Annotate+a+Math+Lesson+about+Graphing+Quadratic+Equations

=Overview= media type="custom" key="27984245" align="right"For this task, you are a teacher in one of the city schools around Buffalo, NY where students with LEP are enrolled. Your principal has scheduled an observation and has asked that you annotate a student version of a module lesson and give it to her prior to your observation. Your principal is getting her Ph.D. in //**Foreign and Second Language Education**// at the University at Buffalo and will want to see how you teach the large number of students with LEP in your Algebra class. All of the students with LEP in your classroom are at the **Speech Emergence** proficiency level, which means they **engage in basic dialogue; uses three or more words and short phrases; respond using simple sentences** (Gómez, Kurz, & Sherard, 2011)

Tasks
> 1. Annotate, or mark-up, a New York State module lesson called **Graphing Quadratic Equations from the Vertex Form** >> a. Open the module in a PDF reader or print it out > 2. Use the resources I have provided for you in your annotation to address the learning of your students with LEP > 3. Use a rubric to guide your writing >> a. rubric: >> b. place the completed rubric on the Dropbox folder you shared with me

media type="custom" key="27984081" || **Resources to Use for Your Annotation** 1. How will you address these main ideas from your classmates in your annotation? > a. Jenn - encourage students to speak mathematically for clear communication > b. Zhenlin - use everyday words to describe mathematical vocabulary > c. Hongmei - use inquiry to learn new concepts > d. Corey - be aware that students are new to all concepts > e. Julia - visual representations can be used as a strategy to help learn vocabulary > f. Allison - mathematically proficient students use mathematical language precisely
 * **Module Lesson**

2. Which of these ideas from Wiest (2008) will you use in your annotation?
 * use an investigative approach (levels of inquiry)
 * explore a problem in depth
 * pose questions that require students to explain, justify and extend thinking
 * understand a problem before rushing to solve it
 * allow students to choose personally comprehensible strategies to use when solving
 * validate different approaches
 * build flexible thinking by having students share their strategies and solutions through collaboration
 * to receive immediate feedback
 * to develop language skills
 * to foster understanding through authentic discourse
 * engage and remain immersed in a single context during a problem solving session to eliminate new background knowledge
 * provide and/or tap into background knowledge
 * use visuals to improve understanding of vocabulary
 * let ELLs talk in their native language
 * place ELLs in heterogeneous groups that have a common linguistic
 * more proficient ELL with less proficient ELL
 * put ELLs in pairs so that do not work alone
 * create a safe classroom culture
 * emotions are important to memory

3. What strategies, if any, can you use from **Developing the Vertex Formula Meaningfully** in this lesson? > a.

4. What ideas, if any, can you use from **Angry Birds Mathematics: Parabolas and Vectors** in this lesson? > a.

5. How can you use this online graphing calculator? > a. @https://www.desmos.com/calculator ||