Name: Grade/Subject: Date:

1. Texas Essential Knowledge and Skills (TEKS): (C2) (Technology Applications Middle School Grade 8): 5(A) compare
and contrast data types, including binary, integers, real numbers, Boolean data, and text-based representations;

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
What types of data are available to a developer. When will a developer need to use specific type of data. What are some of
the advantages and disadvantages of using specific types of data. The core fundamentals of how to express each data type.

3. SMART
Objective(s): (C3) - Apply understandings of the advantages of using Boolean data by having students write either a "True"
or "False" when creating a Boolean data type and seeing the outcome when running and testing the code.

- When using a Boolean data type, when would it be useful to use a "True" expression in your code?
Essential Question:

4. Central Focus - This lesson will allow students to be able to comprehend a Boolean Data type and know when
(C4) it will be important to write either “True” or “False” in your logic statements to either have a
How will this lesson link statement or data type return true or false. The students will make code for either a website or an
with other lessons in the application to either implement specific functionality within the program or withhold
unit? information from being shown.
Learning Targets - I can write a Boolean Data type in code to return a value if labeled “True”.
I CAN statements that
Clearly show alignment
- I can write a Boolean Data type to not return a value if labeled “False”.
with TEKS
5. Academic Language
(C5) Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Academic language - Apply
represents the language
of the discipline that
students need to learn and Vocabulary (words, phrases, and/or symbols that are used within disciplines):
use to engage in the - Data Types, Boolean, True and False
content area in
meaningful ways.

There are 4 language
demands to consider as
you require students to
read, write, speak, listen,
demonstrate and perform.
Discourse (Structures of written and oral language, how will they talk, write, and participate in
knowledge construction: discussions, reports, essays, multi-media presentations, performance):
- Students will write True or False Statements and explain what the output would be for each
statement.

Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):
- Using a programming language to write and output code. Also have a graphic organizer to
show there understanding before the actually make the code.
6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5) - The students will write code to demonstrate their knowledge on using Boolean data types and
The resources, true or false statements.
representations, and
strategies you will
provide to help students Vocabulary Strategies - (GO TO Page)
understand, use, and 1. 4 – Part Analysis (Frayer Model)
practice the concepts and
language they need to
learn within the 2. Strategy for Success. (Marzano) Similarities and differences by playing the true or false game
discipline and creating graphic organizers.

Site the researcher’s

name as you refer to the
strategy. Discourse strategies - (GO TO Page)
-Write: Underlining and Highlighting

-Talk: Small Group Learning

Syntax - (GO TO Page)

1. Anchoring Activities (Tomlinson)

2. Flexible Grouping (Tomlinson)

Making Content Comprehensible (R9)

- I will be using graphic organizers to help break down the vocabulary and concepts for
each student. This will hopefully help emerging bilinguals still be able to understand
and grasp key vocabulary and information.
7. Assessment/ Assessment of your TEK
Evaluation (C6) Formative: Embedded Assessment. Students will practice writing code and be assess on their
Assessment(s) must be knowledge und understanding of the TEK.
aligned to the TEKS,
and objectives.

Summative: Unit Project. Creating a website which displays certain attributes and hides
information by using Boolean data types to code their website.

Assessment of your language demands:

Formative: Oral Reports. Talking with a partner reviewing the concepts of data types and
Boolean data.

Summative: Checklists. Have students record their outputs based off the different true or false
statements using different programming languages.
8. Hook (C7) Hook activity (make connections to prior learning)
- True or False. This will be a great activity to start out with considering the lesson is all about
True or False statements using Boolean Data Types.
Closure (C7)
Closure Activity: (make connections to prior learning)
- Pair/Share Have the students think about what they have learned, write it down, pair up and
then share what they have learned.
Student Assets (C7)
Personal assets: Refers to specific background information that students have prior to in class
learning.
Cultural assets: Cultural background knowledge prior to classroom learning.
Community assets: Shared or common background experiences that students bring from the
community.
9. Body of Lesson/
Teaching Strategies and I DO – I use a graphic organizer to explain and show what a Boolean data type is and what true
Learning Task(s) or false statements represent in our programming languages.
(C9)
WE DO – Have students make their own graphic organizers and then practice writing code
Be sure to include: together to produce desired output.
How will students learn
and use academic
language? YOU DO – Have students then work on their websites by utilizing the Boolean data type to
output appropriate design elements onto their web pages and forms.

Three higher order

thinking questions.
Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the
content, process, product, and/or learning environment):
Marzano Strategy
o Second Language learners / Cultural Diversity: Tiered Instruction (Tomlinson’s
Strategies for Differentiation). The Process. It may look slightly different for students
that need help by reading the instructions out load to them or using scaffolding strategies
to tailor instructions and notes to accommodate each students needs.

o Gifted / advanced learners: Anchoring Activities (Tomlinson’s Strategies for

Differentiation). The Product. Giving the students the freedom to create more elaborate
websites based off the TEK vs having other students turn in simple forms that are being
implemented on the website.

Technology: -(GO TO page)

- Using programming languages to write and understand code and how to implement it on web
pages and forms.

Marzano Strategy - (GO TO page)

- Using similarities and differences by creating graphic organizers will show the students not
only what makes Boolean data types unique from other data types, but how to differentiate
between when you would need a “True” or “False” Statement.

Higher Order Thinking Questions (GO TO page)

1. What can the students compare/contrast from different types of data? (Analyze Blooms
Taxonomy)
2. How can you show if a statement will be implemented in a line of code using Boolean data
type? (Evaluate Blooms Taxonomy)
3. When would you recommend using Boolean data type when creating a website? (Create
Blooms Taxonomy)

10. Resources and
materials needed (C9)
(E7)
11. Classroom
Management Strategies
(CBM5)
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?
Add 3 procedures
12. Academic Supports
for Students (E6)
What instructional
strategies and planned
supports, will you employ to
meet the needs of each
student that has identified
special learning needs?
Grouping / Partnering Technique: (Hattie)
- Positive Peer Influence. Students that already show mastery can help other struggling students
when writing the true or false statements in a programming language.
Potential misconceptions and your plan to address it: A potential misconception could be
that you would not need to write a false Boolean data type since it does not appear when
running the program or loading the website. I could show examples of how there are certain
instances that you do not need the Boolean data to be implemented, but at another point in the
program, you can then have an if statement to change the result to true if the if conditions are
met. Allowing for a variety of responses based off the same piece of data.
- I will need computers for myself and the students as well as pens, pencils, or markers to make graphic
organizers.
(How might you differentiate materials and resources for learners with various needs?)
- Using a visual timer could be helpful for students to see how much time they have left
to work on the assignment.
- Graphic organizers to help students visualized the code before they write it.
SUBMIT LPG and SELF EVALUATION RUBRIC – C9
- Be quiet at a voice level 0 and turn and face the speaker when the speaker has their hand
raised.
- When entering the classroom, we need to be at a voice level 0 and complete the 5-minute
warmup on the board.
- If you have a question at any point, please raise your hand and I will do my best to clarify.
Accommodation(s)- (A change that helps a student overcome or work around obstacles ):
1. Time
2. Difficulty
3. Participation
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Allow students to have more time to complete the assignment if I need to modify the lesson
to meet that accommodation I would change how long we would need to cover the essential
question.
2. For those that struggle with coding and need an accommodation for difficulty, I could have
them write out the logic of the code on a graphic organizer instead of trying to type it out in a
programming language.
 3. If different levels of participation needed to be accommodated for, I could have students that
(E11) needed to pair up to work together on their coding assignment to hopefully collaborate and meet
their objective.

Strategies for ELLs (strategies that support language acquisition)

1. Explicit Vocabulary Instruction

2. Post Content and Language objectives

3. Have instructional intervention for emerging bilingual students.

4. Know the baseline of each students reading and writing proficiency

5. Make students practice reading and writing in academic English.