Name Byron Adriano Pullutasig Subject Quadratics

Grade Level 11th Grade

What genre will students write? Informative/Explanatory

Narrative Opinion/Argumentative Informative/Explanatory

What Common Core standards are you addressing?

CCSS.MATH.CONTENT.HSA.CED.A.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.

CCSS.MATH.CONTENT.HSA.CED.A.4
Rearrange formulas to highlight a quantity of interest, using the same
reasoning as in solving equations. For example, rearrange Ohm's law V = IR
to highlight resistance R.

Stage One: Negotiating Field

What pre-assessment will you use? When?
Informative/Explanatory: Write a step-by-step process for finding the
factored form of a general form quadratic function
What exemplar text(s) will you use?

First, you have to ask yourself. Is it in General Form ( y=a x 2 +bx +c )? If the
answer is yes, then you can proceed to the next step otherwise you have to
put the equation in general form. Next, you have to identify the constant (c).
After that, you have to find the factors of the constant (the numbers you
multiply together to get the constant). Then, find which pair of factors adds up
to give you the coefficient of term with the x to the power of 1. Those are your
roots. Finally, use your roots to then write the factored form of the general
function ( y=a( xr 1 )(xr 2) .

How will you present the exemplar text to students?

Individual copies of the text of a similar sequence process.

Read it aloud, then as a shared reading.
Introduce rubric.
Do shared scoring with rubric.

How will you differentiate to meet the needs of your ELLs?

WIDA Level 1s and 2s
Level 1 and 2s will have the transition words highlighted for them. They will
also receive the first example in the form a sequencing map with work show.
They will be asked to label the work with appropriate vocabulary
WIDA Level 3s and 4s
Level 3s and 4s will receive a sequencing map with the text separated into
chunks. They will be asked to follow to summarize the steps into a single
paragraph.

Carol Wilcox, based on article, It Is Hard Fun.

 WIDA Level 5s and 6s
Level 5s and 6s will compare and contrast different sequencing maps and
identify transition words and define vocabulary.
Stage Two: Deconstructing Text
Structures specific to this genre (e.g. chronological organization, thesis and
supporting details, etc.)

Temporal words for chronological order

Details to describe actions
Parenthesis to give clues as to what a word means

What academic vocabulary will students need?

General form, quadratic, factored form, roots, solutions, constant, coefficient,

factors

What structural vocabulary, e.g. transition words, will students need?

First, next, after that, then, finally

How will you differentiate to meet the needs of your ELLs?

WIDA Level 1s and 2s-
Sentence starters will be provided for this group. They have to fill out a
paragraph using fill-ins and transition words and vocabulary
WIDA Level 3s and 4s-
Write a brief paragraph using transition words to explain to a student how to
solve the problem
WIDA Level 5s and 6s-
Explain using technical vocabulary how to solve the problem. Use transition
words and complete sentences. Use parenthesis to define academic
vocabulary.
Stage Three: Joint Construction
Create a plan for joint construction of text.

Introduce sequencing map. Arrows and Squares demonstrate timeline

Write a step-by-step process of an already completed problem
Demonstrate that you can follow a step-by-step process
Demonstrate possible endings. What is the task asking us to do?

What tools, e.g. graphic organizers will you use?

Sequencing thinking map and bubble map

How will you differentiate to meet the needs of your ELLs?

WIDA Level 1s and 2s-
Sequencing map will have problem solved step-by-step and students will fill-in
vocabulary and label the missing words based on the work shown
Carol Wilcox, based on article, It Is Hard Fun.
 WIDA Level 3s and 4s-
Students will use vocabulary and transition words to explain what the person
did in each step
WIDA Level 5s and 6s-
Students will have to fill out step-by-step instructions for the procedure show.
They will have to use academic vocabulary and define the vocabulary in the
step-by-step sequencing map
Stage Four: Independent Construction
What text will your students construct independently?

Students will complete the step-by-step process for writing a general form
equation in factored form.

How will you differentiate to meet the needs of your ELLs?

WIDA Level 1s and 2s-
Students will have use the examples and will fill-in words and vocabulary and
transition words to complete the paragraph explaining how to find the
factored form.
WIDA Level 3s and 4s-
Students will have to use the sequencing map to guide their thinking. They
will use vocabulary to form a paragraph explaining in detail how to find the
factored form.
WIDA Level 5s and 6s-
Students will use academic vocabulary and definitions to form a detailed
paragraph explaining how to find the factored form of a general form
quadratic equation
Date of post-assessment: TBD

Final Assessment Date: TBD

Write a step-by-step process for finding the factored form of a general form
quadratic function

Carol Wilcox, based on article, It Is Hard Fun.