Lesson Plan 2

Write the
Unit Title Graphing__ Grade / Class 2nd grade

Your Name Deirdre Falla

Technology

Lesson Objective (First lesson in the unit) SWBAT Create a timeline using Timeline Maker to share their cultural engagements in holidays and
traditions.
Content Standard: Hist 2.1 Create a chronological sequence of multiple events. Hist 2.4 Explain perspectives of people in the past and in the present.
Technology Standard: Standard 4. Application use appropriate information and technology to create written, visual, oral and multimedia products to
communicate ideas, information or conclusions to others.

Art Standard students will create images to show meaning of their chosen holidays __Art Standard Visual Arts :1.2.3 Students use a variety of media
(such as tempera, marker, or crayons) to express a specific emotion (i.e., happy, sad, mad, etc). (Use to show data)
Verbal Linguistic (V)
Logical Mathematical (L)
Visual Spatial (S)
Musical Rhythmic (M)
Body-Kinesthetic (B)
Naturalist (N)
Interpersonal (IE)
Intrapersonal (IA)

Initiation/Hook holiday music game. Students will listen to music from different holidays and quick
write in groups the holidays that they think will go with the song. (3 minutes) Students will view Brain
pop jr holiday video as a springboard for discussion.

Verbal Linguistic (V)

Logical Mathematical
(L)
Visual Spatial (S)
Musical Rhythmic (M)
Body-Kinesthetic (B)
Naturalist (N)
Interpersonal (IE)
Intrapersonal (IA)

Developing the lesson Logical Mathematical. Direct Instruction

*Teacher will start the lesson by connecting the word holiday to their own perspective. Teacher will
demonstrate how to choose holidays based on her cultural perspective by selecting from the group
created list of holidays created in an earlier lesson. Teacher will choose holidays that are meaningful to
her and engage students in explaining why teacher chose those holidays. Show through example and
model how to put chosen holidays into the timeline program.

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Verbal Linguistic (V)
Logical Mathematical (L)
Visual Spatial (S)
Musical Rhythmic (M)
Body-Kinesthetic (B)
Naturalist (N)
Interpersonal (IE)
Intrapersonal (IA)

Verbal Linguistic (V)

Logical Mathematical (L)
Visual Spatial (S)
Musical Rhythmic (M)
Body-Kinesthetic (B)
Naturalist (N)
Interpersonal (IE)
Intrapersonal (IA)

Guided Practice: Teacher and Technology Paraprofessional will monitor students as they choose the
holidays that hold meaning to them and log on to Timeline. Students will analyze chosen holidays and
put them in date order throughout the year beginning with January. Teacher and Para may help with
ordering the first two only but may guide through questioning until students come to the order.

Independent Practice: Students will work independently to use their holiday chart to write holiday names
and dates chronologically in order on their timelines. It is acceptable for students to talk with other
students at their group to gather information and clear up misinformation. They may also help each other
with the technology piece. Students often have the best idea about how to help other students.
Once time is up, teacher will point to the learning objectives on the board and as each item is read,
students will say Cha Ching as to say that objective was covered.

Lesson Plan 2
Verbal Linguistic (V)
Logical Mathematical (L)
Visual Spatial (S)
Musical Rhythmic (M)
Body-Kinesthetic (B)
Naturalist (N)
Interpersonal (IE)
Intrapersonal (IA)

Verbal Linguistic (V)

Logical Mathematical (L)
Visual Spatial (S)
Musical Rhythmic (M)
Body-Kinesthetic (B)
Naturalist (N)
Interpersonal (IE)
Intrapersonal (IA)

Assessment : Teacher will ask three questions of the group. Students will talk with each other and answer
the questions. Teacher will assess student discourse to meet contents standards for speaking and listening.
(CC.2.SL.1 Participate in collaborative conversations with diverse partners about grade 2 topics with
peers and adults in small or larger groups.)

*** Next lesson will be a visual spatial lesson where students draw pictures to go with their timeline.

Reflection Strategy Students will be allowed set time to look over their time lines to think about why they
chose the holidays that are on their line. In journals they will answer this question: What made those
holidays special enough for you to put on your personal holiday time line? Students will share their
timeline with the student sitting next to them. As always, to meet the school wide initiative, all students
will answer in complete sentences unless it is a choral response.
Students have the opportunity to post their timelines on the sharing board.

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Intrapersonal Objective and Activity (IA)
Teacher allowed for reflective time for students to determine the
holidays on their list. Students will be given time to think about
previously learned concepts and how holidays are important to
their own lives.

Preparation
Art Materials

Interpersonal Objective and Activity (IP)

Students were given time to communicate their ideas to a partner
and to discuss their timelines

Modeled holiday drawings, crayons,

markers

Manipulatives

White boards, white board markers, graph

paper

Visuals
Books

Large poster with holidays and dates

Props/Costumes
Science Materials
Music
Technology

Use of enoboard to demonstrate, chrome

books,

Other
Reflection: While preparing and teaching this lesson, I found the students to be engaged and excited about the learning process. Starting with the
hook, students were excited to learn. I made sure to give direct instruction as to how to play the circle game that was it would allow for less
disruption during the game for poor behavior or misinterpretation. In the first part of the activity, the students use what Sousa (p87) calls

Lesson Plan 2
Declarative Memory where they are learning and remembering facts ergo skip-counting by 2, 5, and 10. Once students learn to skip count it become
a conscious almost effortless way of recalling information. It makes tasks such as graphing and multiplication easier for students. It will be
important for the student learners to have this type of practice as an ongoing Secondary Rehearsal (pg.92) where students are reviewing
information learned to strengthen their knowledge and sense of it. Sousa mentions that this type of learning has its place in the process of learning if
sufficient time is provided to it. I will use this circle game over the next few weeks to foster understanding of skip counting as a necessary
mathematical process. During the guided practice portion of the lesson, I found that most of my students were very engaged and eager to answer
questions. Two boys and one girl were not as engaged as I would have wanted them to be and subsequently needed individual learning time with me
to go over instructions and have more explicit instruction in how to construct the graph. Because I have several English Language learners in my
classroom, I put a high emphasis on learning vocabulary in a kinesthetic way. Words like vertical and horizontal can be difficult words to understand
but when body movement is assigned to them it makes learning more comprehensible. English language learners transfer information socially more
readily that academic vocabulary that it why it is important to give meaning to words that will be needed to understand the content. (Sousa 157) I
found the lesson to be overall a good learning experience for the students in my classroom. There were little errors in graphs such as missing titles,
or missed information while labeling and the area that I found gave the most difficulty was the assigning the numbers to the bar graph. I found that
most students wanted to start with the number 1 rather than the modeled 0 start point. By starting the numbers at 1, the students bar graphs were
always off by one number. Students dont necessarily go back to find those mistakes on the graph even when given the opportunity to reflect on the
graph. Through this activity I have found that I need to hone in on the students neatness in creating the graphs and how to create bars to show data.
It is evident that students have the knowhow to fill in graphs with given data but they have difficulty creating their own independent graphs. Another
lesson will be important to strengthen their understanding and help them to strengthen their new learning with past learning about data charts and
pictographs and transfer that learning to their vertical and horizontal bar graphs.

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