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DIXIE STATE UNIVERSITY – DEPARTMENT OF EDUCATION ELEMENTARY 4th SEMESTER & STUDENT TEACHING LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate

Leslie Vasquez-Hunt Grade Level 2nd Grade Title Make Picture Graphs CONTEXTUAL FACTORS (classroom factors)
Contextual Factors: 8 students – 5 girls, 3 boys 3 Hispanic, 5 Caucasian Vision: Student #1 wears glasses Left-handed: Student #2 Reading: Red: Student #5, Student #6 Yellow: Student #7 Green: Student #1, Student #2, Student #3, Student #4, Student #8 ELL: Student #4 and Student #5 (Both students speak English fluently). Student #5 is within Intensive reading level due to comprehension, fluency is on level. Other contextual factors:  Student #5 and Student #6 need Tier 2 instruction throughout most lessons due to comprehension skills.  Student #8 is a high level learner and needs enrichment.  Student #3 has a hard time sitting still and needs opportunities to move around and joke with his peers or he shuts down.  Student #7 is very sensitive, yet honest with her feelings. She will tell you she does not understand, and at times will be hard on herself and cry.  Student #5 does not like a lot of noise or distractions when he is trying to focus. When this happens he shuts down and will become the student who will tell on other students.  Student #1 needs glasses; she has a tendency to forget them at home and will need to sit close to the board to see. She also loses focus easily and needs to be pushed to stay on task. She will also say she is done with an assignment in order to talk to peers.  Student #6 will rush through assignments to get them done. She says she understands but her work proves otherwise. Classroom environment:  The classroom is set up in tables with groups of 4-5 students at each table.  The class is broken up from grade 2 and grade 3 during math instruction.  The classroom has 8 computers set up in the back of the room.  The classroom has 10 iPads for student use.  The classroom has a whiteboard that has the ability to be used as a Smartboard.  There is an Image Mate (Elmo) to use for overhead purposes, DVD and VHS player as well.  The classroom has access to the Internet and a teacher computer.  There are vocabulary and other language material all over the classroom.  Students have a shelf at the end of their tables with school supplies, and cubbies by the front door for backpacks and coats.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective: Domain: Measurement and Data Work with Time and Money Standard 2.MD.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (SIOP 3-Content appropriate)

Content Walk-Away:

I will use read data to create picture graphs.
(SIOP 1&2 language and content objectives) (SIOP 3 content appropriate) Language Walk-Away:

I will use read data to create picture graphs.
(SIOP 1&2 language and content objectives) (SIOP 3 content appropriate) Vocabulary:  Picture Graph  Symbol

ASSESSMENT EVIDENCE (What evidence do I need to show the students
have learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Think/Pair/Share: What is a picture graph? How do you read a picture graph? Students will think about these questions and share their answers with a buddy. As they walk out the door I will ask them the same questions and listen to their responses to check for understanding. Homework: Students will be given homework from Chapter 9 Lesson 2 out of their student workbooks. Content Walk-Away Evidence (Summative): Students will be able to read, write, and speak in order to organize data using picture graphs. Language Walk-Away Evidence (Summative): Students will be able to read, write, and speak in order to organize data using picture graphs.

Modifications/Accomod ations (ELL, IEP, GATE, etc.) All students should be able to understand this without modifications. For Student #8 I will ask him to write a real world story problem using tally marks for his peers to solve.

Approx. Time

ACTIVE LEARNING PLAN
Activate/Building Background Knowledge Review vocabulary from the previous day:  Data  Survey  Tally marks Introduce new vocabulary: I will write picture graph and symbol on the board. I will ask students what they know about each word. For example, they might know that a symbol is a simple picture or drawing that represents something. I will also explain that picture graphs can show more than two rows of data. I will also refer students to the first page of the lesson. I will ask a student how each symbol (pictures of each lunch food) represents the word in the picture graph. Each type of food matches the word. Essential Question: How are picture graphs different from tally charts? How can you read data to create a picture graphs? Why would you use picture graphs? Review: Common Core Quick Check (This is to assess student learning from Chapter 9 Lesson 1). This quick check has two questions. I will have students use a white board to write their answers and I will walk

around to check for understanding. Once the students have answered the questions we will go over the answers together as a class. (SIOP 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities, 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary) Formative assessment: Learning Goal I will be able to understand new vocabulary, and concepts learned from lesson 1.

Success Criteria Define new vocabulary and learned concepts from lesson 1.

Assessment Strategy Ask questions, probe for deeper understanding. Model Quick Check responses on Common Core Quick Check

Modification/accommodations: (ELL, IEP, GATE, etc.) I will write picture graph and symbol on the white board next to the objective and the other vocabulary words from Lesson 1. I will introduce the words, and write a math example, and provide concrete objects to support understanding. I will help my ELL students with the /f/ sound in graph. I will help them generate a list of words with the /f/ sound that highlights the various spellings: f, ff, -fe, ph and – gh. Such as: fall, February, giraffe, stuff, off, life, wife, telephone, dolphin, and laugh. Focus Lesson (“I do it”) I tell the students that we are going to take a survey and draw pictures to record your classmates’ responses. I will explain to the class the title of the graph and the labels on it. I will have a student read the directions at the bottom of the first student page on 535. I will explain that when they ask their classmates what their favorite food is, their choices are sandwich, pizza, hot dogs, and soup. What pictures will you draw in this graph to show the responses? Keep in mind we are creating picture graphs. Model: I will point out the key on the graph. Then, I will explain to the students that each picture we draw will stand for one of their classmate’s answers. I will model by asking the students what their favorite food is out of the options listed. I will draw pictures to represent their responses. I will then have the students follow my lead and drawing pictures on their index cards I have handed out. We will then discuss the results. How many people picked a sandwich? How many people picked a hot dog? Which food was liked the most? How do you know? Hands on: As I am taking the survey I will have students use their student sheets to draw pictures to mimic when I am drawing pictures. Model together: I will guide students through the example survey we just conducted. I will discuss the vocabulary terms and their meanings. I will talk about drawing and interpreting picture graphs. (SIOP 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques, 13-Students use learning strategies, 14-Scaffolding, 15-Higher-order thinking, 16-Opportunity for interaction, 17Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students, 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking) Formative Assessment: Learning Goal I will be able to draw pictures in represent data in order to take a survey.

Success Criteria Read, draw and interpret data.

Assessment Strategy Ask questions for deeper understanding Model

Modification/accommodations: On index cards, I will have students draw a picture of their favorite food (listed above). I have the students collect the cards, sort them by type, and arrange them to make a picture graph. Then we will discuss the results. Guided Instruction (“We do it”) See and Show: I will guide students through the example at the top of See and Show page 536. We will read the definitions of picture graph and symbol. We will work problem 1 together as a class. As a class we will read the tally chart to make a picture graph. I will point out the title of the graph Favorite Shoes and discuss the labels on the graph. I will have students look at the See and Show box. What is similar about tally charts and picture graphs? How are tally charts and picture graphs different? Then we will work the 1st problem together. (SIOP 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques, 13-Students use learning strategies, 14-Scaffolding, 15-Higher-order thinking, 16-Opportunity for interaction, 17Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students) Formative Assessment: Learning Goal Success Criteria Assessment Strategy I will be able to take read data Read, write and interpret data Work together question 1. from a tally chart to make a using picture graphs. Look for evidence by walking picture graph. around and seeing their work. Watch as students draw on the white board. Modification/accommodations: I will have students go up to the board one by one and draw a picture to represent a shoe they have chosen. Collaborative/Cooperative (“You do it together”) I will have students work collaboratively at their tables to work through problems 2-5. They will be able to discuss the tally charts to be able to draw their picture graphs. Formative Assessment: Learning Goal Success Criteria Assessment Strategy I will be able to read a tally Read, write and interpret data Look for evidence by walking chart in order to draw pictures using picture graphs. around and spot-checking graphs. students working together.

Modification/accommodations: For students #5 and #6 I will guide them through the exercises in On My Own. I will help them use manipulatives while working through the exercises. Independent (“You do it alone”) Students will be asked to do the Homework section independently in class or take it home for homework. (SIOP 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26Pacing) Summative Assessment: Summative Assessment will be the homework that will be due the following morning. Modification/accommodations: Student #8 will be allowed create a tally chart. (This tally chart will be used for the problem of the day the following morning.) Then students will be asked to create a picture graph with the information. Then students will check their work with a buddy to see if the results are similar and to compare pictures.

Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) We will review the objective for the day and discuss what we learned; this would also include vocabulary. I will also conduct a Think-Pair-Share and write the following questions on the board: What is a picture graph? How do you read a picture graph? I will have students share with a buddy before they share the answer with me. Students will talk then share with me as they walk out the door for recess. (SIOP 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment) SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Strategies: 13-Students use learning strategies, 14-Scaffolding, 15-Higher-order thinking, Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? I need to remember to list my objective on the board, and ask the deeper level thinking questions. I also need to remember to give appropriate feedback. What materials do I need to have ready? I need to have PowerPoint ready for the lesson, index cards, and crayons. What is the approximate time needed for this lesson? The appropriate time needed for this lesson is 45 minutes.

REFLECTION AFTER LESSON
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? I can use the assessment data to reflect on the student’s learning outcomes. This way I will be able to evaluate how my lesson will be for the following day. I will need to know if I need to reteach some of the content or if I will be able to move forward without reteaching and just a review. How can I transfer what I learned from teaching this lesson to future teaching? I can transfer what I have learned about group configurations in this class to other lessons, or if I need to add more enrichment or slow down. What was effective and not effective? Modeling tally marks and connecting to skip counting by 5s was very effective in my teaching. This was even beneficial for my lower level learners. What goals can I set to improve my practice and student learning? My goals are to be able to have all my students understand and interpret data by using tally marks without forgetting to use the diagonal slash mark to keep track of their results. This lesson was not as successful as the lesson 1. Students were having a hard time creating different pictures for each item. They wanted to use the same pictures for each of the tally marks. The next time I teach this lesson I will remember to stress the importance of creating a different picture for each item listed on the tally chart.