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Lesson Plan Design

Subject: Algebra 1 Grade 9 Lesson Topic: Graphing Absolute Value Functions

Candidates Name: Steven Bambauer ID 023061007
Site Supervisor: Matt Varney NU Supervisor: Gordon Schott
Date: 10/20/15
1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner,
create bridges from past learning, behavior expectations)
.
9th Grade Algebra 1 Rationale:
Common Core Concepts:
This lesson was created to meet the
Graphing Absolute Value Functions
California Common Core Standard for
-Identify Graphs of Absolute Value Functions
Algebra 1 on Graphing Absolute Value
-Translating Graphs of Absolute Value Functions
Functions. It will build upon prior
-Stretching, Shrinking, Reflecting
knowledge, and will be adapted for focus
-Combining Transformations
learners as necessary. It is important for
students to know how to graph Absolute
Focus learners include bottom one-third students, high
Value Functions because leads into
achieving students, a male English Learner who is Advanced
graphing and transforming more complex
Intermediate, and a female student who suffers from IBS,
functions.
anxiety, and depression. Students are expected to follow
school wide and classroom specific rules, which include
turning in assignments, participation, etc. The previous core
concepts that this lesson will build upon are Solving
Absolute Value Equations and Graphing using tables and
ordered pairs.

2. Learner Outcome(s) i.e. Objectives: (What will students learn from this lesson? How will you
measure mastery of the outcome?)

Students in my Period 1, Algebra 1 class will be able to Rationale:

perform all aspects of Graphing Absolute Value Functions
with 80% success as measured by teacher observation and Students must know how to Graph
completed homework. Absolute Value Functions as math skills
and concepts relate to each other in a
In addition to informal assessments throughout this lesson, sequential manner, and they must master
such as observation, warm up, and homework, I will measure this skill in order to proceed to the rest of
students mastery of the outcomes with a weekly quiz on the the topics in the Graphing Linear Functions
content, and again with a cumulative exam that covers the chapter.
entire chapter.

3. Pre-assessment Activity: (Determine students abilities to achieve the Learner Outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,
content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development. )
At the start of the school year I will use acquaintance Rationale:
activities to help me get to know my students interests and
aspirations. I will also use CUM files, CELDT scores, and Determining my students abilities to
IEP and 504 plans to gather information on linguistic achieve the learner outcomes will help with
background, content knowledge, and physical, social, and the development of my instruction. In this
emotional development. class, all students will be able to achieve
all learner outcomes and instruction based
Linguistic background: Of the 37 students in this class, one on their existing background knowledge.
speaks English as a second language. The more I know early on, the quicker I
can address any needs of my students,
Academic Language Abilities: Most students in this class build upon background knowledge, and
are at or above grade level in their reading and math skills. keep them from falling behind in the class.
It will also help me connect the content to
Content Knowledge: The high achieving students have the students interests and aspirations,
mastered all of the previous content and will have no trouble which should help keep them interested
Graphing Absolute Value Functions. Most of the remaining and engaged.
students display an understanding of the previous content
indicating to me that they are ready to move on to this
section.

Cultural and Health Concerns: There are no cultural

concerns that will impact any students in the class. The
health concerns of the female student require her to sit by the
exit and leave the classroom suddenly. She is also frequently
absent.

Interests and Aspirations: The students in this class have

developmentally appropriate interests such as athletics. Three
of the boys are on the freshman football team together. Most
students are motivated to learn, and put forth a good effort in
class.

Physical, Social, and Emotional Development: Most

students in the class are very social and actively interact with
each other. If not kept busy, they can become rowdy and off
task easily.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify

Learning Activities based on learner characteristics to meet the needs of ELL & special needs
students, highly achieving students and low achieving students)

The accommodations made in this class include providing Rationale:

students with printed copies of notes, setting up one-on-one
meeting outside the class period, and preferential seating. I I make accommodations for all students,
provide the EL student a printed copy of the notes each day because everyones learning needs are
because his handwriting is very poor, and I would prefer him different. Some students take longer than
to listen closely and watch what I am demonstrating rather others, or are better at memorizing facts or
than try and copy illegible notes on his own. I provide the terms than others. I assess students ability
special needs student with a seat in the front of the class by to perform the content standards, so I dont
the exit so that she can communicate with me discretely or mind providing extra time for some, or
leave the class suddenly for the bathroom or the health providing a list of formulas to utilize, it is
office. I set up meetings with students before school to the process applied to Graphing Absolute
provide extra help to those that need it, to check on progress Value Functions that I will be looking for
with focus students, or to go over what students missed while from my students. For the focus students,
absent. my adaptations are made to provide them
 an optimal learning environment to reach
the same learning outcomes as the rest of
the class.

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)

Pencils Rationale:
Paper
By providing most of the materials for the
Smart Board and Flipcharts
lesson I will ensure that there will not be
Whiteboard
occasions where students are unprepared.
Dry Erase Markers
Utilizing these technological tools allows
Text Book
me to create the most effective way to
present material to the students. I can
easily make changes to slides and move
seamlessly to any part of the presentation.
It also makes recording and storing my
notes and slide shows efficient.

6. Learning Activities: Explicit Teacher Instruction - (Explain, Model, Demonstrate, Check for
Understanding)
After a few warm up problems that introduce students to the Rationale:
new topic, I will begin my instruction of Graphing Absolute
The explicit teacher instruction will
Value Functions. Students will take notes on all of the
provide students clarification on any
instructional and example slides. This includes definitions,
concepts that they dont understand. It will
and examples of increasing difficulty. Once I have explained,
also allow me to informally assess the
modeled and demonstrated what our objectives are with the
understanding of the new content, and I
new material, I will display slides on the smart board from
will also be able to assess the effectiveness
my laptop, and walk through solving the example problems.
of the instructional plan I created and if I
We will complete several examples covering all of the
feel like the students are on track with the
different types of problems covered in the text. During this
material.
time, I will answer any questions that the students have on
the material.

Check for Understanding:

I will informally check for understanding as students ask
questions, and gather information by the amount of questions
asked and what they are regarding.

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and
provide feedback and re-teaching)

After we are finished going over instructional slides, the Rationale:

class will transition into guided practice of Graphing
Absolute Value Functions. I will post one slide displaying This activity will also provide me another
two simple one- step absolute value equations that I will informal assessment as they walk me
have students graph on their own. Once they are done, I will through the answers to the problems. I can
have volunteers walk me through solving and graphing them, analyze the students work and make sure
and I will write the correct method down on the board for the that they are completing the problems in
rest of the class to see. I will do this process a second time to the correct way to come up with the right
practice graphing multiple step absolute value equations, and answer. It will also help me determine if
then a third time to practice solving word problems using they the class or individuals need more
absolute value. During each example I will have students instruction before working on this new
show me how to get the right answer or I will help guide content on their own.
them to get there, each time displaying my exact
expectations in solving these problems to the students.

Check for Understanding:

I will informally check for understanding through
observation as students answer questions and provide
explanations on what steps they are taking to solve the
example problems.

8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent
activities are assigned assuming that students understand the concept well enough to work on their
own.)

This particular textbook has bookwork that I think is very Rationale:

beneficial for students to complete. I have also created
Students can greatly benefit from
worksheets in the past. Most assignments will be short,
independent practice that supports the
direct, and cover a wide range of concepts because I dont
learning outcome. The text does a good job
want my students to have more than thirty minutes of
of providing a wide variety of exercises to
homework a night for my class. The assignment that
practice with. Utilizing them in this way
corresponds with this lesson is page 160, 6-46 even. I will
and having students begin the assignment
allow students to begin this assignment and work on it in
in class allows me a chance to observe
class for about fifteen to twenty minutes. I prefer this
students practicing their new skills, and the
because it gives students an opportunity to identify questions
collected homework provides me another
while I am available to assist them. The content will be fresh
opportunity to assess my students
in students minds and it also helps motivated students to
understanding of the content.
focus and work hard on the task with the reward being less
work that they will have to finish at home.

Check for Understanding:

During this time I can circulate the room and observe how
well each student is completing the assignment. This is a
good opportunity for students to ask questions if they get
stuck with any part of the content. I will collect the
bookwork assignments and review their completion to
identify if and where students are having trouble with
solving absolute value equations.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students learning.
Describe differentiating assessment strategies you will use for ELL, special needs students, highly
achieving students and low achieving students.)

In class I will be checking for understanding during the Rationale:

review discussion, during the class activity, and while
The progress monitoring of the lesson is
students are completing their independent practice. I will
designated at multiple points during the
also be scanning and circulating the room to check for
class session to allow me to consistently
progress and offer assistance to students who need it. I will
check for understanding before moving
collect the completed homework from the students during
forward to the next part of the lesson.
class the following day. Lastly, I will have the students
Students are also provided opportunities to
complete an exit ticket, which is one or two easy questions ask me questions and demonstrate new
on the new topic that I can look over during the passing skills that they have learned. This allows
period. During formal assessments, weekly quiz or chapter me to assess the effectiveness of my
test, I will provide all students {ELLs, special needs} instruction based on their concerns,
adequate time to complete them at their own pace. These comments, and performance of completing
students and low achieving students may also be provided a the new material. By collecting the
list of formulas or relevant terms to assist them in completing homework and exit tickets I can analyze
the assignments properly. Higher achieving students may be students work to determine where any
given additional or more difficult or complex problems than problems in understanding may be
the rest of the class, which may be completed occasionally to occurring. Formal assessments wont be
earn extra credit. At this point I will be able to determine if graded just as right or wrong, but each
the students were able to Graph Absolute Value Functions at problem will contain a certain amount of
80% success. credit available. This way if students,
especially those that struggle, show partial
understanding of the content or just make a
careless error in arithmetic, they will still
receive some points for the knowledge that
they have displayed.

10. Closure: (Describe how students will reflect on what they have learned.)

At the end of the lesson, before the formal assessments, Rationale:

students will communicate to me through an exit ticket if
I have found an exit ticket is a good way,
they feel like they have a strong understanding of what was
especially in an Algebra 1 math class, for
covered on Graphing Absolute Value Functions. During this
students to reflect on what they have
time I will have them complete a few questions that I can
learned. They will know when they leave
evaluate. I also have the students think about and write down
the class if they understand the material,
if there is anything they dont understand or feel unsure
and hopefully have identified where they
about regarding the relevant topics. This provides them
need assistance by the question that I had
another opportunity to ask me if they were uncomfortable
them complete. Students know that to
doing it in front of the class. Sometimes I have them write
succeed, this information must be
down what questions a student could possibly have on the
communicated to the teacher. I have also
content, that way I can also address concerns without
used quick class discussions at the end of
identifying to the class to whom they belong. This will help
class, but found that freshman students
me determine if additional instruction or review is needed by
arent as willing to comment on what they
the students before conducting a quiz or exam, or if they are
dont understand or need more time on in
properly prepared to move on to the next section.
front of their peers. Discussions work
better with older, more self-motivated
students.