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Objectives:
1. The learner will add polynomials and be able to teach at least 2 classmates the process
they used to come to a solution.
2. The learner will subtract polynomials and be able to teach at least 2 classmates the
process they used to come to a solution.
Assessment:
Formative:
Informal:
Observation: During guided practice, I will observe students as they participate
in guided practice and reciprocal teaching to ensure they are understanding the
material.
Each student will teach at least two other peers their process for solving an
addition problem.
They will also teach at least two other peers their process for solving a
subtraction problem.
Interim:
Formal:
Ticket-out: Each student will complete a “ticket-out” worksheet at the end of
class that they will turn in before leaving the class. The ticket out will consist of 3
polynomial addition problems and 3 polynomial subtraction problems. Students
will be considered proficient if they are able to get at least 2 addition and 2
subtraction problems correct.
Instructional Procedure:
iv. Instruct students to get into pairs consisting of a student that did an addition
problem and a student who did a subtraction problem.
v. Have them take part in Reciprocal teaching (strategy # 7 from profile) to each
other how they solved their problem.
1. Summarizing: Summarize the process they took to solve the problem
2. Questioning: Ask questions to their partner about their problem.
3. Clarifying: Respond to any questions or confusion their partner may
have.
4. Predicting: Since this strategy is typically used for literary pieces, the
prediction is based on the plot progression. Since there is not a piece of
literature in these problems, the students will try to create a real world
problem using the expression.
vi. Go over both problems on the board, explaining how you would solve it and
asking the class for feedback and questions.
vii. Then split the class in half again but have the half that did an addition
problem do a subtraction problem and the half that did a subtraction
problem do an addition problem.
viii. Repeat steps ii-vi, having students pick different partners each time.
ix. Repeat all steps 2 more times so that each student teaches an addition
problem twice and a subtraction problem twice.
4. Differentiated Consideration
a. Finish quickly: Student may work on a supplemental activity from “Extra Fun!” bin
pertaining to objectives.
b. Struggle to complete activity/assessments: Student will be given extra time to finish after
school, at home, or next class period.
c. Show proficiency early: Pair students that show proficiency early and allow them to
reciprocal teach for more complex polynomial expressions.
d. Still not proficient near end of lesson: Student can work with another student who has
shown proficiency early that can help work through problems with the student. Student
may meet with me after school for supplemental instruction until they reach proficiency.
They will be able to continue working on current objectives until they reach proficiency
before moving onto new objectives.
e. Needs different modes of learning or learn through a different multiple intelligence
strategies: Create open lines of communication in order to be informed of the student’s
instructional needs and adapt accordingly.
i. Provide additional materials that can be used in the classroom or at home that
will assist with the student’s needs
6. References:
a. Adding and subtracting polynomials: Anticipatory set. Creative Commons.
Retrieved from: http://www.fishing4tech.com/adding-and-subtracting-
polynomials.html
Reciprocal Teaching
I chose the reciprocal teaching strategy because it allows the students to use their
knowledge to teach their peers in an attempt to cement their learning.
It is the most effective strategy because it goes beyond just explaining the steps to solve
the problem but it allows the students to generate questions and apply the material to
situations that matter to them,
Con- When students get into pairs, it is possible they may not use their time effectively
and they may have conversations that are off topic. I can combat this by providing the
students with a timed guideline of how to spend their time.
Teacher Reflection (Proof your lesson and revisit it before you teach it. Make sure you can
answer the following questions… you do not need to physically respond to these questions,
just think about them and check yourself):
Do I have measurable objectives derived directly from the state expectations?
Do I have ways for students to create tangible proof or evidence that they accomplished
EACH objective? What will I do for the students that didn’t? What will I do for the
students that did?
Do I embed in my direct instruction and guided practice as many possible multiple
intelligences to reach as many types of learners as possible?
Do I have ways to scale-up or scale-back my content, resources, etc. for students
functioning on all levels?