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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 Bar 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, write, speak and analyze data in order to make bar graphs. (SIOP 1&2 language and content objectives) (SIOP 3 content appropriate) Language Walk-Away: I will read, write, speak and analyze data in order to make bar graphs. (SIOP 1&2 language and content objectives) (SIOP 3 content appropriate) Vocabulary:  Bar graphs

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: I will post the following question on the board: Dan asked classmates to name their favorite color. In a bar graph, the bar labeled Red goes up to 6. The Blue bar goes up to 3. What does his graph show? I will have students discuss the answer with a buddy. As they line up to walk out for recess I will have them share their answer with me, to check for understanding. Homework: Students will be given homework from Chapter 9 Lesson 4 out of their student workbooks. Content Walk-Away Evidence (Summative): Students will be able to read, write, speak and analyze data in order to make bar graphs. Language Walk-Away Evidence (Summative): Students will be able to read, write, speak and analyze data in order to make bar graphs.

Modifications/Accomod ations (ELL, IEP, GATE, etc.) All students should be able to understand this without modifications.
For those students who finish their assignments I will have them get on ConnectEd and playmaking a Graph with Clara Cat. This game gives students the opportunity to gather information and create bar graphs. 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 New Words:  Bar graph 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 then introduce the new word. I will have the class to turn to page 550 in their student lesson 4 packets. I will have a student read the definition of Bar Graph on the student page. Then I will have them discuss at their tables what the tally chart on the top of page shows. I will have them compare the two graphs below the tally chart. I will then tell them these are both examples of bar graphs. I will ask students what they notice about bar graphs. I will explain that for this lesson you will

learn to take data from tally charts and use it to create bar graphs. We will then read the objective for the day. Essential Question: How can you create a bar graph to show data? What is the difference between a bar graph and a picture graph? Review: Common Core Quick Check (This is to assess student learning from Chapter 9 Lesson 3). 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 3.

Success Criteria Review vocabulary and learned concepts from lesson 3.

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 place a stack of construction paper with various colors on a table. I will have each student select a sheet. Then I will have students group themselves by color. I will explain that we will make a bar graph. I will direct students in each group to line their papers up on the floor end-to-end. I will use sentence strips to write a title and labels. Then we will discuss how bar graphs are different from tally and picture graphs. Focus Lesson (“I do it”) Model: I will place students in small groups. I will give each group a sheet of inch graph paper. I will have each group member write his or her name in a row, (I will model). The first letter of each name should be written in the first square of a row, then the rest of each letter in each square to follow. How can you quickly tell which name has the most letters? The least letters? How can you tell if two names have the same number of letters? I will then tell students that we are going to make bar graphs in this lesson. In the example we are going to take a survey and record the results in a bar graph. Hands on: I will then guide students through the student page on 549. I will conduct a survey about Favorite Winter Activities. I will ask students which activity they like best during the winter season. I will show them how to make a bar graph. As I fill in the bar graph I will have students mimic what I am doing. Which winter activity did your classmates like the best? Which winter activity did your classmates like the least? Model together: We will discuss the results as a class. Because we live in St. George, some of these activities are not something we would do in our community for winter activities. So, we will conduct another survey about summer activities. Then discuss the results as a class. This type of survey and bar graphs might be more reasonable, considering some of the students have never done the winter activities listed on the student page. (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 bar graph.

Success Criteria Read, draw and analyze data.

Assessment Strategy Ask questions for deeper understanding Model

Modification/accommodations: Modifications will be conducting a new survey and making a new bar graph for summer activities. Guided Instruction (“We do it”) See and Show: I will guide students through the example at the top of See and Show page 550. What does the graph show? Which graph do you prefer? What is the difference between each bar graph? Which breakfast food did people like best? Which breakfast food did people like least? Then I will guide students through problem 1 together as a class. How do you decide how many boxes to color in on the bar graphs? I will have an open discussion with the class and hear their answers. I will draw sticks with student’s names on them, to have come up to the board to draw a part of the bar graph, and so on until it is complete. I will have the rest of the class follow along on their own student sheets. (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 data from Read, write and analyze data to Work together question 1. tally chart and make a bar make bar graphs Look for evidence by walking graph. around and seeing their work. Listen as students discuss questions. 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 2-5. They will be able to discuss the different problems together and analyze the bar graphs as a group. Formative Assessment: Learning Goal Success Criteria Assessment Strategy I will be able to analyze data Read, write and analyze data to Look for evidence by walking from a tally chart to make a bar make bar graphs. around and spot-checking graph. students working together.

Modification/accommodations: For students #5 and #6 I will guide them through the exercises in On My Own. I will give them connecting cubes to construct a concrete bar graph of the data shown in each graph in the lesson, then transfer that data onto their student sheet. 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 answer the Hot Problem question on the bottom of page 552.
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. We will do a Think-Pair-Share with the following question: Dan asked classmates to name their favorite color. In a bar graph, the bar labeled Red goes up to 6. The Blue bar goes up to 3. What does his graph show? I will have students discuss the answer with a buddy. As they line up to walk out for recess I will have them share their answer with me, to check for understanding. (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, 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 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 went well. I think it was helpful for students to write their names on a graph paper in each square. This gave them a visual interpretation of bar graphs prior to learning the concepts. I also think the manipulatives helped my lower

level learners to see the data with connecting cubes and them coloring them in on their student page. I found the students were anxious to get going on their assignments and not wanting me to teach. They were ready to go rather quickly. I felt like they already knew how to do the work. I am not sure if this is a good thing or not. I am also unsure of how to direct my teaching when the students want to do it on their own. My plan is to place them in the middle of the room and have student #18 guide them, or possible see if they will be able to talk and work through things as a whole, while I sit back and listen. I know it has worked in previous lessons. Overall, I think the lesson was good.