Kami Upton Curriculum Planning with Technology 19 July 2013 Technology Integrated Lesson Plan #2 This is a lesson that

I did in my Pre-AP Algebra 1/Algebra 1 Inclusion classes during student teaching. It was supposed to be review stations to review for the test the next day. It was a good idea in theory, but thinking back there were so many problems with it. One of the problems was that we pushed too many activities into one day, and the effect of that was the students were rushed to finish each activity and most of them did not get finished. This also did not provide a sufficient review, in my opinion. This is especially true for the Pre-AP students. They did not have enough time to review anything or get any activity done. There was also no technology (besides calculators) integrated into the lesson. I also remember feeling like it was chaos in the room because of the time constraints. What I would do differently with this lesson is to implement the flipped classroom model. This would allow the students to view the videos that I created at home to learn the material needed for the activities. This would free up more classroom time for each activity. I could spread the activities out throughout the unit and allow the students to review the videos as needed. It would also give me more opportunities with the students that struggled with the lessons. This would also provide more time for more fun and engaging activities because we had a lot of activities picked out, but had to pick and choose, and we still had too many. I would also incorporate Mangahigh.com games into the lesson to provide the students with more engaged and differentiated practice. I wish I had known about all of this back in February because it would have been very beneficial to the Pre-AP students and the SPED/504 students. This would also provide the students opportunities to create videos similar to the ones I created or work on unit projects.

Writing Systems of Equations

Subject: Algebra 1 Date: February 20, 2013 TEKS: 111.32 (8) Linear functions. The student formulates systems of linear equations from problem situations, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation. The student is expected to: (A) analyze situations and formulate systems of linear equations in two unknowns to solve problems;(B) solve systems of linear equations using concrete models, graphs, tables, and algebraic methods; and(C) interpret and determine the reasonableness of solutions to systems of linear equations. Objective: The students will be able to graph a system of equations, write two-variable equations given different situations and word problems, and solve systems of equations using the Substitution method, and the Elimination method. Instruction: Today I will split the class into 7 groups of three, and have each group do one of the seven stations that are set out. After 6 minutes (45 min period) and 12 minutes (90) I will have the groups rotate to the next station. Each station will serve as a review activity for the test they will have tomorrow. If they do not finish certain stations in class those assignments will be due tomorrow for homework. The stations are writing example, Review #2, Calculator Activity, Graphing Activity, Writing Systems Activity, Matching Activity, and Card game. For the writing activity the students will have to write a creative scenario for how they will use a system of equations or write about how they will prepare for the EOC. The next station the students will work together to complete review #2 with some help from the teacher. The calculator activity teaches the students how to use the calculator in different ways to solve and view systems of equations. For the graphing activity the students will have to pick 2-3 slips of paper that has different criteria for different systems of equations. The students will then graph those systems and write the equations of those systems. The writing systems activity is more practice with decoding word problems into systems of equations. For the matching activity the students will cut apart different systems, graphs, and solutions. They will then have to match the system to its solution and graph. For the card game each group has to try and solve as many systems of equations as they can to beat the other groups. The group with the most solved correctly will get a 100 for the assignment. Assessment: The students will be answering my prompted questions to check for understanding. They also must make a 70% or higher on homework, quizzes, and tests to show mastery of the content.

Materials: Station materials for each activity, glue, scissors, calculators.