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Baker College Teacher Prep Lesson Plan Form

Jerrica Vanderkarr

Unit: Lesson Title: Grade/Period:


Chapter 7: Exponential and Section 3: Logarithmic Functions as 4th and 5th
Logarithmic Functions Inverses

CCSS or State Standards:


F.BF.4.a. Solve an equation of the
form f(x)=c for a simple function f
that has an inverse and write an
expression for the inverse.
F.IF.7.e. Graph exponential and
logarithmic functions, showing
intercepts and end behavior, and
trigonometric functions, showing
period, midline, and amplitude.
A.SSE.1.b. Interpret complicated
expressions by viewing one or
more of their parts as a single
entity. For example, interpret
P(1+r)n as the product
of P and a factor not depending on
P.
F.IF.8. Write a function defined
by an expression in different but
equivalent forms to reveal and
explain different properties of the
function.
F.IF.9. Compare properties of two
functions each represented in a
different way (algebraically,
graphically, numerically in tables,
or by verbal descriptions).

Resources and Materials:


(can be attached)

Algebra 2 Common Core

Objective: I can:
What students will know and be able to do I can write and evaluate logarithmic expressions.
stated in student friendly language (use
Baker College Teacher Prep Lesson Plan Form

Blooms and DOK levels for higher level I can graph logarithmic functions.
thinking objectives)

Essential Question(s): How are exponential functions and logarithmic functions related?
Over-arching questions of the lesson that will How are exponential functions used in the real world?
indicate student understanding of
concepts/skills What is it you want the How are logarithmic functions used in the real world?
students to learn/know? Why?

Inclusion Activity: Warm up:


Describe an activity that will ensure that all Write each equation in logarithmic form:
students and their voices are included at the
beginning of the lesson. 1. 64 = 43
2. 25 = 52
3. 243 = 35
Which of theses is a common log:
a. 2 4
b. 64
c. 10 100
d. 5 5

Sequence of Activities: 0:00 Students are welcomed into the classroom.


Provide an overview of the flow of the lesson.
Should also include estimates of
pacing/timing. 0:01 Upon entering the classroom students will find their assigned
seats, and begin working on their warm up that is on the board.
- During this time I will take attendance.

0:06 Once students have completed their warm up, go over it as a


whole group.

0:08 After going over the warm up allow students to ask any
questions from the previous nights assignment.
- This allows me to formatively assess students on their
understanding of the material covered in last night's
homework.

0:10 Whole group instruction. Have students open their textbooks to


page 454. Begin lesson by covering the vocabulary for this half of
the section: logarithmic function and Families of Logarithmic
Functions
- Students will take notes of the vocabulary terms.
- After covering the vocabulary the vocabulary cards are hung
on the wall next to the board and will remain there
throughout the lesson. At the end of the day they will be
moved to the back of the classroom, but will still be easily
accessible in order to accommodate student needs.
- Hand out will be given to the ELL students as well as anyone
who needs the accommodation.

0:20 Whole group instruction. I will rewrite each of the practice


problems (four and five) using the document camera and include
additional practice while taking notes as a whole group.
Baker College Teacher Prep Lesson Plan Form

- Problem Four: Graphing a logarithmic function.


- Problem Five: Translating = .

0:40 Wrap up whole group instruction. Assign the homework (which


is on their assignment page) page 456-458 40-53 evens, 69-79 odd,
84 & 85.
- As students are working I will walk around the classroom
and formatively assess how they are doing with the material.
This will allow students to ask questions as they are working
on the assignment. This will also allow me to identify any at
risk students.

0:55 Regroup to whole class. This will allow for students to ask any
further clarifying questions prior to class dismissal.

0:60 Dismissal.

Instructional Strategies: Whole group discussion is an effective way to focuses on


Research-based strategies to help students interactions. Students are allowed to express their knowledge,
think critically about the concept/skill
understandings, and opinions on a topic. Discussion promotes active
learning for students and also increases student accountability.
Student-centered strategy.

Independent practice is an effective way to allow for students to


apply their knowledge on the material we are covering. This is tied
in with whole group instruction and allows for formative assessment
of student understanding.

Small group instruction is an effective way to differentiate


instruction and meet the needs of our students. With responds to
informal and formal data collected from various sources, I can
construct a comprehensive profile on students interests, abilities and
challenges. Small groups also enables students to develop
relationships with their classmates.

Formative assessment is any assessment task designed to promote


students' learning. These tasks give both teachers and students
feedback, so that teaching and learning activities can be altered
according to the results. This allows me to begin targeted
interventions/modifications based on determined student learning
levels. Identified possible at-risk population for further
interventions.

Lesson closure ends a lesson and creates a lasting impression, allows


students to ask any remaining questions, and also allows me to check
for understanding regarding todays lesson.
Baker College Teacher Prep Lesson Plan Form

Assessment: Formative:
List both formative and summative During whole group instruction when answering homework
assessments that you will use to assess student
understanding. Formative assessments are questions from the night before I can formatively assess students on
given during instruction (check for their understanding of the material covered in last night's homework.
understanding), summative are after
completion of instruction (how will you grade
quiz, test, project, paper, presentation, After instruction, during independent work, walk around the
demonstration, etc.).
classroom and assess how students are doing with the material.
Answer any questions that students may have at this time.

Summative:
Quiz over sections 7.3 and 7.4 (Monday)
Chapter 7 Test. (two weeks)

Differentiation: Accommodations:
Describe who will need additional or different ELL students
support during this lesson, and how you will
support them. Differentiated instruction could - Keeping vocabulary posted throughout the class and the
include testing accommodations, preferential lesson.
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer - Hand out will be provided to the ELL students as well as any
tutors, etc. other student who needs the accommodation.
Provide students with a copy of my written notes for those who need
the accommodation.

Differentiation:
This class is ordinarily taught in one year, this version of the class
splits Algebra II into 2 years.

Summary, Integration and Regrouping the class after whole group discussion and partner work
Reflection: time allows for all students to ask questions prior to taking the
List the way that you will bring students material home for homework.
together to integrate and reflect on their
learning from this lesson

Initial plans could also contain the following:

Accessing Prior Knowledge: What data do you have about what the students already know? What do
they need to know before they can learn this new information? What do the students know about this
topic prior to instruction? How will you engage the students, given what they already know about the
subject?
The inclusion activity is a way to incorporate prior knowledge into the lesson. Students have prior knowledge of
functions from previous lessons this semester (7-2).

Anticipatory Set: What will you do to grab the students attention at the start of the lesson?
Welcoming students into the classroom. Letting students know that I am excited that they are present and ready
to learn. This starts the class period and the lesson off on a good note.

Questions to Anticipate: What questions will students be asking you during the lesson? How will you
answer them?
Students have had an introduction to
Baker College Teacher Prep Lesson Plan Form

Wrap-up Activity and Closure: How will you bring your lesson to an end and tie it to previously learned
material? This is the summary at the end of the lesson. What did they learn?
Before beginning the lesson and before concluding the lesson allow plenty of time for questions, both
new and older material. Students will have time in class to begin their homework assignment and ask for
further clarification if needed.

Homework/ Independent Practice: Based on what they learned in class, what could they do on their
own to practice the skill they learned today? Examples include practice problems, an investigation, a
game, or any other activity to apply what they just learned.
Independent practice for students. Will have some class time to start the assignment and then students
will take the remainder home for homework.

Adaptations: List alternative plans you will make during your lesson as you consider student strengths,
challenges, and possible misunderstandings.
Further Differentiation:
- Differentiation:
- High students will receive support through an advanced problem set requiring a higher
level of thinking. High students will also have the opportunity to meet with a low student in
order to help them better understand the material.
- Mid level students will receive some level of remediation based on the formative
assessment.
- Low level students will have the opportunity for remediation by assigning a more basic
problem set. Low students will also have the opportunity to partner with a high student.
- I also offer tutoring during lunch as well as after school.

- Differentiate the assignment for students.


High students can be assigned page 456-458: 40-53 all, 69-79 all, 84 & 85.
Medium students can be assigned page 456-458: 40-52 evens, 69-79 odd, 84 & 85.
Lows students can be assigned page 456-458: 40-51 every third, 69-79 odd.

Remediation: What else can you do/have prepared to do with the students who did not understand the
information you presented? See lesson.

Enrichment: What else can you do/ have prepared for the student who totally understood what you
taught and needs to take it a step further and extend the information taught? See lesson.

Changes to Future Lessons: Use your imagination- what do you think might be places in this lesson you
might want to change/ improve/ expand on in the future?
Strategy That I Could Use:
- Minds Eye with the graphing of logarithms and translating logarithmic graphs. Minds eye is a
strategy that builds students capacity to create mental images from the test, or rather in this
instance the rules for translating logarithmic graphs.

Example:
Vertical translations of a logarithmic graph: up = log + or down = log .
Baker College Teacher Prep Lesson Plan Form

For use in all Baker EDU courses: 4/13/16 per Dr. Schram