discuss solutions as a whole class. I will then take this class time to have the students complete a

WebQuest exploring the Real Numbers (found here). They will complete the journal entry and quiz

question in their notebooks, which will be handed into me once they complete their WebQuests.

Day Four: Day Four will again start off with students completing an entrance ticket where they will have

to match terms and definitions relating to the real number system. I will then give students a brief

lecture over patterns and functions. Students will again be required to takes notes (guides will again be

made available). After my brief lecture, I will pair students according to instructional needs for a game

entitled Guess My Rule (idea found here). According to the website, “[this] function machine game was

created to give students practice in saying and writing the rule, given an input/output table. One

student has the rule which the other student has to guess. The guesser records an input number in the

table. The rule person must apply the rule and tell the output number. Student pairs repeat this until

the guesser correctly identifies the rule by saying and writing it. Students then switch places and repeat

the activity. Download three different levels of rules for play: simple addition & subtraction,

multiplication or two-step rules.” Students will switch partners after two rounds of play. Students will

then be given a short assignment from the book as homework.

Day Five: Day Five will begin with students completing the “Check Skills You’ll Need” on the top of page

40 in their textbook for their entrance ticket for the day. We will then go over the solutions together

and work out any major issues that are plaguing the students. I will then give students a brief lecture on

mean, median, mode, and range. Students will again be taking notes with guides made available to

students. Students will be given an in-class assignment. I will use the worksheets from this website to

give to students to work on in class. Each student will be given a worksheet that addresses their

individual needs. Students can either work in small groups, or individually. The choice is theirs. The

students will be given an exit ticket (finding the mean, median, mode, and range of the given sets of

data) that they must complete before leaving the classroom.

http://zunal.com/tasks.php?w=70050

http://mathwire.com/games/guessmyrulegame.pdf

http://www.greenon.k12.oh.us/userfiles/102/HW%20MMMR0001.pdf

Day Six: Day Six will begin with an entrance ticket similar to the previous class period’s exit ticket. The

students will need to identify the mean, median, mode, and range of the given sets of data. They will

again record their answers in their notebooks. The students will then be given a very brief vocabulary

quiz to ensure that they are prepared for their upcoming unit test. This quiz will be a form of summative

assessment to help me see if there are topics the students are still struggling on. Then, as a class, we

will work through problems in the book as a preparation for the upcoming test. The students will be the

ones leading and giving suggestions for types of problems they would like to go over together. I will

continue to challenge Scott and Emma to critically analyze and answer the problems. Students will be

taking notes and writing down the problems and topics covered. Students will then be assigned a

review sheet (created by me with each student’s individual needs in mind) as their homework for the

day to be turned in before the test.

Long Form Lesson Plan: Clearly define differentiated techniques for specific students in the right hand

column of the lesson plan.

Concordia University Long Form Lesson Plan

Grade Level: 9th Grade Subject: Algebra 1

State Standards: Common Core: HSA-CED.A.1 Create equations and inequalities in one variable and use them to

solve problems. HAS-CED.A.2 Create equations in two or more variables to represent relationships between

quantities. Name of Lesson: Using Variables

I. Goal: Use variables and equations to model real world situations.

Required Adaptations/Modifications:

II. Objectives: After class discussion and completion of a worksheet, the student will be able to model relationships with variables and equations with a score of 85% or better.


III: Faith / Values Integration:


IV. Integrated Technology:


V. Materials: Textbook, notebook, pen or pencil, note-taking guide worksheet, and assignment worksheet.

Required Adaptations/Modifications: Note-taking guides (which have the entire lesson laid out for students to fill in the blanks) will be available for students to use if they need (Sarah, for sure) or want them. Sarah, Brian, Kristen, Madison, David and Oscar will be given the worksheet for struggling students. Everyone else will be given the other worksheet. Scott and Emma will also be given challenge problems from the book as part of their assignment. Highlighted textbooks will be made available for students who would like them (Sarah will be required to use the highlighted text to help point out main ideas).

VI: Procedure: Set / Hook: Students will be asked to get out their notebooks and grab note sheets if they need/want them. Transition: “All right, class, today’s lesson is about using variables. What is the definition of variable?” Main Lesson: Since today is a lecture day, the students will be taking notes and completing practice problems individually throughout the lesson. I will be asking leading questions (e.g. “What words can be used instead of addition when adding two numbers?” or “How can I use variables and numbers to write equations?” During various parts of the lesson, I will write a problem on the board to have students work on individually before coming together and solving as a class. Transition: “The remaining class time is yours to begin working on your assigned worksheets. I also will be giving you all exit tickets a few minutes before class ends. Are there any final questions?” Conclusion: I will use this time to ask the students, as a whole, if there are any topics that need to be gone over again. After addressing any questions and concerns the class has, I will continue to assess students informally by walking around the room and stopping to chat as they work on their assignments. 5 minutes before class ends, I will give each student an exit ticket that they must complete and turn in before they leave the classroom for the day.

Required Adaptations/Modifications: Sarah (and any other student who would like it) will be using a highlighted textbook to help them pull out main ideas and to point out important vocabulary terms. Note-taking guides will be made available, also, for students who struggle with reading and pulling out important math facts. As students are working on practice problems during the lecture, I will be walking around the room helping stuck students. I will also challenge those done quickly (especially Scott and Emma) to apply the problems to real-life situations. With the various practice problems, I will use different scenarios to model the equations. For example, I might tell them that the St. Louis Zoo just got a herd of 15 zebras, but 7 of them escaped and are running around the city. How many zebras are in the zoo? I will change the subjects of the problems to try to pique the varying interests of the students.

VII. Assessment: Throughout the lesson, students will be assessed formatively by having to complete various practice

Required Adaptations/Modifications: For the exit ticket, Sarah, Brian, Kristen,

problems on their own before we walk through the solutions. My exit ticket will also serve as a formative assessment to gauge my students’ comprehension of the lesson.

Madison, David, and Oscar will have slightly altered prompts. Instead of having to go from words to an equation, they will be given an equation and may tell me orally what is happening.

VIII. Assignment: All students will be given a worksheet as their assignment.

Required Adaptations/Modifications: Sarah, Brian, Kristen, Madison, David and Oscar will be given the worksheet for struggling students. Everyone else will be given the other worksheet. Scott and Emma will also be given #43-47 on page 8 from the book (Challenge problems).

IX. Self-Evaluation:

X. Coop’s Comments:

Create the Teaching Tools: Copy/Paste/Create student teaching tools required for the long form lesson

plan day.

This worksheet is for the average

students.

This worksheet is for the struggling

students.

This note-taking guide is meant for Sarah and the

five other students who have trouble with

reading and writing. (This is page 1, page 2

follows)

Create the Assessments: Copy/Paste/Create two forms of assessment below. The assessments can

come from any day in your unit plan sketch.

Summative Assessment:

Name: _____________________

Vocabulary Quiz

Choose the term that correctly completes each sentence.

1. The (median, mode) is the middle value in the set when the numbers are arranged in order.

2. The number −5

8 belongs to the set of (irrational, rational) numbers.

3. The (absolute value, opposite) of a number is its distance from 0 on a number line.

4. In an ordered pair, the first number is the (x-coordinate, y-coordinate), which tells how far to

move left or right of the origin as you graph the point represented by the ordered pair.

5. A (function, variable) is a relationship that assigns exactly one output value for each input value.

Formative Assessment:

Day One exit ticket for the average and above-average students: Please write an algebraic expression

for the given phrases: 4 more than p, the quotient of n and 8, and the product of 15 and c.

Sources:

Prentice Hall Mathematics Algebra 1. 2007







Differentiated Learning Plan Project Evaluation

(Keep this included in your final submission)

KUDo’s follow correct format, provide clear direction for the unit, and are comprehensive.

/10

The unit plan sketch offers a clear understanding of content, teaching strategies, and varied uses of differentiation. Brief paragraphs are included for each teaching day.

/10

The lesson plan includes all listed components with a clear connection from standard to objective to assessment. Instructional plans are age appropriate, strategic, and engaging.

/10

The lesson plan/unit sketch demonstrates differentiated techniques that addresses specific learning populations.

The needs of the gifted and high achievers were addressed.

The needs of the students with IEPs were addressed.

The needs of the 5 low performing students were addressed.

The needs of the student with average skills/varied profile were addressed.

/20

All teaching tools required to teach the long form lesson plan day are included and are professionally prepared/shared.

/10

Two assessments were created to address learner growth and/or proficiency. The evaluations include two different aspects of either pre-assessment, formative assessment, and/or summative assessment.

/10

Total Score: /70 Comments:

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