Name: Chriselda Grade/Subject: Algebra 1 Sped Co-Teaching Date: 7-21-22

1. Texas Essential Knowledge and Skills (TEKS): (C2)

A.10(A)Add and Subtract polynomials of degree one and degree two.
A.10(B)Multiply polynomials of degree one and degree two
A.10(D)Rewrite polynomial expressions of degree one and degree two in equivalent forms using the distributive property

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
Apply prior algebraic knowledge to solve polynomial expressions. Add and subtract polynomials of degree one and degree two. Multiply
polynomials. Simplify expressions using distributive property. Solve the expressions.

3. SMART
Objective(s): (C3)
Essential Question:
After observing a lecture/demonstration, students will work in a group of three to add and
subtract and multiply polynomial expressions.
After observing various examples of teacher led group work, students will be able to solve
polynomial expressions by themselves.
By the end of this lesson students will use a graphic organizer to demonstrate the steps on
solving polynomial expressions.

What is a polynomial equation and when will I ever need it for real life application?

4. Central Focus
(C4)
How will this lesson link
with other lessons in the
unit?
Learning Targets
I CAN statements that
Clearly show alignment
with TEKS
This lesson will build upon the student’s prior knowledge of algebraic and mathematical process
standards. Students will identify and combine like terms. Students will distribute and simplify
expressions. Students will then add, subtract, or multiply the polynomial expression to solve it.
Students will master addition and subtraction of polynomials so they can move on to
multiplying polynomials as well.
I can Add and Subtract polynomial expressions. I can identify like terms. I can combine like
terms. I can use the distributive property to simplify polynomial expressions.

5. Academic Language
(C5)
Academic language
represents the language
of the discipline that
students need to learn and
use to engage in the
content area in
meaningful ways.
There are 4 language
demands to consider as
you require students to
read, write, speak, listen,
demonstrate and perform.
Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Identify, combine, distribute, simplify, add, subtract, multiply, Re-write, perform, apply
Vocabulary (words, phrases, and/or symbols that are used within disciplines):
Polynomial, mononomial, binomial, trinomial, like terms, degree, distribute, distributive
property, combining like terms, expression, terms, coefficient, variable, simplify, equivalent
expression
Discourse (Structures of written and oral language, how will they talk, write, and participate in
knowledge construction: discussions, reports, essays, multi-media presentations, performance):
After each step each student will get a chance to come to the white board and present to the
class how to perform the task. This will give the students time to teach and discuss with the
other students.
Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):
St
Students will make a graphic organizer on solving polynomial expressions that they will be able
to glue into there math journal. They will be able to reference back to the visual for future
reference. This will help them to remember the steps they took to solve the expression.
6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5)
The resources, Vocabulary Strategies - (GO TO Page)
representations, and 1. Word Wall-The word wall serves as a visual reference during the unit of learning.
strategies you will
provide to help students
understand, use, and 2. Frayer Model-Frayer uses a four-square graphic organizer for students to write out the
practice the concepts and definition, examples, and characteristics or an illustration.
language they need to
learn within the
discipline Discourse strategies - (GO TO Page)
-Write: Students will write a reflection on what they understand about polynomial expressions.
Site the researcher’s They will need to use all the vocabulary words at least once in their reflection. I will provide
name as you refer to the them with a vocabulary word bank.
strategy.
-Talk: Students will pair up to discuss vocabulary word for the unit. After the discussion each
group will share with the class what they learned. Each group needs to touch on at least 3 of the
vocabulary terms in the oral presentation to the class.
Syntax - (GO TO Page)
1. Students will demonstrate the Sequence of events that takes place to solve an expression.
2. Students will be able to make a graphic organizer on the process for solving polynomials. I
will give them a choice of 5 graphic organizers that they can choose from.
Making Content Comprehensible (R9)
For my ELL students I will have them use a Frayer Model so they can visually draw the
word, see the definition right next to the illustration and the word. It helps them connect it
all together.
7. Assessment/ Assessment of your TEK
Evaluation (C6) Formative: individual check ins to see where each student is at, with immediate feedback that
Assessment(s) must be they can apply to continuing the learning process.
aligned to the TEKS, Lesson exit tickets each day to make sure they are learning the material, and to see if I need to
and objectives. re-teach the next day.
Summative:
Chapter tests will be given after each chapter.

Assessment of your language demands:

Formative: individual check ins with students, I can have the student explain the concept to
make sure that they understand the vocabulary that has been given to them.

Summative:
vocabulary quiz
8. Hook (C7) Hook activity (make connections to prior learning)
Math Ball – Beach ball with numbers; students pass the ball and follow teacher instructions.

Closure (C7) Closure Activity: (make connections to prior learning)

Choose from the Daily Dozen-Students choose two questions from a generic list to respond to
about the day’s lesson.

Student Assets (C7) Personal assets: Personal assets - refers to specific background information that students bring
to the learning environment. Students may bring interests, knowledge, everyday experiences,
family backgrounds, and so on, that a teacher can draw upon to support learning.
Cultural assets: refers to the cultural backgrounds and practices that students bring to the
learning environment, such as traditions, languages, worldviews, literature, art, and so on, that a
teacher can draw upon to support learning.
Community assets: refers to common backgrounds and experiences that students bring from
the community where they live, such as resources, local landmarks, community events and
 practices, and so on, that a teacher can draw upon to support learning.

9. Body of Lesson/
Teaching Strategies and I DO – (modeling, think aloud, explicit instruction, breaking the skill down)
Learning Task(s) After the students have done there 5 minute warmup( a quick problem to have them recall
(C9) on what I taught them yesterday) I will begin to break down the polynomial operations. I
will first remind them on how to identify like terms. Then I will show them how to
Be sure to include: combine like terms. Then I will show them how to distribute to simplify the like terms
How will students learn using the distributive property. After reviewing all of this prior knowledge, it will lead to
and use academic us adding subtracting and multiplying polynomial expressions.
language?
WE DO – (guided practice, with guided feedback, collaborative groups)
At this time I will have the students break into groups to use all of the methods that I have
Three higher order just review for them and solve 5 polynomial expressions in their group. I will be walking
thinking questions. around and making sure that each student is participating and I will be there for guided
practice with each group. During this time I will go around and ask each group these three
questions
Marzano Strategy 1 Can you explain what must have happened to get that problem wrong?
2What were the steps your group took to get to that solution?
3What do you think would happen if you did not combine the like terms?
I will be giving immediate feedback to make sure that I can address any issues of
deficiencies at that time. This group activity should run about 15 minutes.

YOU DO – (independent student work, and self reflection)

After each group has worked on there problems collaboratively, each student will do an exit
problem followed by a reflection on what they learned. In the reflection each student has to use
a vocabulary word bank that I have provided for them. Each vocabulary word has to be in the
reflection description of todays learning. Each student will also have the opportunity to ask me
questions if they are not able to easily solve the exit problem.

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity: I can have the SLL students have one on
one tiem with me to make sure that they are learning the concepts. I can do this by
pulling them to my work table and making sure that I give them visuals in the math
operations. I

o Gifted / advanced learners: I can have 5 more challenging math problems for the
advanced learners to work on after they complete the other work. I could also give them
a choice if they wanted to aid other students in there learning process. Teaching is
always a good way to continue to advance ones knowledge.

Technology: -(GO TO page)

I could have the students explain and summarize what they learned on the voice thread app to be
able to share with me and with their peers. This would be the way they did their exit reflection.
 Marzano Strategy - (GO TO page)
One question, One comment, Last word

Higher Order Thinking Questions (GO TO page)

1. Can you explain what must have happened to get that problem wrong?
2What were the steps your group took to get to that solution?
3What do you think would happen if you did not combine the like terms?

Grouping / Partnering Technique: (Hattie)

groups must be created with intention, have a clear direction for learning and assessment, and
defined roles for participants.
Optimal group size: 3-5 students - but also doable in pairs
Each group member has a defined role within the group
Multiple abilities within the group
Opportunity to solve problems without teacher input
Students understand that their membership in a learning group means that they either succeed or
fail--together.
Individuals have roles and responsibilities for carrying out these roles in the team's best interest
at all times.
Interpersonal and small-group skills and structures are in place, including:
- Communication
- Decision making
- Conflict resolution
- Time management

Potential misconceptions and your plan to address it:

Students are going to want to be grouped with their friends. I can address this by saying that I
pick the groups because it gives diversity on abilities and levels. We all need to learn from each
other.

10. Resources and

materials needed (C9) Paper, pencil, journal, computer
(How might you differentiate materials and resources for learners with various needs?)
•Respectful task
(E7) Each student is assigned a task to their skill and level. Each task should be engaging and based on their preferred learning style
•Student Choice
Allowing students to have a choice by allowing them to pick an activity out of a few given.
This can be easily done by a choice board.

I t need to have talking calculators if a student has difficulties seeing or even with mobility of his or her hands.
I need magnifiers for students that have visual impairments.
Electronic math worksheets for students that cannot hold a pencil.

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom Be respectful at all times.
Management Strategies Do your best at everything you do.
(CBM5) Use class time wisely.
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?

Add 3 procedures

12. Academic Supports

for Students (E6)
What instructional
strategies and planned
supports, will you employ to
meet the needs of each
student that has identified
special learning needs?
Accommodation(s)- (A change that helps a student overcome or work around obstacles):
1. One on one small group instruction
2. Extended time on assignments
3. Shortened assignments and or assesments
Modification(s)- (A change in what is being taught or what is expected from the student):
1.change in the scoring rubrics or grading scale

2. Reducing the complexity of the assignment

3. cueing or prompting the student during a grade level activity

(E11)
Strategies for ELLs (strategies that support language acquisition)

1. Graphic Organizers will help my ELL students

2. Label items in my classroom in english

3. Have a bilingual dictionary in my classroom

3. Encourage my student to read aloud to me

5.Use audio tapes do student can hear the language and also be able to pause or go back