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Winona State TPA-Referenced Lesson Plan

Teacher Candidate Name: Sara Medin


Grade & Subject Area: Year 3 - Maths
Date for Planned Lesson: 28.3.18
My goal for this lesson is to make sure that I have all steps of the lesson up for the
students to see after they scatter to do their work.

Lesson Title Easter Graphs

MN/CC State Standard(s) Investigate questions by using the statistical enquiry cycle (with
- direct quote from MN standards support).
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
Central Focus Gather and display category and simple whole-number data
- derived from standard, Interpret displays in context
- communicates general goal

Learning Target for this Lesson Explain graphs and how we use them.
- concisely says what students will be
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. Bar Graph, Pie Graph, Pictograph
a. Domain-specific Acad vocabulary
b. General Academic vocabulary b. Represent
(words used in school across many
subject areas) c. I can tell that this bar graph should be so big because the story
c. Syntax Sentence Frame: Example says it has X amount of numbers.
sentence that students can use d. Once students finish their first sheet they will have to show their
to accomplish target second sheet to a peer using the academic vocabulary.
d. Point in lesson where students will
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports M and H will accomplish the stated goal with the help of a TA
a. Identify how some form of
additional support will be
provided for some aspect of the
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
Resources & materials needed Easter Egg Hunt worksheet, Egg Hunt question sheet, Egg Hunt
pictograph sheet, pencil, coloring pencils
Lesson Part Activity description / teacher does Students do
Phase 1 Play 21!!
State Target & Activate Prior
Knowledge Raise your hands if you remember what Students raise hands
a) Post the learning target we’ve been working on this last week in and share.
statement and indicate whether math.
the teacher or student(s) will read
it aloud
b) Engage students in activity to
elicit / build prior background
knowledge
Phase 1 Assessment Take note of what students remember
from previous math lessons.
Phase 2 Teacher Input / Inquiry We are going to look at these Easter Egg Hunt Students think in their
- Explain procedures graphs and figure out how we should fill them heads and then share
- Demonstration the task out. Think in your head for what kind of graph with a buddy.
- Teacher think aloud this one is. (Give them 30 seconds to think)
Share with a buddy. Students share with the
Call on two or three kids to share with the class. class.
We are going to look at this bar graph. It says…
(Read what the bar graph says on top) Students respond when
Think in your head for how you think we should called upon.
go about solving this. We have our colors along
the bottom but what are we missing on the
side? (Let them think for a few seconds) Share
with a buddy. Call on two or three kids to share
with the class. We are missing the numbers.
Our story talks about numbers 1-4. Do you
recon we go up by 5s? 10s? 2s? (See if they
need any guiding to the number 1 as the
answer) We are going to count up in 1s. I have
read the story to you once but I would suggest
you read it to yourself and start filling in boxes
with the colors as you read it.
It starts out by saying that Bob found 2 blue
eggs. Where is Blue on my graph? (Call on one
or two kids to share with the class) Yep, it’s our
second slot over. So if Bob found two blue eggs
than how many boxes do I fill in? (Call on one
or two kids to share with the class) Two! You
seem like you’ve got this.
Okay, and when we go to do this on our own
what do we need to make sure that we have on
our pages? (Call on one or two kids to share
with the class) We need our date and our
WALT. What kind of date do we need? (Call on
one or two kids to share with the class) We
need our short date. Do you think that you are
ready to try some on your own? Once you’ve
finished the first sheet, show it to a peer before
showing it to Miss Davies or myself. I will give
you the next sheet when you’ve finished. If they
are ready, let them try it on their own.
Phase 2 Assessment Note student response for whether or not
you should go back over any instructions.
Phase 3 Guided Practice Call on students who are ready to go to Students try the first
- Paired/collaborative work the table and start the work. graph sheet.
- Teacher(s) may roam & assist

Phase 3 Assessment Walk around and see how students are


getting along with the sheet and answer
any questions they have as they are going.
Phase 4 Independent practice Have students who complete the first Students continue
- Individual student work sheet start the second questions one. working on their
If they finish that, give them the pictograph sheets.
one. Sit with those students and talk
through the pictograph sheet if they need
any extra explanations.
Phase 4 Assessment Walk around and check on students.
Phase 5 Restatement & Closure If time allows, clap to get the attention. Students come together
a) Restate learning target Grab your graphs and bring them to the and share with the
b) Explain a planned opportunity carpet. Who is supper proud of their work class.
for students to self-assess and would like to share their graph with
their perceived level of us? (Call on one or two kids to share with the
mastery for the target. class) You did a great job today. Let’s sensibly
put our maths books back in the box and sit
down again to get ready for writing workshop.
Phase 6 Summative Next Steps
Attach a class roster (first names
only) with space to indicate
for each student the needed
next steps of instruction.