SHANGHAI LESSON PLAN

Pre-service Teacher name: Date:

Danielle Monjean 27.8.20
Year level/ age range & number of students: Highlight planning process:
Year 1 Planned collaboratively with peer
Estimated duration of activity: Planned collaboratively with Supervising Teacher
Planned independently based on ST lessons
1 hour Planned Independently
Deconstruction of Supervising Teacher’s lesson
Learning area: (E.g. English, Mathematics, Science, Health & Physical Education, Humanities & Social Sciences, The Arts, Technologies and
Languages)
Maths
Specific Topic: (including Australian Curriculum content descriptor)
Data Representation

Learning intentions: (Descriptions of what learners should understand and be able to do by the end of a learning period, the
‘what and why’ of the learning task: ‘We are learning to …. (learning intention ‘what) so that we can …… (learning intention ‘why’))

LO: I can ask simple questions, gather data, construct graphs based on data and read the final data.

Success criteria for students: (clear and specific measures of how students have met the learning intentions, i.e. how they are
going with the task, this can include both learning content and strategies; ‘I know that I can do this when I have ……)

I know that I have successfully met my learning outcome through the finished graph being formed with a title,
categories, labels, and data. The graph represents the information collected for the simple question.

Assessment: formative/ summative

Summative:
Can the students:
- ask simple questions
- tally
- labelling their graph
- draw pictures to represent data
- determine appropriate categories
- draw bars to represent their data
- create an appropriate scale
- analyse their data. 
Preparation/ organisation/ resources:
(What range of resources will I need for the students to engage in the activity? Where will I access the resources from?)

- Prepare and print question sheets

Key vocabulary:
Bar Graph
Graph elements: Title, Data, Label, Categories
Simple questions

Differentiation: (Are there any students that I need to personalise the activity for)
Specific student needs: learning/ behaviour Adjustment and considerations

Explicitly teach how collect data

Display definitions for those who need to copy.
Black page for H/A
Template for L/A

Lesson running schedule: Time frames

What skills and strategies will be used by students? What range of teaching strategies will I use? Approximate time frames
Transition: (physical shift/ mind shift: how will I transition students from previous activity to this 1 minutes
activity in an orderly and time efficient manner? How will I gain and focus their attention?)

Gather children on the mat

Introduction: (hook/ tuning in: how will I gain the interest of the students in the topic?) 3 minutes
- Children play educational game – fishing (toy theater)
- Recap on last lessons where we collected data.

Pre-service Teacher facilitated mini-lesson: (explicit teaching & modelling of topic content, 5 minutes
strategies and learning focus, explanation of learning intentions)
- Explicitly teach how to construct graph, where elements go, etc.
- Example on the board
- Hand out previous data collection sheets from last lesson

Student focussed work period: (Students collaborative or independent student work period; 30 minutes
how will students engage with the topic, how will I check all students understand the activity, how
will I use proximity to determine their understanding and give specific feedback relating to success
criteria)
- Students work in their groups to construct their graphs based on the data
collected last lesson.
Conclusion WWW reflection: (How will I transition students to the close of the activity? How 5 minutes
will I determine if they fulfilled the success criteria and learning intentions? How will I include
student voice and my feedback on what worked well ‘WWW’ in relation to learning and the
learning strategies they used?)
- Swap graphs, and students answer questions based on the graphs.