Direct Instruction Lesson Plan Template

Teachers: Joseph Askins Subject:

Algebra 3-4
AZ State Standards:
A2.A-APR.B: Understand the relationship between zeros and factors of polynomials.
Learning Objective:
Objective: Students will identify when and how to factor any polynomial up to the fourth degree
and, as a result, use the zeros of the function to create a graph.
Evidence of Mastery (Measurable):

¨ Students will be able to show the evidence of their mastery by demonstrating that they know how to factor a polynomial up to
the fourth degree by showing it on white boards to me and discussing with their groups in class. D.O.K. 2

Key Academic Vocabulary: (Consider Bloom’s Materials Needed:

Verbs)

Opening Activity
¨ I will start my lesson by talking in front of the class and asking them to tell them what they remember about polynomial
functions. I will ask them to define things like function, polynomial, degree of a polynomial, and quadratic. I will then display
some different types of polynomial functions and their graphs on their board and ask the class where the function outputs 0. I
will ask them to think about what this means (when given an input x, this function spits out an output of 0). I will ask if a
polynomial always has to have a certain number of zeros, or if there can be various amounts, and what these amounts are.

Instructional Input “I do”

Teacher Will: Student Will:
¨ How will you model/explain/demonstrate all ¨ What will students be doing to actively capture and
knowledge/skills required of the objective? process the new material and connect to their prior
¨ What types of visuals will you use? knowledge?
¨ How will you address misunderstandings or ¨ How will students be engaged?
common student errors that may be uncovered
within prior knowledge?
¨ How will you explain and model behavioral
expectations?
¨ Is there enough detail in this section so that
another person could teach it?
I will begin to teach how to factor polynomials up to the Students will be taking notes in their workbook while I help
fourth degree, starting by reviewing how to factor degree explain this new concept. I will be calling on them, sometimes
two polynomials, and then moving on to different on students who have a hand up, other times I will call on
strategies for 3rd and 4th degree polynomials. I will then individual students to gauge their level of understanding.
begin to explain how you could come up with the graph of
a function when only given a function’s zeros. This can be
done by looking at the polynomial given and plotting the
zeros on the graph. From there, you will think about the
end behavior of the graph (is it positive or negative) and
what will that look like for even degree polynomials and
odd degree polynomials. I will do a few examples of this on
the board and call on students to have them help me make
the graph to see if they are understanding the concepts

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 being taught, and leaving time to help clarify any of the
points that were not made clear from the start.
Guided Practice “We do”
Teacher Will:
¨ How will you provide guidance to all students as
they practice?
¨ How will you ensure that all students have multiple
opportunities to practice new content and skills
with your support?
¨ How will you utilize the support of peers within this
practice?
¨ Is there enough detail in this section so that
another person could facilitate this practice?
Next, I will get out whiteboards for the students
and put problems on the board for them to
create graphs of when given the zeros of the
polynomial. I will start with degree 2
polynomials, and if students are seeming to
understand these then I will move on to degree
3 and 4 polynomials to test their
understanding. I will take note of students that
are not getting it right and will spend time with
them during their independent practice to help
them go over it.
Independent Practice “You do”
Teacher Will:
¨ How will you plan to coach and correct during this
practice?
¨ How will you provide opportunities for remediation and
extension?
¨ How will you clearly state and model academic and
behavioral expectations within the collection of
evidence of mastery?
¨ Did you provide enough detail so that another person
could facilitate the practice?
I will have an exit activity for my students
which will be 3 problems that get progressively
harder, going over the concepts taught in class
that day. The first will be a degree 2
polynomial, the second a degree 3, and the
third a degree 4 polynomial. As students work
on these, I will scan the room and read
student’s papers and talk with those that are
struggling. I will keep an eye on the students
that were struggling during the guided practice
to make sure they are doing alright.
Closing Activity:
¨ How will students reflect on learning?
¨ Summarizing and stating the significance of what they learned.
¨ Acknowledge the new information that was added/developed within their schema.
I will end the class period by talking about some real-world applications of the zeros of a polynomial and
how these skills could be applied. I will talk about how you might care about the zeros of a polynomial
Student Will:
¨ How will students be engaged?
¨ How will students practice all knowledge/skills required
of the objective, with your support?
¨ How will you elicit student-to-student interaction?
¨ How are students practicing in ways that align to
independent practice?
Students will be engaged because they will be
practicing these new skills on their whiteboards
will be able to practice for what their homework will
be like for that lesson. I will elicit student-to-
student interaction because I will have them in
groups of 4 sitting next to each other so if they
need any help with figuring out how to graph the
polynomials then they can ask their group for some
help.
Student Will:
¨ How will students be engaged?
¨ How will students independently practice the knowledge and
skills required by the objective?
¨ How are students practicing in ways that align to
assessment of collection of evidence of mastery?
¨ How are students using self-assessment to guide their own
learning?
¨ How are you supporting students giving feedback to one
another?
Students will be working on the problems I
assigned that they have to finish before class ends.
They will work on these alone so that they can get
practice and work on what they will be doing with
their homework later that night. They will show
evidence of their mastery by completing the
problems so that I can see that they understood the
lesson from today.
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when looking at the profit graph of a business and that will represent the break-even point.