Lesson Plan for Implementing

NETS•S—Template I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name Geraldine Lee

Position Teacher

School/District Barber Middle School / Cobb County School District

E-mail Geraldine.lee@cobbk12.org

Phone

Grade Level(s) 8th

Content Area Algebra 1

Time line 50 min Class period for 1 Week

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.N.RN.2 – 3 Extend the properties of exponents to rational exponents and Use properties of rational and
irrational numbers.
MGSE9-12.N.Q.1 – 3 Reason quantitatively and use units to solve problems.
MGSE9-12.A.SSE.1 – 3 Interpret the structure of expressions, write expressions in equivalent forms to solve
problems
MGSE9-12.A.APR.1 Perform arithmetic operations on polynomials
MGSE9-12.A.CED.1 – 4 Create equations that describe numbers or relationships
MGSE9-12.A.REI.1 – 6 Understand solving equations as a process of reasoning and explain the reasoning, Solve
equations and inequalities in one variable, Represent and solve equations and inequalities graphically
Content MGSE9-12.F.IF.1 – 9 Understand the concept of a function and use function notation, Interpret functions that arise in
Standards applications in terms of the context, Analyze functions using different representations.

1. Empowered Learner
Students leverage technology to take an active role in choosing, achieving, and
demonstrating competency in their learning goals, informed by the learning sciences.
2. Digital Citizen
Students recognize the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world,
and they act and model in ways that are safe, legal and ethical.
3. Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make
meaningful learning experiences for themselves and others.
6. Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats
NETS*S and digital media appropriate to their goals.
Standards:

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

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 Students will be working on their End of Year Video Project (EOYVP), by creating a tutorial video to
highlight key elements about the unit they selected to showcase. Students do have the option of working
individually but I strongly do not encourage this due to collaborating with peers is part of the grading
component. Students will showcase concepts of the unit of their choice in the Algebra 1 curriculum and
give a brief synopsis of the unit. They are to mention the vocabulary, model a problem highlighting
overall key characteristics that they feel would be beneficial to the rising Algebra 1 students for next year.
Each group will be given a rubric so they are aware of how they will be graded on this project. Students
will also have adhered to the deadlines set for notifying me of what unit, and the platform they will be
using. Students are only allowed to use the approved video recording platforms and anything outside of
this must be approved by the teacher.

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.

How are rational exponents and roots of expressions similar?

How can polynomials be used to express realistic situations? 
How are polynomial operations related to operations in the complex number system?
How do I create equations in two or more variables to represent relationships between quantities?
How can I rearrange formulas to highlight a quantity of interest using the same reasoning as in solving equations?
Why is the concept of a function important and how do I use function notation to show a variety of situations
modeled by functions?
Under what circumstances can one take the square root of both sides of the equation?
What is the difference between a quadratic equation and a quadratic inequality?
Why can every quadratic equation be solved using the Quadratic Formula?
What information can be gleaned from the table of values and the graph of a relation?
What does the domain of a function tell about the quantitative relationship of the given data?
What are the relative advantages and disadvantages of solving a quadratic function by factoring, completing the
square, quadratic formula, or taking the square root of both sides?
How do I build an exponential function that models a relationship between two quantities?
How is a relation determined to be linear, quadratic, or exponential?
When making decisions or comparisons, what factors are important for me to consider in determining which
statistics to compare, which graphical representation to use, and how to interpret the data?

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.

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 Students are producing a 3 – 5-minute tutorial video of the unit they selected. They are to show highlights of the
unit that they feel is important for the rising 8th graders to know about this unit as well as modeling a problem to
solve with some form of explanation. They must use the approved video platform the teacher provided. They can
apply what they learned and how it will relate to the next level math of Geometry. Students will be assessed by a
graded rubric that I created to show them how they will be graded on this project as well as teacher observation as
they work on this for the week. This project is differentiated by content, readiness, and interest because students
are showing what they know in the video, readiness is showing the mastery of the concepts being taught and the
interest is based on their selection of the unit while they use their own creativity. Once the project is done as a
whole class we all will review all the videos to cheer on each other on their outstanding work.

Resources (How does technology support student learning? What digital tools, and resources—online student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

The technology supports student leaning my reinforcing their concepts learned and helping to build upon that to
connect to the other components of the content. Students can use this way of showing their work digitally among
any subject in their academic career, they are showing what is important to know to help other students understand
and discover new learning as well. As middle schoolers want to have a voice this is another outlet to explore for
their future with using technology to enhance their learning to another level.
The digital tools students will be using are laptops, iPads, cell phone for recording purposes. The sites that are
approved are Adobe sparks, fipgrid, youtube, screencastomatic, and more through the district technology
department.
Students can use their interactive notebook, with graphic organizers as a scaffolding resource, they can even use
information they found on the internet as longs as they give credit for any resources used from the internet. This
school year students were forced to use more technology than normally allowed, so they are well equipped with
the skills set in using technology to promote their leaning in this video project.

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?)

This lesson will help with promoting a positive learning environment for all students in my classroom by the
mutual respect for, rapport with and responsiveness to my students throughout this lesson. Students will have
fun while applying the knowledge they learned throughout the year by showing off their mastery skills. As I am
facilitating throughout the lesson my students will be engaged as they show conceptual understanding,
procedural fluency, and mathematical reasoning skills through the lesson with my guided questions. This lesson
provides the real-world connection of using technology to demonstrate their readiness for the next level of math.
As I will be able to observe my students and their peers’ conversations too see what they learned I can continue
to ask those guided questions to clarify any misconceptions and reinforce the learning as students use critical
thinking strategies to help them along the way. Some of the challenge’s students may have can be if they did not
take good notes or organized their interactive notebook as instructed then those resources may not be readily
available to assist them with placing text key vocabulary, hints that they may use on this project.

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.

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 Students will be working in small groups of their choice for this project. Prior to students start this project, we
will spend 15 minutes of the class period reviewing videos on digital citizenship and literacy provided by the
districts Instructional Technology department so that all students are aware of the expectations of internet
safety and more from sites like Common Sense education, and Netzsmart neighborhood. Students will be
working in school in the computer lab that is available for the week and at home to create their videos.

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 Bloom’s 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?

Instructional strategies that will be used in this lesson will be peer modeling as students collaborate and help
each other as well as I establish a practice for enhancing math understanding with relevant content instruction.
This activity is another meaningful practice activity for students lacking any foundational gaps by allowing them
another way to show mastery of concepts taught. I monitor my students formally and informally and use data
from my summative to drive my instruction in the year. The learning environment is conducive to all learning
styles in my classroom as I play many roles while being an educator and the students’ role in this lesson is now
the expert showing their knowledge. This project supports the higher order thinking in Bloom’s Taxonomy
because students are creating, designing, and constructing something new, they are evaluating because they
are defending their work by justifying in the video why something works, and analyzing because they are
comparing and contrasting the concepts and exploring relationships that connect to other math concepts.
Technology can always support my teaching by using simulation websites that gives students the opportunity to
explore with their math. Students can meet outside of school through Microsoft teams, or zoom or facetime
each other as the collaborate on this project. As their teacher I facilitate the collaboration by having students
work in small groups to complete their project.

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?)

Students will show what they learned with the concepts that were taught to them as well as creating their own
way of how it makes sense mathematically. The various learning styles will be shown in the videos because
students are to create their own style of showing what they know. Students that may struggle will receive my
assistance with asking or redirecting them with guided questions. This way I am not telling them what to do I
am allowing them to think critically as I facilitated in their project because my role is not as a teacher but a
facilitator. This activity is more student centered in all aspects of this project. As students may need
enrichments to help along the way I will redirect them to their interactive notebook pages to review prior
knowledge concepts and graphic organizers they may have in their presence. Any assistive technology would
not be provided by the teacher the students will have the needed devices to assist.

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?

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 • What did not go well and why?
• How would you teach this lesson differently?)

In the past of doing this project, students always have a great time. Of course, not all students will have a
masterpiece but that is the beauty of it to see how different the outcomes are at the end. During the week I
present their projects I also invite other teachers, or any staff or admin to join the class during lunch to make it
more like a movie night type of atmosphere. I have students to complete an emoji exit ticket, so that I may get
feedback from their likes and dislikes to the next year I can tweak the project if needed.

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.
Just allow the students to have fun with the knowledge that they have and show you what they truly learned
you will be amazed what products you receive with this project. All students are capable of making sense of
and persevering in solving math and should be expected to do so we just give them tools to show us.

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