Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name
Terrance Banks
Position

Math teacher/ In-School Suspension Instructor

School/District

Newton High School/Newton County School System

E-mail

[email protected]

Phone
Grade Level(s)

9-12

Content Area

Math (Algebra 2)

Time line

5 Days

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.

MGSE9-12.A.SSE.1
Interpret expressions that represent a quantity in terms of its
context.
MGSE9-12.A.SSE.1b
Given situations which utilize formulas or expressions with
multiple terms and/or factors, interpret the meaning (in context)
of individual terms or factors.
MGSE9-12.A.APR.1
Add, subtract, and multiply polynomials; understand that
polynomials form a system analogous to the integers in that they
are closed under these operations.
Content Standards

Page 1 of 5

1. Apply existing knowledge to generate new ideas, products, or

processes
2. Create original works as a means of personal or group expression
3. Interact, collaborate, and publish with peers, experts, or others
employing a variety of digital environments and media
4. Communicate information and ideas effectively to multiple
audiences using a variety of media and formats
5. Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media
6. Process data and report results
7. Collect and analyze data to identify solutions and/or make
informed decisions
8. Advocate and practice safe, legal, and responsible use of
information and technology
9. Exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity
10. Exhibit leadership for digital citizenship
11. Understand and use technology systems
12. Troubleshoot systems and applications
13. Transfer current knowledge to learning of new technologies

NETS*S Standards:

Overview (a short summary of the lesson or unit including assignment or expected or possible products)
The lesson I choose for my students to do was how to multiply different type of polynomials. This is a part of
Algebra 2 curriculum. The students will be responsible for teaching the lesson, showing the steps, notes and any
examples that were covered in class and also how to solve these types of problems outside of the class and in
the real world. The finished product will include sample problems on flash cards, for their peers to do, Also a 2-3
video lesson done with examples where their peers can watch them solve a sample project and finally a 4
question quiz created with google docs for their peers to try and solve. The class with be assigned a partner from
me.

Essential Questions (What essential question or learning are you addressing? What would students care or want
to know about the topic? What are some questions to get students thinking about the topic or generate interest about
the topic? Additionally, what questions can you ask students to help them focus on important aspects of the topic?
(Guiding questions) What background or prior knowledge will you expect students to bring to this topic and build
on?) Remember, essential questions are meant to guide the lesson by provoking inquiry. They should not be
answered with a simple yes or no and should have many acceptable answers.
The base essential questions are How do we multiply polynomials, What does F.O.I.L. stand for, Are their any
special cases of multiplying polynomials and How do we deal with multiplying polynomials in the real world? For
students to want to know or care about the topic we must start the lesson by showing the students a real life
problem that has to be solved and how it relates to their life. We will start off with the opener of making them a
cereal company executive whose bonus is on the line unless he finds the cheapest way to package cereal in
boxes. These will also be the guiding question that helps students understand the need to solve polynomial
multiplication. The background knowledge that the students will need will be adding, subtract polynomials as well
as understand their properties of use.

Page 2 of 5

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess what
they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or rubrics.
Include these in your presentation as well.
To show they have mastered the assignment. The student and their partner will create a set of flashcards using
Study Stack for other groups to solve. The also do a 2 to 3 minute video presentation where the other students
can watch and find out Multiply polynomials. Finally, each group with create a 3 question quiz using google
docs/forms for each student to try. Formative assessments will take place by walking around the room and
watching each group as well as asking them questions when they are working on the project and by the questions
they ask me. The summative assessment will come in the part of a rubric in which the students must have
completed all three parts of the assignment and completed at least two other groups quizzes. The assignment is
being differentiated by allowing the students to create their own artifacts for the assignment in the manner in
which they choose.

Resources (How does technology support student learning? What digital tools, and resourcesonline student tools,
research sites, student handouts, tools, tutorials, templates, assessment rubrics, etchelp elucidate or explain the
content or allow students to interact with the content? What previous technology skills should students have to
complete this project?)
Technology will support student learning in several different ways. First because the students are creating flash
cards, it will allow them to review the material taught no matter where they are. This is being doing through the
use of study stack, every group is to create 10 flashcards to review. Because each group is doing this, there will
be over 100 flashcards for the students to review at home or at school. The second tool that the students are
using is ecreations, where each group is to create a 2 to 3 min video explaining how to multiply polynomials.
There will be over 20 minutes of instructional videos for the students to review as well. The last digital tool they
will use is google forms to create a quiz for groups to test their knowledge on polynomials.

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)
The students will need to have access and logins to Google and Study Stack. Both of these can be created in the
labs prior to the beginning of the unit. The main interest in this lesson is the ability to create their own unit and
assessment. It is that the students have full control of what they learn and how it is delivered. Prior Learning for
this lesson comes in the form that students love technology and having it at the palm of their hand. We can find
out the students ability to use the technology in front of them through previous visits to the computer lab. Also we
will have to go through tutorials on how to use google forms and documents. This is where we could run into
difficulties if students struggle using google docs or have problems understanding how to create forms with
google.

Management Describe the classroom management strategies will you use to manage your students and the use of
digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.

Page 3 of 5

My students will work in groups of 2 or 3 together on this project over the course of 5 days. We will have laptop
carts and iPad carts brought to the students for them to work on the project. In addition to this, I will also reserve
the laptop carts for the students on Tuesday and Thursday afternoon so that they can come in after school and
use the computers. In the morning the computers in the media center are available for use.. For students who
also need time after school to work on their e-creations., I will make sure my school iPad is available to use
before and after school as well. The biggest threat to the timing of the project is internet connection issues,
laptops not properly working and an internet tools being down. This is largely out of my control, so I will have to
extend time if the internet is down for students who may need them. Should we run into any issues with using a
computer we should be able to get around those, but having another laptop or computer ready to use.

Instructional Strategies and Learning Activities Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Blooms Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other and
others? How will you facilitate the collaboration?

There are three research-based instructional strategies in particular that are being used in this lesson. THose
three are Student self-assessment, peer teaching/collaboration, and flexible grouping. I choose flexible grouping
because it allowed me to help the students partner up with students that had different strengths as them. This
allow each person a chance to bring something to the group to make it more successful. The students themselves
are doing the teaching making them the experts. This includes them making the flashcards, the video for their
peers to learn the foil method and even the practice quiz for the other groups to try. The grade and standards
they needed to reach to get an A on the project is laid out in the rubric so this puts everything on the student to be
able to figure out what is needed to be successful. The students role was to become the teacher, they are to
become the expert on multiplying polynomials. This helped reduce my role to only one of facilitator. The best way
for me to ensure higher level thinking at the Blooms taxonomy chart was in the design of the project. The
students are responsible for designing the lesson. They also had to differentiate the lesson by having to create
assessments across the board. Technology can be used to support the teaching by allowing them to find
examples to draw inspiration on to create similar ideas. Also because we know that all our students dont learn
the same way this helps them think of ways to present material to students who may learn like them.The
authentic tasks that the students will complete are that they are in charge of the delivery and the assessment of
the lesson. This firmly puts them in the teacher chair. The digital tools the students use are the wiki and google
platform to share and update each group member on progress. My job is to make sure that the students are
doing what they should by having conversations with them daily to make sure they are speaking with one another
on what they should be doing.

Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)
The process includes differentiation because the students are allowed to produce the deliverables in any form
they want. The students are allowed to select a partner of their choosing. Next, they are to produce a 2 to 3 min
video lesson which includes a problem of their selection. They are also allowed to choose whatever problems
they would like as long as it meets the requirements for their flashcards. The last thing they have to turn in is an
assessment in which each student is allowed to create their own problems. This project in its entirely allows
students to work both independently and with others. The students will be provided with extensions and
opportunities for enrichment in that they can use more difficult problems on any part of their deliverables. They
can also create multiple videos, flashcards or assessments for different levels. Headphones and digital
whiteboard pens will be available for certain students. This is to be used an assistive technology.

Page 4 of 5

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be asked
to provide feedback on the assignment itself? What will be your process for answering the following questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)
The closing event will be students complete another groups lessons. Each group will have to select another
groups lesson watch the video, complete the flashcards and do the quiz. I will give the students a survey at the
end of lesson asking them if they enjoyed the question, what is one part of the lesson they would change or
modify, if they found doing a lesson in this manner was better than me teaching it to them. I will also have to right
down my own observations while they work on the lessons about how each group worked, the parts the students
did well, the parts they struggled on and how long they took on each stage of the project. This project will be
implemented after the class is over, so I will have answer how my students did and make note of what needs to
be changed.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please provide a
quality reflection on your experience with this lesson and its implementation.
I was able to test the lesson with my students in ISS before the Algebra 1 teachers in my school implemented it
fully in their classroom. The first thing each teacher will have to do is make sure they have signed their class up
for the individual accounts. They can create class accounts for study shack and ecreations. They will have to
make sure their students sign in before they start the project. It would also be helpful if they had used the
accounts at least once. Though both are user friendly and easy to use. The internet tool they will need more help
on and need to have a written tutorial for is creating the quiz using google forms. There are so many ways
students could create a form quiz using google docs, that the teachers will need to be very specific about the type
of questions and quiz they want their students to create for this assessment. The groups of students that I
completed the lesson with were happy with a do create a assessment outside of the regular paper and pencil
type. Because the students I tested this with were in ISS, I had better control of their partners. I told the teachers
that if they dont feel comfortable allowing certain students to group up that it may help to select their partners for
them. I saw room and ways that using these three tools independently of this project and each has merit to be
used over and over in class.

Page 5 of 5