Malissa+Sauciunas

(Digital-Storytelling) |||| Related Lessons: Polynomials || Students will be able to solve polynomials by multiplying. || Instructional Objectives: Students will create a digital storytelling assignment showing how to solve two binomials by the FOIL method or the 4-Square method. Students will create still images or video and narrate by explaining what they are doing with each image or video. || -Problem -Computer lab || -Headphones -Script from previous day -Cell phone -USB connector if computer lab is short on supply || -Headphones ||
 * = Daily Lesson GAME Plan - Digital Storytelling = ||
 * Lesson Title: Which Way is for Me?
 * Grade Level: 8th |||| Unit: Polynomials, Algebra ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S
 * 1) Facilitate and inspire student learning and creativity.
 * 2) Design and develop digital-age learning experiences and assessments.
 * 3) Model digital-age work and learning.
 * 4) Promote and model digital citizenship and responsibility.
 * ==ACTION== ||
 * Before-Class Preparation: Reserve computer lab and head phones. Student cell phones, USB connector to upload images from phone ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * Day 1 (50 minutes) |||| # Students will be split into half. The first half will create a digital storytelling using the FOIL method to solve 2 binomials. The other half will create a digital storytelling using the 4-Square method to solve 2 binomials. Students will work with a partner to create their digital storytelling. They will choose a problem and will solve by multiplying based on the method assigned to their half.
 * 1) After choosing their problem, the pair will solve the problem based on their method and create a script to read explaining each step in the solving process. || -Paper/Pencil
 * Day 2 |||| # Students will create video or take still pictures using their cell phones to upload to the computer.
 * 1) Students will use script created from previous day to narrate. || -Computer Lab
 * Day 3 |||| # Students will change partners to share their digital storytelling to the other half to see and follow the other method in how to solve binomials. || -Computer lab
 * Note student groupings, environmental modifications needed, etc: Students will work in pairs that have been previously selected by the teacher. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): Students will write their script explain how to solve the binomial through their process. The final digital storytelling will by the final product. Students will turn in their problem they solved along with their written script explaining step by step procedures.

Accommodations and Extensions: Students will be grouped based on learning levels. Students will solve the other half’s problem on day 3 using both methods they have learned.

Back-Up Plan: Students will write a script explaining how to multiply 2 binomials using their method with their work shown in the event there are technical difficulties. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: The step by step script will assess the process of solving the binomial. The digital storytelling will be the overall assessment.

LESSON REFLECTIONS AND NOTES: This will be a first for me. I am a little nervous and anxious at the same time. I hope that all goes well! ||



Daily Lesson GAME Plan - Online Collaboration (Online Collaboration) |||| Related Lessons: Polynomials || Students will be able to solve polynomials. || Instructional Objectives: Students will be able to collaborate with the local high school students, the expert, in order to ask questions and solve various polynomials. ||
 * Lesson Title: Polynomial Pals
 * Lesson Title: Polynomial Pals
 * Grade Level: 8th Grade |||| Unit: Polynomials, Algebra ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S
 * 1) Design and develop digital-age learning experiences and assessments
 * 2) Model digital-age work and learning
 * ==ACTION== ||
 * Before-Class Preparation: Contact the ninth grade math teacher at the local high school to coordinate time for their ninth graders and my eighth graders to “chat”. Create an Edmodo group for collaboration. Reserve the computer lab. ||
 * During Class ||
 * Time

One 50 minute class period |||| Instructional Activities
 * 1) Students will join the polynomial group on Edmodo (a secure site adopted by the county)
 * 2) Students will collaborate with the high schoolers via Edmodo which is similar to Facebook.
 * 3) The high schoolers will create problems for my students to work and post on the site. As they work the problem, they will be able to ask the high schooler any questions and how to solve the problems. Students would have prior knowledge as to how to solve a polynomial from the previous day.
 * 4) As students work problems, they will be able to hold a conversation where the entire group will be involved to “chat” in a live chat setting and ask questions through words and seek advice from the ninth graders. || Materials and Resources

Computer lab Textbook Paper/pencil || Whole group. Partners if needed for my collaborative class. || Each student will need to turn in the problems they solved. Each student will need to have at between 3 to 5 posts in the chat group.
 * Note student groupings, environmental modifications needed, etc:
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s):

Accommodations and Extensions: Lower level/ELL students can work with a partner to help solve and write on the blog. To extend, my students can create problems based on the form they should be written in for the high schoolers to solve.

Back-Up Plan: Have high school students send their problems to their teacher and they can send me the problems via email in case the computers are not working. Students can write their questions down and “chat” the next day. || Students will be assessed based on the polynomials they have solved correctly. They will also be evaluated based on the number of posts they contributed to the blog.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

LESSON REFLECTIONS AND NOTES: This is a stretch for me to complete in my class. I hope that all goes well! ||

Daily Lesson GAME Plan Students will be able to identify the types of polynomials and simplify. ||
 * Lesson Title: What is a Polynomial? (PBL) |||| Related Lessons: Solving Polynomials ||
 * Grade Level: 8th grade |||| Unit: Polynomials ||
 * ==GOALS== ||
 * Content Standards:
 * Content Standards:
 * ISTE NETS-S

Instructional Objectives: By using the internet, students will utilize digital citizenship in discovering polynomials. Students will identify the various types of polynomials with examples. As they discover the identifications, they will be practicing the legal and ethical behaviors in respect for copyright and the appropriate documentation of sources. || 1 Day |||| Instructional Activities -Computer lab -Paper/pencil to record information -textbook if needed ||
 * ==ACTION== ||
 * Before-Class Preparation: Reserve the computer lab for student use. Create rubric/check off list guide students in their findings. ||
 * During Class ||
 * Time
 * 1) Students will use the internet to identify the three main types of polynomials as well as the specific name according to the highest value of power (the exponent).
 * 2) As students identify the proper names of the polynomials, they will create an example that models the identification.
 * 3) Students will composite their information into a chart via a Word or Excel document. || Materials and Resources
 * Note student groupings, environmental modifications needed, etc: I will choose the partners they will be working with to differentiate learning levels ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): The chart with the identifications of the polynomials and student created examples.
 * Ongoing Assessment(s): The chart with the identifications of the polynomials and student created examples.

Accommodations and Extensions: Students will work with varied levels of learners. An extension would be for students to create a list of the polynomials and have their partner identify the name of the polynomial.

Back-Up Plan: Have a blank chart ready if students are having trouble creating a chart or there is a problem with the software. Students can use their textbook in the event the server is down (which has been known to happen). ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: I will use a check list in order to determine if the students have fulfilled the requirements in their chart.

LESSON REFLECTIONS AND NOTES: This lesson has not been implemented at this time. I hope this lesson goes well as the students have never heard about polynomials and their names. ||