Teacher Cadets: Instructional Design Project
On the next several pages you will find the ADDIE unit plan that I created for my Math 1 class. This plan covers
approximately 10 days. You will create a plan similar to this one for your project, but you are only required to have a
unit that will last for 5 days. You must have 5 days of instruction and/or student activities. Do not include plans for
any activities that require more than 2 days. You will not include days for summative assessment or review. Assume
these will occur after the 5 days. You are required to choose two days from your unit and create lesson plans for
both days. If you have an activity that lasts for two days, you may not use both those days for your two lessons. You
may choose the first day for one lesson, but then you will need to choose a different day for the second plan. You
may extend your unit plan for longer than 5 days if you wish, however, you will still only be required to write 2 lesson
plans (following the 8 component lesson plan model).
To begin, you need to decide what content area you will teach: math, ELA, science, social studies, health, arts, world
language, etc.
Then narrow it down to the concepts in that area that your unit will focus on. Your lessons will need to align to the
NC Common Core or Essential Standards. You will need to find the corresponding standard(s) and objective(s).
These will be listed on your unit plan.
After the standards, create a bulleted list of all the concepts being taught.
Then begin to design the unit. The first part of this is to plan the instruction. You will want to list everything that you
will do. All instructional materials should be addressed in this portion of the plan. This should be written in the order
that it will be taught.
The second part of the design is to plan for the assessment. List all assessment strategies, with descriptions that you
will use. Address both formative and summative assessment. These do not need to be in any specific order other
than listing the formative assessments first and the summative assessment(s) last. You are not limited to assessment
strategies that we have discussed in class. You may want to do some research about assessment strategies that are
appropriate for your grade level/content area.
You do not need to include a section for IMPLEMENTATION and EVALUATION. For the implementation phase, you
will deliver an abbreviated version of both of your chosen lessons to the Teacher Cadet class. Your unit plan, lessons,
materials, and instruction will be evaluated by you, your peers, and your Teacher Cadet teacher.
Products for the Instructional Design Project:
 Unit Plan (using the ADDIE model)
 5 day lesson outline (use the Weekly Lesson Plan Outline form provided)
 Two lesson plans (follow 8 component model)
 All necessary resources for the two lesson plans (materials you created/found; answer keys where needed)
Read all of the information on the following pages. Several notes have been added to assist you in your instructional
design process. After the ADDIE model, you will find information regarding the 8 component lesson plan.
ADDIE Plan for Unit 4: Linear Functions
ANALYSIS
Students: (who are you teaching? how many? grade level? gender? special needs? SLD? AIG? 504? ESL?)
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28 students (14 boys/ 14 girls)
22 - 9th grade
6 - 10th grade
State the grade level you will be
teaching.
Content: (what are you teaching? what should they already know? be specific)
NC COMMON CORE STANDARDS:
List the CC/ES that are addressed in
your unit plan.
Give the standard(s), the strand(s),
and the objective(s).
ALGEBRA: CREATING EQUATIONS (A-CED)
Create equations that describe numbers or relationships.
 A-CED.1 Create equations and inequalities in one variable and use them to solve problems. Include equations
arising from linear and quadratic functions, and simple rational and exponential functions. Note: At this level,
focus on linear and exponential functions.
 A-CED.2 Create equations in two or more variables to represent relationships between quantities; graph
equations on coordinate axes with labels and scales.
 A-CED.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving
equations.
ALGEBRA: REASONING WITH EQUATIONS & INEQUALITIES (A-REI)
Understand solving equations as a process of reasoning and explain the reasoning.
 A-REI.10 Understand that the graph of an equation in two variables is the set of all its solutions plotted in the
coordinate plane, often forming a curve (which could be a line).
FUNCTIONS: INTERPRETING FUNCTIONS (F-IF)
Understand the concept of a function and use function notation.
 F-IF.1 Understand that a function from one set (called the domain) to another set (called the range) assigns
to each element of the domain exactly one element of the range. If f is a function and x is an element of its
domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the
equation y = f(x).
 F-IF.2 Use function notation, evaluate functions for inputs in their domains, and interpret statements that
use function notation in terms of a context.
 F-IF.3 Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of
the integers.
Interpret functions that arise in applications in terms of the context.
 F-IF.4 For a function that models a relationship between two quantities, interpret key features of graphs and
tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the
relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive,
or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
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F-IF.5 Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it
describes.
 F-IF.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table)
over a specified interval. Estimate the rate of change from a graph.
Analyze functions using different representations.
 F-IF.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases
and using technology for more complicated cases. Graph linear and quadratic functions and show intercepts,
maxima, and minima.
 F-IF.9 Compare properties of two functions each represented in a different way (algebraically, graphically,
numerically in tables, or by verbal descriptions).
FUNCTIONS: BUILDING FUNCTIONS (F-BF)
Build a function that models a relationship between two quantities.
 F-BF.2 Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to
model situations, and translate between the two forms.
Build new functions from existing functions.
 F-BF.3 Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values
of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an
explanation of the effects on the graph using technology.
FUNCTIONS: LINEAR, QUADRATIC, & EXPONENTIAL MODELS (F-LE)
Construct and compare linear, quadratic, and exponential models and solve problems.
 F-LE.1 Distinguish between situations that can be modeled with linear functions and with exponential
functions.
a.
Prove that linear functions grow by equal differences over equal intervals, and that exponential
functions grow by equal factors over equal intervals.
b.
Recognize situations in which one quantity changes at a constant rate per unit interval relative to
another.
 F-LE.2 Construct linear and exponential functions, including arithmetic and geometric sequences, given a
graph, a description of a relationship, or two input-output pairs (include reading these from a table).
Interpret expressions for functions in terms of the situation they model.
 F-LE.5 Interpret the parameters in a linear or exponential function in terms of a context.
STATISTICS: INTERPRETING CATEGORICAL & QUANTITATIVE DATA (S-ID)
Summarize, represent, and interpret data on two categorical and quantitative variables.
 S-ID.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are
related.
a.
Fit a function to the data; use functions fitted to data to solve problems in the context of the data.
Use given functions or choose a function suggested by the context. Emphasize linear and exponential
models.
b.
Informally assess the fit of a function by plotting and analyzing residuals.
c.
Fit a linear function for a scatter plot that suggests a linear association.
Interpret linear models.
 S-ID.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of
the data.
 S-ID.8 Compute (using technology) and interpret the correlation coefficient of a linear fit.
Related concepts taught in previous units:
i.
Solve literal equations
ii.
Simplify expressions (distributive property/ combine like terms)
iii.
Translating verbal expressions
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List any necessary prerequisite
skills directly related to your unit.
Find and interpret the slope (rate of change) given:
o problem situation
o rule
o table
o graph
Find and interpret the y-intercept (initial value/ starting point) given:
o problem situation
o rule
o table
o graph
Find and interpret the x-intercept given:
o problem situation
o rule
o table
o graph
Change forms of linear equations:
This list shows all the concepts that will
be addressed in your unit plan. This
o slope-intercept form
information basically comes from the
o standard form
standards, but is written out in more
Graph linear functions given:
user friendly terminology.
o problem situation
o table of values
o equation in any form
Model: write the slope-intercept form of the equation of a line given:
o problem situation
o table
o graph
o NOW-NEXT rule
Read, understand, interpret, and make predictions from:
o function rule
o table
o graph
o NOW-NEXT rule
Determine which variable is independent and which variable is dependent
Line of best fit:
o Find the linear regression model using a graphing calculator
o Determine the goodness of fit for a model
o Give the meaning of the initial value and rate of change in the context of the problem
Environment: (where are you teaching? what is the place like? what resources are available?)
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The instruction will occur in room 219 at Jacksonville High School.
It is a traditional classroom with 32 student desks.
Resources available in the room include:
This is normally a necessary piece of
o Dry erase board
the ADDIE model, however, I am not
o Smart Board
requiring you to complete this section.
o Teacher Laptop
If you would like to include this
section, you may copy and paste what
o LCD Projector
o Student Laptops
DESIGN
Plan for instruction: (how are you going to teach? are you using handouts? PPT? Prezi? videos? what order?)
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The unit will begin by teaching the students what it means to be a linear function (i.e., if a function is linear,
then there is a constant rate of change).
Student notes page: Linear Functions - #1 “Barry”
o The students will read the problem situation regarding Barry. They will examine the situation, the
graph, the rule, and the table of values.
o Students will be guided through #1.
o Students will learn how to use the given information given in the problem situation, the table, and
the graph to make predictions, including interpolation and extrapolation.
o Students will learn how to examine the patterns of change evident in the graph and the table in
order to determine the rate of change for the problem situation.
o Students will learn how to use the graph and the table to determine the initial value.
o Students will learn about NOW-NEXT equations, how to write them, and how to interpret.
o Students will learn how to calculate the rate of change and the initial value using the:
 rule
Make sure this section lists all resources being used
 table
and is in the order the instruction will take place.
 graph
Students will create a foldable to organize information about the linear function rule and the NOW-NEXT
rule.
Student notes page: Linear Functions - #2 “Cheri”
o In partner pairs, students will analyze the data and determine if it represents a linear relationship
and justify their conclusion.
o Using the table in part c as a guide, students will discover the slope formula.
o Students will understand how and why the slope formula works by relating it to the previous
examples of finding rate of change from a table and a graph.
o Students will be able to find the slope of a linear function given two ordered pairs that are not in
context.
Student notes page: Linear Functions - #4 “Emily”
o Independent practice: students will complete #4 and then review together as a class.
o Discussion regarding how credit cards work and the difference between a credit card and a debit card
may be necessary prior to assigning this problem.
o This problem introduces a decreasing slope.
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“Barry” warm up questions a – e. Students will answer on their own, then discuss as whole class.
Students will then complete “Phone company” warm up questions.
Students work page: wkst 4.1
o Students will work in small groups, 3 – 4, to complete the problems on wkst 4.1.
o Students will be practicing:
 Given a linear equation interpret the slope and y-intercept.
 Given a linear equation make a prediction.
 Given a problem situation that contains the slope and y-intercept write the equation.
 Given a problem situation that contains the slope and y-intercept make a prediction.
Student notes page: 5.5 Real World Linear Equations
o Students will learn how to use problem situations to find the rate of change (i.e., yearly
appreciation/depreciation)
o Students will learn how to use problem situations to make predictions.
o Problem situations may have information regarding the rate of change, the initial value, and/or
dependent values at varying independent values.
Student work page: Chapter 5 Algebra Word Problems
o Students will work in small groups or partner pairs to answer the questions.
o Students will use problem situations to find the rate of change (i.e., yearly appreciation/depreciation)
o Students will use problem situations to make predictions.
o Problem situations may have information regarding the rate of change, the initial value, and/or
dependent values at varying independent values.
Student notes page: Understanding Rules, Tables, and Graphs 1
o Students will learn how to use different versions of the Released EOC items to practice analyzing and
comparing rules, tables, and graphs of linear functions.
Student work page: Understanding Rules, Tables, and Graphs 2
o Students will use different versions of the Released EOC items to practice analyzing and comparing
rules, tables, and graphs of linear functions.
Student work page: Write EQ Practice
o Students will practice writing linear equations where a context is not provided.
o Students will write equations given:
 slope and a point
 two points
 a graph
Student work page: Graph Lines Practice
o Students will graph lines using slope intercept form.
o Students will be able to change between slope intercept form and standard form.
o Students will be able to find the x-intercept and y-intercept of a linear function.
o Students will understand, perform, and describe transformations with linear functions on the
coordinate plane.
Students will recognize data as having a linear relationship.
Student notes page: LOBF notes page:
o Students will learn how to analyze a table of values to determine if it appears to have a linear
relationship.
o Students will learn how to create a scatter plot of bivariate data.
o Students will learn how to analyze a scatter plot to determine if the correlation is positive
(strong/weak), negative (strong/weak), or if there is no relationship.
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Students will learn how to use a graphing calculator to find the linear regression for data.
Students will learn how to use the linear regression model to:
 Interpret slope and y-intercept.
 Make predictions.
Student work page: LOBF practice:
o Students will analyze a table of values to determine if it appears to have a linear relationship.
o Students will create a scatter plot of bivariate data.
o Students will analyze a scatterplot to determine if the correlation is positive (strong/weak), negative
(strong/weak), or if there is no relationship.
o Students will use a graphing calculator to find the linear regression for data.
o Students will use the linear regression model to:
 Interpret slope and y-intercept.
 Make predictions.
Plan for assessment: (how are you going to assess? project? test? presentation? oral? written?)
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Formative assessment:
o Will occur continuously throughout instruction.
o Teacher observation: circulate around the room and monitor students while working.
o Questioning: ask students leading questions.
o Justify: ask students to justify answers to verify that they know how they arrived at the solution.
o Fist to five: students will show 0 – 5 fingers on a raised hand to indicate understanding.
o Exit ticket: 3 – 2 – 1
 Completed before students leave class.
 List 3 things that you know about slope.
 List 2 ways to write a linear function.
 Write 1 thing that you are still unclear about.
o Quizzes: given periodically, covering material that was taught at least 2 – 3 days prior.
o Warm ups: constantly review old material to see if students are retaining information.
o Card sort: working in partner pairs, students will be given precut sets of cards, and line up all the
matching cards, then glue to construction paper:
 problem situation
Address both formative and
 rate of change and starting point
summative assessment. Give ideas
 function rule
for strategies that will be used for
both. You will not show your
 NOW-NEXT rule
summative
assessment in your 5 day
 table
outline. Only instruction.
 graph
o Linear Maze:
 Problems of all types will be hung around the room.
 Problems will be numbered.
 Multiple choice answers will be provided that tell the student what problem to go to next.
 The only way to complete the maze properly is to get all the correct answers.
 Students will show work and mark answers on the maze sheet.
Summative assessment:
o Will occur at the end of the unit.
o Students will complete a written test.
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Test questions will include open ended and multiple choice items.
Test will include items similar to the release EOC.
Test questions will cover all CCSS addressed in the unit.
Development
Print materials: (List all necessary materials, including handouts, worksheets, activities, written assessments, etc.)
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Linear Functions notes handout (“Barry”)
Linear Foldable:
o paper
o glue
o scissors
o rulers
“Barry” and “Phone Company” warm up
wkst 4.1
5.5 Real World Linear Equations notes page
Chapter 5 Algebra Word Problems worksheet
Understanding Rules, Tables, and Graphs 1 notes page
Understanding Rules, Tables, and Graphs 2 worksheet
Write EQ Practice worksheet
Graph Lines Practice worksheet
LOBF notes page
LOBF practice
Linear Card Sort
Warm ups
Exit ticket
List of appropriate leading questions to use
Linear Maze
Quizzes
Test
Create a list of ALL materials that will be
necessary to complete your instructional
plan. You will only create the actual
materials that are needed on the two
days that you choose for your lesson
plans.
Media materials: (List presentation materials, technology, videos, music, etc. )
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Teacher laptop
List ALL technology related tools/resources that
ELMO
are required for the unit plan. You will only
create
the actual materials that are needed on
LCD Projector
the two days that you choose for your lesson
Smart Board
plans.
Electronic files of handouts
Student laptops, Arabic instructional videos, headphones are required for ESL student.
(Actually create and/or gather all necessary materials for the unit.)
Implement
During this phase you will actually teach and use formative assessment.
Evaluate
Formative assessment will occur during implementation. Use the information collected to make informed decisions
about instruction. Do you need to revisit any concepts? Is there a general area of confusion? Are the students ahead
and need to be challenged more? Are the materials effective? Did the technology work? Were your explanations
clear? Do you need to change the order of the instruction? Analyze the quiz results.
Summative assessment will occur at the end of the unit. Questions should be valid (they should check for mastery on
the concepts that were taught). The test should be appropriate in length according to the time available for
assessment. Formatting of the test should be neat and easy for students to read and understand. Testing
environment should be comfortable and as stress free as possible. Evaluate the assessment itself after it is completed
by students. Are the results valid? Analyze the scores. Consider any need for remediation.
8 Components of an Effective Lesson Plan
1.
2.
3.
4.
5.
6.
7.
8.
Objectives
Anticipatory Set
Direct Instruction
Guided Practice
Closure
Independent Practice
Required Materials
Evaluate
Objectives
In the Objectives section of your lesson plan, write precise and delineated goals for what you want your
students to be able to accomplish after the lesson is completed. Be Specific. Use numbers where appropriate.
To define your lesson's objectives, consider the following questions:
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What will students accomplish during this lesson?
To what specific level (i.e. 75% accuracy) will the students perform a given task in order for the lesson to be
considered satisfactorily accomplished?
Exactly how will the students show that they understood and learned the goals of your lesson? Will this
occur through a worksheet, group work, presentation, illustration, etc?
Additionally, you will want to make sure that the lesson's objective fits in with your district and/or state
educational standards for your grade level.
By thinking clearly and thoroughly about the goals of your lesson, you will ensure that you are making the most
of your teaching time.
Examples:
After reading the book "Life in the Rainforest," sharing a class discussion, and drawing plants and animals,
students will be able to place six specific characteristics into a Venn diagram of the similarities and differences of
plants and animals, with 100% accuracy.
Anticipatory Set
In the Anticipatory Set section, you outline what you will say and/or present to your students before the direct
instruction of the lesson begins.
The purpose of the Anticipatory Set is to:
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Provide continuity from previous lessons, if applicable
Allude to familiar concepts and vocabulary as a reminder and refresher
Tell the students briefly what the lesson will be about
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Gauge the students' level of collective background knowledge of the subject to help inform your instruction
Activate the students' existing knowledge base
Whet the class's appetite for the subject at hand
Briefly expose the students to the lesson's objectives and how you will get them to the end result
To write your Anticipatory Set, consider the following questions:
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How can I involve as many as students as possible, piquing their interests for the subject matter to come?
How should I inform my students of the lesson's context and objective, in kid-friendly language?
What do the students need to know before they can delve into the lesson plan itself and direct instruction?
Anticipatory Sets are more than just words and discussion with your students. You can also engage in a brief
activity or question-and-answer session to start the lesson plan off in a participatory and active manner.
Examples:
 Remind the children of animals and plants they have studied earlier in the year.
 Ask the class to raise their hands to contribute to a discussion of what they already know about plants. Write a
list on the blackboard of the characteristics they name, while prompting them and offering ideas and
comments as needed. Repeat the process for a discussion of the properties of animals. Point out major
similarities and differences.
 Ask the children why it is important to learn about plants and animals? (because we share the earth with them
and depend upon each other for survival)
Direct Instruction
Your methods of Direct Instruction could include reading a book, displaying diagrams, showing real-life
examples of the subject matter, using props, discussing relevant characteristics, watching a movie, or other
hands-on and/or presentational steps directly related to your lesson plan's stated objective.
When determining your methods of Direct Instruction, consider the following questions:
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How can I best tap into the various learning modalities (audio, visual, tactile, kinesthetic, etc.) to meet the
learning style preferences of as many students as possible?
What materials (books, videos, pneumonic devices, visual aids, props, etc.) are available to me for this
lesson?
What relevant vocabulary do I need to present to my students during the lesson?
What will my students need to learn in order to complete the lesson plan's objectives and independent
practice activities?
How can I engage my students in the lesson and encourage discussion and participation?
Think outside the box and try to discover fresh, new ways to engage your students' collective attention to the
lesson concepts at hand. Avoid just standing in front of your students and talking at them. Get creative, handson, and excited about your lesson plan, and your students' interest will follow. Before you move on to the
Guided Practice section of the lesson, check for understanding to ensure that your students are ready to practice
the skills and concepts you have presented to them.
Examples:
 Read Life in the Rainforest: Plants, Animals, and People by Melvin Berger.
 Talk about characteristics of plants and animals mentioned in the book.
 Show the class a real, living plant and walk them through the functions of the different parts of the plant.
 Show the class a real, living animal (perhaps a small pet brought in from home or a classroom pet borrowed
from another teacher). Discuss the parts of the animal, how it grows, what it eats, and other characteristics.
Guided Practice
In the Guided Practice section of your written lesson plan, outline how your students will demonstrate that they
have grasped the skills, concepts, and modeling that you presented to them in the Direct Instruction portion of
the lesson.
While you circulate the classroom and provide some assistance on a given activity (worksheet, illustration,
experiment, discussion, or other assignment), the students should be able to perform the task and be held
accountable for the lesson's information.
The Guided Practice activities can be defined as either individual or cooperative learning.
As a teacher, you should observe the students' level of mastery of the material in order to inform your future
teaching. Additionally, provide focused support for individuals needing extra help to reach the learning goals.
Correct any mistakes that you observe.
Examples:
 Students will split into pairs to work together on drawing.
 On a piece of paper, students will draw a picture of plants, incorporating characteristics they learned about in
this lesson (listed on board).
 On the other side of the paper, students will draw a picture of animals, incorporating characteristics they
learned about in this lesson (listed on board).
Closure
Closure is the time when you wrap up a lesson plan and help students organize the information into a
meaningful context in their minds. A brief summary or overview is often appropriate. Another helpful activity is
to engage students in a quick discussion about what exactly they learned and what it means to them now. Look
for areas of confusion that you can quickly clear up. Reinforce the most important points so that the learning is
solidified for future lessons. It is not enough to simply say, "Are there any questions?" in the Closure section.
Similar to the conclusion in a 5-paragraph essay, look for a way to add some insight and/or context to the
lesson.
Examples:
 Discuss new things that the students learned about plants and animals.
 Summarize the characteristics of plants and animals and how they compare and contrast.
Independent Practice
Through Independent Practice, students have a chance to reinforce skills and synthesize their new knowledge
by completing a task on their own and away from the teacher's guidance.
In writing the Independence Practice section of the Lesson Plan, consider the following questions:
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Based on observations during Guided Practice, what activities will my students be able to complete on their
own?
How can I provide a new and different context in which the students can practice their new skills?
How can I offer Independent Practice on a repeating schedule so that the learning is not forgotten?
How can I integrate the learning objectives from this particular lesson into future projects?
Independent Practice can take the form of a homework assignment or worksheet, but it is also important to
think of other ways for students to reinforce and practice the given skills.
Get creative. Try to capture the students’ interest and capitalize on specific enthusiasms for the topic at hand.
Once you receive the work from Independent Practice, you should assess the results, see where learning may
have failed, and use the information you gather to inform future teaching. Without this step, the whole lesson
may be for naught.
Examples:
Students will complete the Venn Diagram worksheet, categorizing the six listed characteristics of plants and
animals.
Required Materials
The Required Materials section will not be presented to students directly, but rather is written for the teacher's
own reference and as a checklist before starting the lesson.
In the Required Materials section, consider:
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What items and supplies will be needed by both the instructor and the students in order to accomplish the
stated learning objectives?
What equipment will I need in order to utilize as many learning modalities as possible? (visual, audio,
tactile, kinesthetic, etc.)
How can I use materials creatively? What can I borrow from other teachers?
Keep in mind that modeling and the use of hands-on materials are especially effective in demonstrating
concepts and skills to students. Look for ways to make the learning goals concrete, tangible, and relevant to
students.
Examples:
 The book Life in the Rainforest: Plants, Animals, and People by Melvin Berger.
 Venn Diagram blackline master, copied for each student.
 A plant
 An animal
 Paper
 Crayons
Evaluate
This is where you assess the final outcome of the lesson and to what extent the learning objectives were
achieved.
Learning goals can be assessed through quizzes, tests, independently performed worksheets, cooperative
learning activities, hands-on experiments, oral discussion, question-and-answer sessions, or other concrete
means. Most importantly, ensure that the Assessment activity is directly and explicitly tied to the stated
learning objectives.
Once the students have completed the given assessment activity, you must take some time to reflect upon the
results. If the learning objectives were not adequately achieved, you will need to revisit the lesson in a different
manner. Student performance informs future lessons and where you will take your students next.
Examples:
 Quiz
 Test
 Project
 Presentation
Weekly Lesson Plan Outline: Linear Functions
Day
1
2
Outline of daily lessons
 WU: Review of indep/depend variables (unit 1)
Introduction to linear equations
 “Barry” handout
o TATS a – c; do predictions; what is a “rule”?
o 1a: complete the table
∆ 𝑑𝑒𝑝𝑒𝑛𝑑𝑒𝑛𝑡
o 1b: look for pattern of change: ∆ 𝑖𝑛𝑑𝑒𝑝𝑒𝑛𝑑𝑒𝑛𝑡
Warm up
“Barry” notes page
Linear means: constant rate of change
Talk about problem situations, graphs, tables, rules
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WU: evaluate algebraic expressions (unit 2)
Continue with notes handout
o 1 “Barry”: Read, understand, interpret, and make
predictions from : rule; table; graph
WC discussion questions:
o 1c: Find “Initial Value” from: rule, table, graph
o 1d: Find “Rate of Change” from: rule, table, graph
o 1e: NOW-NEXT rules
HW: 2 “Cheri”
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Warm up
“Barry” notes page
Review “Cheri”
Discover slope formula through discussion of the table for
Cheri.
Find slope out of context.
“Barry” handout: 4 Buying on credit
Discuss the difference b/w credit cards and debit cards
Complete #4 for homework
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“Barry” notes page
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WU: “Barry and Phone Company”
FOLDABLE: 𝑦 = 𝑎 + 𝑏𝑥 & 𝑁𝑂𝑊 − 𝑁𝐸𝑋𝑇
Group practice: in groups of 3 – 4 complete wkst 4.1
o Given a linear EQ:
 interpret slope & y-intercept
 make predictions
o Given a problem situation w/ slope & y-intercept:
 write EQ
 make predictions
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Grouping cards
Warm up
Color paper
scissors
glue
rulers
wkst 4.1
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WU: Given a problem situation, write a NOW-NEXT rule
Notes page 5.5: discuss problems and take notes
Unit 4 Word Problem Practice Sheet: “Ch. 5 Algebra Word
Problems”
o Complete problems in groups
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Grouping cards
Notes page 5.5
Ch. 5 Algebra Word Problems Practice
sheet
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4
5
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3
Required materials
Weekly Lesson Plan Outline:
Day
1
2
3
4
5
Outline of daily lessons
Required materials