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 Analyze 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 draw conclusions and answer questions based on bar graphs.

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

I will draw conclusions and answer questions based on bar graphs.

(SIOP 1&2 language and content objectives) (SIOP 3 content appropriate) Vocabulary: Review

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 Boards: I will have students conduct a survey of their classmates, construct a bar graph to display their results on a write-on/wipe-off board, and write four questions that help analyze the graph. I will have students share their graphs and have students answer the questions. Homework: Students will be given homework from Chapter 9 Lesson 5 out of their student workbooks. Content Walk-Away Evidence (Summative): Students will be able to read, write, and speak in order to analyze bar graphs. Language Walk-Away Evidence (Summative): Students will be able to read, write, and speak in order to analyze bar graphs.

Modifications/Accomod ations (ELL, IEP, GATE, etc.) All students should be able to understand this without modifications.
For student #8 (and those who finish early) I will have search through the newspaper or magazines to find bar graphs, picture graphs, or tally charts. I will have him (them) cut them out and glue them to a large sheet of paper. What is the title of the graph? What kind of information does it show? 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 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. Then, I will point to the word bar graph, and ask the students what they have learned about bar graphs. I will also ask the class what analyze means? I will tell the class that we will analyze and answer questions about bar graphs in this lesson. We will then read the objective for the day.

Essential Question: How can I read and analyze data? How do you read a bar graph? Review: Common Core Quick Check (This is to assess student learning from Chapter 9 Lesson 4). 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. I will also pull up a vocabulary word game on ConnectEd and play the game 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 4.

Success Criteria Review vocabulary and learned concepts from lesson 4.

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 have the students work in pairs to go over the vocabulary word cards in their workbooks for chapter 9. These word cards have pictures, and a vocabulary activity on the back of the card that I will have them fill out. They will then place these cards in the vocabulary envelope in the back of their books. Focus Lesson (I do it) Model: I will construct a bar graph with the students using a number cube. I will have each student roll the cube. Then, I will have the students group themselves by the number they rolled. Afterwards, I will ask them to count how many students are in their group. I will then ask the following questions and record the data in a bar graph on the board. Which number was rolled most often? Least often? How many numbers were rolled more than two times? How many numbers were rolled less than five times? I will then tell students that we are going to analyze bar graphs in this lesson. I will have a student read the directions at the bottom of page 555. Hands on: I will then guide students through the student page on 555. I will then have students raise their hands as we conduct the survey together to answer Which dinner choice is the healthiest? Chicken and broccoli, pizza, spaghetti, and milk and cookies? We will then color one square to represent one vote. I will have the students complete the survey as I am doing on the board. I will write the total number of votes for each dinner choice on the lines below the graph and have the students mimic what I am doing on their student page. Which dinner choice got the least votes? Which dinner choice got the most votes? Model together: We will conduct another survey as a class; we will use connecting cubes to make a bar graph. I will ask the question, How do you get to school? We will make a tally chart and then I will have the students make a bar graph with the connecting cubes. I will have students think of a question that could be answered from the graph. I will have the students share their graphs with a buddy and have them answer the question. (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 with connecting cubes. Guided Instruction (We do it) See and Show: I will guide students through the example at the top of See and Show page 556. We will discuss the tally chart and bar graph. We will discuss the how the bar graph is going up and down instead of across like the bars on the graph on the previous page. What number sentence can help you find the number of people Own surveyed? Then I will guide students through problems 1-3 together as a class. How could this graph help a teacher plan a class party? I will have an open discussion with the class and hear their answers. (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 analyze a bar Read, write and analyze data to Work together questions 1-3. graph. make bar graphs Look for evidence by walking 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 4-11. 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 in Read, write and analyze data in Look for evidence by walking a bar graph. bar 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 have them read the problems, listen as they read to see if they are reading and understanding the questions being asked. 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 (and those who finish early) I will have search through the newspaper or magazines to find bar graphs, picture graphs, or tally charts. I will have him (them) cut them out and glue them to a large sheet of paper. What is the title of the graph? What kind of information does it show?
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. Response Boards: I will have students conduct a survey of their classmates, construct a bar graph to display their results on a write-on/wipe-off board, and write four questions that help analyze the graph. I will have students share their graphs and have students answer the questions. 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 response boards 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 students 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 allowed students to work together and guide each other through the independent practice. Students were talking and discussing options on how to answer questions. They were collaborating wonderfully. All students were on task, and involved in their learning. They were so involved they did not want to move on to wrap-up the lesson and go to recess. It was so fun watching the students learn from discovery and discussion.