HSOE Lesson Plan Template

TEL7170: Technology in the Curriculum

HSOE Lesson Plan Template

GRADE

8th

SUBJECT

Algebra I

LESSON SUMMARY

How is Theory applied

in this lesson?

Flipped and blended Technology lesson which will be a hybrid of some

of the principles of Learning by Teaching Agents and Learning by
Design. Students will design a poster board demo of a linear concept
using a poster board which has x-y graph paper glued to it and
attachable line overlays.
There are many challenges to LBD projects from student and teacher
skill to perceptions of the environment. If successful students gain
fundamental skills that are more transferable across disciplines. Selfregulated learning (SLR) and Learning by teaching (LBT), (Leelawong &
Biswas, n.d.) was another method which posed similar problems with
regards to scope. This lesson attempts to combine LBD and LBT into a
small project which will reinforce three important concepts of linear
equations, slope relationship of parallel lines, slope relationship of
perpendicular lines, and graph shifting of lines when values of the
equation are increased or decreased. These three topics will allow
difficult scaling for diverse learning needs. The students will be
challenged to use a set of tools (poster board and line overlays) to
develop a teaching tool to express the concept they are assigned.

OBJECTIVE.
What will your students be able to do?

Create a poster board demo of an important characteristic of linear equations and present it
visually. Engage student interest by giving them a hands on project which encourages them to
learn by designing their own lesson. Ideally the poster board will have a dry erase overlay so
students can add additional supporting notes. Students may also support their poster board
with additional technological presentations such as screen projections or graphing calculators.
ASSESSMENT
How will you know whether your students have made progress toward the objective?
How and when will you assess mastery?

Students will be presented with a rubric which will be used by the teacher to grade their
presentation and their math content. Students will also be required to use the rubric to
assess their classmates presentations as they work as presenter and learner.
COMMON CORE
How will you address Common Core standards?

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CCSS.Math.Content.8.F.A.1, CCSS.Math.Content.8.F.A.2, CCSS.Math.Content.8.F.A.3,

CCSS.Math.Content.8.F.B.4, CCSS.Math.Content.8.F.B.5
DIFFERENTIATION
How will you differentiate your instruction to reach the diversity of learners in your classroom?
How will you address your English Learners?
List the specific strategies you will use.

This is an ideal project for English learners since they will be required to present material to
others. Difficult words will be identified and added to the word board. Diversity learners will
also be addressed. Learners with particular difficulties will be given assignments scaled for
their progress level. Diverse learners or teams will be given additional coaching and
apprenticeship during guided practice. Three levels of tasks will be assigned based on
learning levels.
OPENING (10 minutes suggested)
How will you communicate what is about to happen? How will you communicate how it will
happen?
How will you communicate its importance? How will you communicate connections to
previous & future lessons?
How will you engage students and capture their interest?
TIME
TEACHER
STUDENTS
5
Introduce topics: slopes of parallel

lines, slopes of perpendicular lines and

shift of lines.

Ask questions and

respond to questions.

Stress importance of knowing how shift

and slope affect the graph of the line.
Explain that function shift occurs in
other kinds of functions as well.

Ask for clarifications

on assignment.

Engage interest by displaying graph of

lines and suggesting similarities
between types of lines. Ask them to
guess how the line would shift with a
particular change.
Explain Independent Practice
Assignment.
Explain assessment rubric.
INTRODUCTION OF NEW MATERIAL (10 minutes suggested)
What key points will you emphasize and reiterate?
How will you ensure that students actively take-in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged and interested?

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MATERIALS/STRATEGIES

Computer projector
Desmos Calculator
Assessment rubric

TIME
10

TEACHER

Present graph of lines which are

parallel and ask students to identify
their slopes.
Present graphs of line which are
perpendicular and ask students to
identify their slopes. Ask if they can
see a relationship between the slopes
of perpendicular lines.

STUDENTS

Respond to question
of how perpendicular
lines are related.

Computer projector
Desmos Calculator

Respond to questions
on how they think the
graph will shift with a
particular change.

Show how lines shift with a change in

Ask questions on the
the value of x.
lesson they will have
Explain that the shift can be looked at
to develop.
as vertical or horizontal. Explain that
this is only the case with single variable
linear equations.
Explain how they will each be assigned
a category topic (parallel,
perpendicular and graph shift). They
will have to design a presentation on
the topic and a worksheet for another
student to complete.
GUIDED PRACTICE (15 minutes suggested)
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged and interested?
TIME
TEACHER
STUDENTS

During guided practice teacher will

monitor progress and serve as mentor.
Students will be encouraged to ask for
guidance if they have roadblocks.
See accompanying PowerPoint.

Students will pair up

with a student who
has a similar level
task. They will work
on the content of their
presentations and
switch roles as
presenter and learner
to help identify where
they may need more
information or clarity
in their presentation.
Students may begin
formulating problems
for their lessons.

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Powerpoint
Video
Computer projector
Desmos Calculator
Worksheets
Graph Posterboard

INDEPENDENT PRACTICE (35 minutes suggested)

How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension?
Why will students be engaged and interested?
TIME
TEACHER
STUDENTS
35

Teacher will monitor progress and

assist with technical problems. The
session will be split into three parts:
preparation of lesson, presentation and
assessment.
Teacher will experiment with this
lesson and determine if material needs
to be spread over additional classes to
accommodate the three parts of the
lesson. It may be necessary to assign
parts 2 and 3 as homework or in an
ensuing class session.

Part 1:
Students will build a
small worksheet of
three problems on
their subject area and
a lesson on how to do
the problems and
store the results in the
calculator.

Powerpoint
Video
Computer projector
Computers
Worksheets
Desmos Calculator
Graph Posterboard

Part 2: Students will

give their lesson to
another student and
and they will do the
worksheet.
Part 3: Students will
use the rubric sheet
to evaluate the lesson
they watched.

CLOSING ( 5 minutes suggested)

How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or progress
toward) the objective?
TIME

TEACHER

STUDENTS

Discuss any problems which may have

arisen during independent study.
Decide how to handle unfinished parts
of lesson (homework or future lesson).

Students will provide

feedback on their
comfort level of acting
in the role of
presenter/learner with
another student.

Query students on their experiences.

References:

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Powerpoint
Video
Computer projector
Desmos Calculator

Learning by Design from Theory to Practice from EduTech Institute and College of Computing,
Georgia Institute of Technology
Learning by Design from the Georgia Institute of Technology
Kolodner, J.L., Hmelo, C.E., & Narayanan, N.H. (n.d.). Problem-Based Learning Meets CaseBased Reasoning from The EduTech Institute College of Computing, Georgia Institute of
Technology.
Leelawong. K, & Biswas, G. (n.d.).
Designing Learning by Teaching Agents: The Bettys Brain System. Department of EECS/ISIS,
Vanderbilt University.

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