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Leslie Vasquez-Hunt Grade Level 2nd Grade Title Analyze 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 read and analyze data on picture graphs.
**

(SIOP 1&2 language and content objectives) (SIOP 3 content appropriate) Language Walk-Away:

**I will read and analyze data on picture graphs.
**

(SIOP 1&2 language and content objectives) (SIOP 3 content appropriate) Vocabulary: Picture Graph Symbol Data

**ASSESSMENT EVIDENCE (What evidence do I need to show the students
**

have learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Response Cards: I will pass out an index card to each student. I will write the following on the board: John asks 15 classmates if they prefer apples or oranges. A picture graph shows 6 pictures of apples and 9 pictures of oranges. Which fruit do the classmates prefer? How many more people prefer that fruit? I will have students write the answers on their index cards. Once all the students have solved the problems, I will tell them to hold up their index cards. Homework: Students will be given homework from Chapter 9 Lesson 3 out of their student workbooks. Content Walk-Away Evidence (Summative): Students will be able to read, write, speak and analyze data using picture graphs. Language Walk-Away Evidence (Summative): Students will be able to read, write, speak and analyze 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 create a picture graph and questions for students to answer. I will place the picture graph on the Elmo and have students answer the questions. 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.

Approx. Time

**ACTIVE LEARNING PLAN
**

Activate/Building Background Knowledge Review vocabulary from the previous day: Data Survey Tally marks Picture graphs Symbol I will point to each term listed on the board. I will ask students what they learned about each term in previous lessons. I will have a volunteer identify the name of this lesson Analyze Picture Graphs I will tell the students that to analyze a picture graph is to carefully examine its data. I will tell students to review the picture graph on the first page of the lesson 541. I will explain that they can draw conclusions about the picture graph based on the results shown. For example, because each piece of food = 1 vote, readers can conclude that 11 people were surveyed. Essential Question: How would you count the votes for bike riding if each picture stood for 2 votes?

How do you get information from a picture graph? Why would you use picture graphs? Review: Common Core Quick Check (This is to assess student learning from Chapter 9 Lesson 2). 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 vocabulary, and concepts learned from lesson 2.

Success Criteria Review vocabulary and learned concepts from lesson 2.

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 post and model how to use the following communication guide. I will have students utilize the sentence frames during the picture graph activities. The survey is about ________. The key shows that each ______ stands for ______. The symbol for ______ is ________. ______ received ______ votes. ______ had the most votes. ______ had the least votes. ______ people voted in all. Focus Lesson (“I do it”) I will tell the students that we are going to use a picture graph to answer some questions about the data in a graph. When we look at a picture graph, always look at the key to see how many votes each picture stands for. I will make sure to express that the key will help you to understand the data in the picture graph. I will have a student read the directions at the bottom of the first student page on 541. I will explain how to analyze the picture graph and take the data within the graph and write the numbers to represent the pictures. How many people like spaghetti? I will tell the students to write 4 on the line next to spaghetti. Model: I will have the class count with me the rest of the picture graph the number of votes for tacos, chicken, and meatloaf and write the totals on the lines. How many votes did tacos get? How many votes did chicken get? How many votes did meatloaf get? Which dinner was the favorite? Which dinner was the least favorite? Which food was liked the most? After each question I will model how to write in the response and have the students follow along. Hands on: As a class we will add to the survey our favorite dinners. I will have students draw a picture on a post it note and place it on the chart shown on the Smartboard. Then we will discuss the results as a class, and write new findings on the student page. Model together: I will guide students through the additional data results we just conducted. We will discuss how the new information changed our previous results.

What is the new favorite dinner? What is the new least favorite dinner? (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 read and analyze data in a picture graph.

Success Criteria Read, draw and analyze data.

Assessment Strategy Ask questions for deeper understanding Model

Modification/accommodations: On post it notes, I will have students draw a picture of their favorite dinner (listed above). I have the students post them on the Smartboard. 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 542. What does the graph show? How many people voted? Did more people like dogs or did more people like cats? If each animal stood for 2 votes, how many people would have chosen fish? How do you think the results would change if we added a different animal? We will read the picture graph and symbols. We will work problems 1-3 together as a class. (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 analyze Read, write and analyze data in Work together questions 1-3. data from a picture graph. a picture graphs. Look for evidence by walking around and seeing their work.

Modification/accommodations: I will have higher level questioning to help enrich my higher-level learners. Collaborative/Cooperative (“You do it together”) I will have students work collaboratively at their tables to work through problems 4-11. They will be able to discuss the different problems together and analyze the picture graphs as a group. Formative Assessment: Learning Goal Success Criteria Assessment Strategy I will be able to analyze data Read, write and analyze data Look for evidence by walking from a picture graph. using picture graphs. around and spot-checking 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:

For Student #8 I will ask him to create a picture graph and questions for students to answer. I will place the picture graph on the Elmo and have students answer the questions.

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 pass out an index card to each student, and ask the following question: John ask 15 classmates if they prefer apples or oranges. A picture graph shows 6 pictures of apples and 9 pictures of oranges. Which fruit do the classmates prefer? How many more people like that fruit? I will have the students write their response on the index cards. This will be their ticket out to 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 manipulatives. 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 and discussing results as a group can be effective, however, with this class most of them want to get busy working together and collaborating. 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. This lesson was more successful than lesson 2. Students were able to analyze data better than drawing the pictures. This was very surprising to me. I really thought they would enjoy drawing. But, they really enjoyed answering the questions and working together. I think the next time I teach this lesson I will have students create their own picture graph, and we will share it as a class and answer questions in order to analyze the data, instead of just having student #8. This could be my ticket out for all students.

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