S3+Kent+Benjamin

=Stage 3 Plan Learning Experiences and Instruction=

Logical: Kinesthetic: Visual: Naturalist: Intrapersonal: Interpersonal: Musical:**
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** (Graphic Organizer), and **Experience** (Cooperative Learning)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Timely Feedback)
 * 5. (E)** **Evaluate** (Self- Assessment)
 * 6. (T) Tailor** (Multiple Intelligences 6 to 8 and use each at least twice)
 * Verbal:
 * 7. (O)** **Organize** (Students will be able to ...) and Product:

=Lesson 1= 2. (Examples) Linear Equations are one of the basic algebra equations, however this basic equation is used all the time in the real world. But before you can do that you need to first understand what is a linear equation. (**Hook**) 3.Students will know the two different formulas for linear equations: standard and slope intercept form. Students will know definitions: independent and dependent variables x- & y-intercepts, and slope; and terms: b is the y intercept and m is slope. (**Equip**) Students will use flow charts to help understand the different components that make up a linear equation and how they flow together (**Explore**) While using groups, who have been randomly assigned numbers based on comfort levels, to collaborate on labeling and defining terms. (**Experience**) 4.Students will go over all the different labeling problems. (**Rethink**) Students will fix the mistakes on the problems they had errors. (**Revise**) Do addtional labeling and definition problems to get a more concrete understanding. (**Refine**) 5.A quick interview on they feel about the formulas, defintions, and terms; then students will blog about what they feel and allow for other students to comment to allow feedback (**Evaluate**) 6.**MI's:** (**Tailor**) 7. Students will be able to make sense of labeling and defining linear equations and inequalities. Product:Quiz on formulas, defintions, and terms. (**Organize**) || =Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1.Students will understand that linear equations are different than inequalities. (**Where**) Understanding the basics of how to setup linear equations, and the relating to real life situations that use linear equations. (**Why**) S//tudents will solve families of equations and inequalities.// (**What**)
 * Verbal:** Modeling linear equations to the students through addressing the class.
 * Logic:** Create a logical sequence to understanding Linear Equations using the flow chart.
 * Visual:** Writing the formulas with labels and definitions on the board and the graphic organizer for a visual presence.
 * Interpersonal:** Students will work in groups to discuss the setup of linear equations.
 * Intrapersonal:** Students will fill in the graphic organizer by themself for a couple of minutes.
 * Naturalist:** Students will relate the linear equations and the components to a real life stiuation.

9. After introduction of graphing, we will move tables aside. Then we will act out graphing using the graph I have already made on the floor. Each student will be given either an input or an output, they will then have to find there corresponding value using the equation on the board. (**Hook**) 10.Students will know how to get from one formula to the other, be able solve for both x and y individually, and be able to graph linear equations. (**Equip**) Students will use a Step by Step chart to understand the process of solving linear equations. (**Explore**) They will be in groups to discuss the process and tools to solving equations. (**Experience**) 11.Students will go over the assigned problems (**Rethink**) Students will correct the mistakes they made on the homework. (**Revise**) Students will do additional problems focusing on the mistakes they made to develop their skills more.(**Refine**) 12. Students will blog about the material stating comfort level and other questions they want to address. Then they will have to comment on 3 other blogs that do not have a comment already, until everyone has had a comment. (**Evaluate**) 13.**MI's Verbal:** Modeling graphing through discussion (**Tailor**) 14. Students will be able to analyze graphs of linear equations. Product: Quiz on solving equations and using the graph to help. (**Organize**) || =Lesson 3=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 8.Students will understand linear equations and inequalities can be solved by interpreting their graphs. (**Where**) Understanding how to solve a linear equation, and how use the graphs effectively. (**Why**) //Students will solve families of equations and inequalities// (**What**)
 * Visual:** Drawing graphs on board, and on paper
 * Logical:** Creating the logical sequence of how to input parts of order pairs to get an output
 * Kinesthetic:** Acting out the graph (hook)
 * Interpersonal:** Getting in groups to discuss how to graph
 * Intrapersonal:** Personal reflection while filling in the graph before groups

16. Play a song about differences in life to help understand that linear equations and inequalities are different. (**Hook**) 17.Students will know how to set up inequalities. Students will know the different symbols of inequalities, and know where the parts of an equation: y-intercept, slope; are. (**Equip**) Students will use a venn diagram to compare and contrast linear equations and inequalities. (**Explore**) Students will then commerse with the groups at their tables about the differences and similarities between linear equations and inequalities. (**Experience**) 18.Students will go over labeling problems in class. (**Rethink**) Students will correct mistakes made on the homework. (**Revise**) Students will do extra problems of labeling focusing on what they need to fix. (**Refine**) 19..Write a reflection on inequalities in their blog, while comparing differences between blog on linear equations. Create a link to site demonstrating inequalities being used. (**Evaluate**) 20.**MI's Visual:** Modeling the inequality set up on the board. (**Tailor**) 21. Students will be able to show key difference between linear equations and inequalities. Product: Quiz on labeling inequalities and the differences between them and linear equations (**Organize**) || =Lesson 4=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 15.Students will understand that linear equations are different than inequalities. (**Where**) Understanding how to set up inequalities, and the key differences between a linear equation and an inequality. Along with where to use inequalities in the real world. (**Why**) //Students will solve families of equations and inequalities// (**What**)
 * Verbal:** Discussing the differences between inequalities and linear equations.
 * Logical:** Showing the step by step process to setting up inequalities
 * Interpersonal:** Getting together in groups and having a team discussion about differences
 * Intrapersonal:** Filling out the graphic organizer by themselves and reflecting on it.
 * Naturalist:** Relating inequalities to a real life situtation.
 * Musical:** Song about differences, relating differences to linear equations and inequalities.

23. Acting out the graph. Students will be given inputs or outputs and need to find there corresponding value. After which the students will have to find their point on the graph drawn on the floor, while pointing to which way the graph says, greater than or less than. (**Hook**) 24.Students will know how to solve inequalites, and what the graph looks like. (**Equip**) Students will use a Step by Step chart to go over the process of solving equations. (**Explore**) Students will get converse with their teams about solving inequalities while using there graphic organizers. (**Experience**) 25.Students will go over the assigned homework. (**Rethink**) Students will then correct mistakes made on the homework. (**Revise**) Then students will do addtional problems focusing on mistakes they made on the original homework. (**Refine**) 26. Students will take a short survey addressing the material learned so far addressing comfortablity and mastery. Blog about comfort and questions allow for other student comments. (**Evaluate**) 27.**MI's Verbal:** Model solving inequalities with graph through addressing the class (**Tailor**) 28.Students will be able to solve systems of linear equations and inequalities. Product: The students will create a Comiclife advertisement about a new linear equations and inequalities textbook dealing with solving linear equations and inequalities while using their graphs. (**Organize**) || =Lesson 5=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22.Students will understand that linear equations and inequalities can be solved by interpreting their graph. (**Where**) Understanding how to solve inequalities, while being able to use the graphs of the inequalities as a tool. (**Why**) //Solving families of equations and inequalities// (**What**)
 * Visual:** Model solving inequalities with graph by drawing on board and graph acting
 * Kinesthetic:** Solving inequalities by acting out the graphing process
 * Logical:** Going through the process of solving inequalities using the graphic organizer
 * Interpersonal:** Getting into groups to discuss solving and graphing inequalities
 * Intrapersonal:** Reflecting on solving and graphing by themselves before group discussion.

30. Play my Student Sample for the students to show them what a Good Worker video is. (**Hook**) 31.Students will know where linear equations and inequalities are used in everyday life. (**Equip**) Using the graphic organizer, E-chart, they will take a real life situation where linear equations and inequalities are used from the board, and explain how it is used on the three lines. (**Explore**) After they will get into pairs compare with the other person, then rotate to a different person and compare again. (**Experience**) 32.Students will compare situations they found in their research with other students. (**Rethink**) Students will then try to figure out how linear equations and inequalities apply to the other students real life scenarios. (**Revise**) Students will then try to find another example similar to the other student's example. (**Refine**) 33. Students will have skills check list over the material learned, which they check off when they believe they have fully understood the material. Thus prepareing them for the final task. The list will include labeling, defining, solving, and graphing linear equations and inequalities. Blog about comfort level and questions while allowing for other students to comment. (**Evaluate**) 34.**MI's Verbal:** Modeling real life scenarios through discussion. (**Tailor**) 35. Students will be able to recognize linear equations and inequalities are a part of everyday life. Product: Students will be doing a webquest, which includes making an iMovie and an oral presentation. (**Organize**) || =Lesson 6=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29.Students will understand that linear equations and inequalities are used in everyday life. (**Where**) Understanding that math is not just problems on a piece of white paper, and that there are real life scenarios where the information learned in this class can be used. (**Why**) //Solving families of equations and inequalities.// (**What**)
 * Visual:** Modeling real life scenarios with the video of real work place.
 * Logical:** Using the step by step process of the graphic organizer to understand relation to real world.
 * Interpersonal:** Getting into groups and discussing how the math relates to the real world.
 * Intrapersonal:** Finding real life situations for homework and coming up with reasons for how it relates.
 * Musical:** Using a musical reference in class of linear relationship.
 * Kinesthetic:** Using a Kinesthetic reference in class of a linear relationship
 * Naturalistic:** Relating the math to natural scenario in class.

37. Show examples from the first lesson through discussion and a video of real work place, and see if they can identify how linear equations and inequalities are used in each situation. (**Hook**) 38.Students will know how to solve real life situations using linear equations and inequalities, with graphs. (**Equip**) Students will use a describing wheel to explain how to solve the real life scenarios. (**Explore**) After which they will gather into groups and discuss the process of solving real life situations. (**Experience**) 39.Students will go over problems in class. (**Rethink**) Students will then fix mistakes made on the homework. (**Revise**) Students will do additional problems focusing on the mistakes they made on the previous assignment. (**Refine**) 40. Students will take a survey about the entire class after the final product, addressing how they felt about the material and the way it was taught. Along with what they think would make the class better. Students will post one last blog about the survey, allowing for comments. (**Evaluate**) 41.**MI's** (**Tailor**) 42. Students will be able to relate linear equations and inequalities to the real world. Final Product: Students will have pretest to go over previously lesson plans up till now, then at the end of the of the week students will have a test covering all 3 quiz topics. The test will also have a problem similar to the web quest only not as intense and time consuming. Then they are to search the web, after they get there tests back, for other tests on this subject and post alternate problems to the wikispace for future classes' test or quiz questions, and personal reflection. (**Organize**) ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36.Students will understand linear equations and inequalities are used in everyday life. (**Where**) Now they can relate the math, it is time to apply and evaluate by solving real life problems. (**Why**) //Solving families of equations and inequalities// (**What**)
 * Visual:** Modeling the world problem with pictures drawn on the board.
 * Logical:** Applying the step by step process of solving linear equations and inequalities to the real world.
 * Verbal:** Modeling real life problems through instruction and class discussion.
 * Kinesthetic:** Acting out a real life scenario with the final product dealing with linear equations and inequalities
 * Interpersonal:** Getting into groups and discussing the graphic organizer, and discussing homework problems.
 * Intrapersonal:** filling out the graphic organizer and reflecting how the previous material all comes together

2004 ASCD and Grant Wiggins and Jay McTigh