SINGLE SUBJECT CREDENTIAL

PROGRAM
LESSON PLAN FORMAT
Revised August 2007

NOTE: This lesson plan functions as a guide map to your instruction. Please include details about the
examples you will give students, the structure of notes if you will lecture, the directions for any activities,
and key questions you intend to pose to students. In addition, give time frames to help with pacing and
attach any handouts that will be used. This is not a script of every word youll say but it is a structured,
detailed guide to how you intend to implement the lesson.
UNIT TITLE: FACTORING LESSON TITLE: FACTORING TRINOMIALS

Crystal Sarabia, 2 50mins TBA

STUDENT TEACHER: Cristal Gonzalez DAY: days PERIOD: ROOM:

9th-
SCHOOL: TBA SUBJECT: Algebra I GRADE LEVEL: 11th

Smart Phone, ipad, pencil, paper, colored pencils, highlighters, guided

EQUIPMENT/MATERIALS: notes, and worksheets.

1 BEHAVIORAL OBJECTIVE(S) OF LESSON (WHAT STUDENTS WILL BE ABLE TO DO? SHOW

CORRELATION TO STATE CONTENT STANDARDS)

Students will be able to:

Factor trinomials with a leading coefficient 1.
Factor trinomials with a common factor.
Factor trinomials with a leading coefficient other than 1.

2 STANDARDS:
Content Content Standard: Seeing Structure in Expressions A-SSE
1. Factor a quadratic expression to reveal the zeros of the function it defines.

3 LESSON INTRODUCTION/ANTICIPATORY SET (THIS WILL GET STUDENTS ATTENTION FOCUSED ON

THE OBJECTIVES INCLUDES CONNECTING TO PRIOR CONTENT KNOWLEDGE AS WELL AS TO THEIR
LIFE EXPERIENCES AND INTERESTS):

To begin our lesson, we will start by asking our students to take out their smart phones. Those who
do not have smart phones will be given a school ipad. We will have them go to kahoots.com and
join our quiz by providing them with a code to connect to our quiz. The quiz will test their prior
 kowledge on multiplying binomials and factoring polynomials using gcfs. The quiz will consist of
six questions. Kahoot! is a website that allows someone to create a quiz and other people are able to
take the quiz if they have the code for it. On the projector we will have the quiz up and after
everyone answers each question the results will be displayed on the screen. We will assign each
student a username that they will use to take the quiz. Giving them each usernames will allow us to
keep track of what they understand and it will also keep their results anonymous when they are
displayed on the screen. The quiz will take about 10 minutes.
Kahoot! quiz link: https://play.kahoot.it/#/k/0a718b70-e8de-4843-a6bc-056fbd81d27f

4 LESSON BODY/STUDENT LEARNING ACTIVITIES (PROVIDE DETAIL ABOUT WHAT BOTH TEACHER
AND STUDENTS WILL BE DOING):

Direct Instruction: Lecture (30mins)

We will pass out the guided notes that we have made to the students. We will begin my lecture using
the projector so it is easier for the students to see. We will have the students follow along with our
lecture by filling out the guided notes that we have given them. During our lesson, we will be using
different colored pens so that everything is color-coded. The students will be given different colored
pencils to color code their notes as well. They will also have highlighters to highlight important
information such as definitions and names. In the guided notes we will provide examples that we
would work on together as a class. We will do one example problem of each type and have them
work on the other problems on their own. They may ask their peers for help. We will then ask
someone to give us the answer and explain how they got to it. We have included a sample of the
type of guided notes we will give my students.

Interactive Instruction: Problem Solving Group Work (15 mins)

The classroom set up will be groups of 6 desks and there will be a total of 5 groups. The groups will
be decided by each students progress. We will make sure that each group has at least one student
from each math level in it. For the Interactive Instruction we will give the students a worksheet with
problems on it. Each group will work together to solve the problems. They will discuss as a group
how they think they should solve the problem. If a student does not understand someone else from
the group can explain to them how to do it. We will randomly assign a problem to each group to go
up on the board and present in class. The problems that they do not finish will be assigned as
homework and will be turned in for grading.

Independent Study: Homework

We will also assign the students a homework assignment before they leave class to be due by next
day. On the homework problems they will have a question asking them to factor trinomials in
different forms. The homework will be found the website online under Assessments and will need to
be submitted through our assignment link found under the Assignment tab. The due date will be
found on the calendar posted on the Assignments tab.
 5 LESSON CLOSURE (HOW WILL I HELP STUDENTS TO PROCESS AND ORGANIZE WHAT WAS LEARNED?):
Ticket Out The Door (10 minutes)
As a class we will discuss some important points that we learned from that lesson. The students will
then fill out a ticket out the door. Each student will have their own composition book that they will
use for their ticket out the door. The students will answer some questions that we will assign to them
based on the lesson. We will also ask them to write what they did that day, another what they
learned, and the last one what they did not understand. After each lesson that we teach, we will give
the students 10 minutes before class ends to fill in their ticket out the door. Before they leave the
class we will require them to turn it in to us. This way we can go home and go through them to see
what each student is having difficulty with and what we need to improve on as teacher to help the
students better understand the concepts.

6 ASSESSMENT STRATEGIES (FOR TYPE, INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-

MONITORING), OR S (SUMMATIVE)
TYPE TITLE/ AND IMPLEMENTATION FEEDBACK STRATEGY HOW WILL INFORM
FORM (FOR STUDENTS) RETEACHING
(FOR THE TEACHER)
EL QUIZ STUDENTS ANSWER THE STUDENTS WILL SEE THIS WILL ALLOW THE
QUESTIONS WITH THEIR ANSWERS TEACHER TO SEE WHAT
THEIR PRIOR DISPLAYED ON THE TOPICS NEED TO BE
KNOWLEDGE AS BEST PROJECTOR. THEY WILL REINFORCED.
AS THEY CAN. BE SHOWN THE CORRECT
ANSWER AFTER EACH
QUESTION THEY
ANSWERED.
PM IN CLASS STUDENTS WILL THE STUDENTS WILL BE THE TEACHER WILL
WORKSHEET/ WORK IN GROUPS TO ABLE TO DISCUSS IN COLLECT THE
GROUP WORK SOLVE PROBLEMS ON THEIR GROUPS THE WORKSHEETS AFTER
THE WORKSHEET. STEPS TO SOLVING THE THE GIVEN TIME SO
PROBLEM. IF SOMEONE THAT IT CAN BE
NEEDS HELP ONE OF GRADED. THE TEACHER
THEY CAN ASK SOMEONE WILL BE ABLE TO
ELSE IN THEIR GROUP MONITER THE
FOR HELP. STUDENTS PROGRESS BY SEEING
WILL BE ABLE TO WHAT PROBLEMS WERE
COMPARE ANSWERS. DONE CORRECTLY AND
WHICH WERE NOT. THE
TEACHER WILL KNOW
WHAT TYPE OF
PROBLEMS THE
STUDENTS NEED MORE
PRACTICE ON.
S HOMEWORK STUDENTS WILL BE STUDENTS WILL BE ABLE TEACHER WILL GRADE
GIVEN A WORKSHEET TO SEE WHAT PROBLEMS THE WORKSHEET TO SEE
WITH PROBLEMS TO THEY ARE STRUGGLING WHAT PROBLEMS THE
COMPLETE AT HOME. IN BECAUSE THEY WILL STUDENTS NEED MORE
 BE WORKING ON THE PRACTICE ON AND WHAT
PROBLEMS ON THEIR PROBLEMS THEY
OWN. UNDERSTOOD.

7 REFLECTION (WHAT DO I EXPECT TO GO WELL AND TO BE CHALLENGING? WHAT ACTUALLY

HAPPENED? )
The main thing that I think will go wrong is getting the students to actually discuss with each other.
When teachers assign group discussion usually students do not talk to each other or they go off topic.
I also think that time will be a challenge. If we go off tangent or take to long on a specific part of the
lesson there is a chance we might run out of time for that period and have to continue the next day. I
think the guided notes and the color coding will help the students understand the lesson better. I also
think the learning logs will be great for providing me feedback on my teaching.