Lesson Plan Format

Teacher Candidate: Nicole Smith Date: 9/26/18 Time: 12:30-1:00, 1:00-1:30

Cooperating Teacher: Mrs. Smith Coop. Initials:
Group Size: 20 Students Grade Level: 1st Grade
Subject or Topic: Johnny Appleseed, Apples, Math Section: 035

I. Objectives, Standards and Assessments

A. Standard(s)
 CCSS.MATH.CONENT.1.NBT.A.1
o Count to 120, starting at any number less than 120.
 NBT.B.2.A
o Understand that the two digits of a two-digit number represents amounts of tens and ones.
 1.O.A.C.6
o Add and subtract within 20.
 1.MD.C.4
o Organize, represent, and interpret data.
 CC1.3.1.B
o Ask and answer questions about key details in a text.
 CC.1.3.1.C
o Describe characters, settings, and major events in a story, using key details.

B. Performance Objectives (Learning Outcomes)

 The students will be able to describe character traits based on who Johnny Appleseed is and what he
has done to help others by reading Johnny Appleseed by Jodie Shepherd and engaging in a class
discussion.
 The students will be able to interpret and organize data by graphing their favorite kind of apples on a
picto and bar graph.

C. Assessment/Evaluation Plan
1. Formative Assessment
 The teacher will ask questions during discussion of the book, Johnny Appleseed by Jodie Shepherd
to elaborate understanding and student learning.
 The teacher will collect the student’s Apple Survey worksheet to check student understanding of
how to graph.

2. Summative Assessment
 The students will complete a 6-question pretest in the beginning of the unit. At the end of the unit,
they will complete the unit assessment (same as the pretest).
 If the students get at least 5 questions correct, they will receive an Advanced Proficient. If the
students get 4 questions correct, they will score as Proficient. If the students answer 3 questions
correctly, it will score as Basic. If the students answer 2 or 1 questions correctly, they will score a
Below Basic.
 

II. Instructional Materials

 Johnny Appleseed by Jodie Shepherd
 Apple Survey Worksheet
 White Board / White Board Marker / Eraser
 Apple Template
 Yellow Crayon
 Red Crayon
 Green Crayon
 Chart Paper
 Tape

III. Subject Matter Explanation

A. Prerequisite Skills
o The students should have a basic idea about what a graph is and that it shows data.
o The students should know basic numbers from 1-30.
o The students should know how to make tally marks.
o The students should know that every fifth mark exceeding the number four will result in a slanted
tally mark.

B. Key Vocabulary and Content

 Johnny Appleseed Day – September 26th is celebrated as Johnny Appleseed Day every year in
honor of Johnny Appleseed’s birthday.
 Johnny Appleseed – An American pioneer who planted apple trees as he traveled.

 On September 26th every year, Johnny Appleseed day is celebrated. Johnny Appleseed was an
honest and hardworking man who wanted to help others. Instead of staying in his home in one
place, he was a pioneer who traveled from place to place.
 Apples are a type of fruit that grow from trees. There are different types of apples such as Granny
Smith, Red Apples, and Golden Delicious. Apples grow when it is the Fall season.
 Tallying information is helpful when counting. Graphing data is an essential tool that is used in
math. There are different kinds of graphs- bar graphs and picto graphs are two types. The students
should know how to graph data and to read a graph.

Introduction
 1. Hook
 The students will meet the teacher by the white board.
 The teacher will ask the students to raise their hand if they have ever heard of Johnny
Appleseed before.
 The teacher will have the students share their thoughts on who Johnny Appleseed is, and what
makes him an important person.
 The teacher will read-aloud the story Johnny Appleseed by Jodie Shepherd.
 While the teacher is reading, the students will be asked questions to elaborate understanding.
For example, some of the questions may include: “What did Johnny Appleseed wear on his
head?” “Did Johnny Appleseed have a home?” “What would Johnny plant?”
 The students may answer by saying: “A pot. No, he traveled everywhere. Apple seeds.”

2. Activation of Prior Knowledge

 The teacher will remind the students that today is Johnny Appleseed day. Johnny Appleseed is
a pioneer that loved to grow apple trees. He wanted to produce so many apples that nobody
would ever grow hungry.
 The teacher will ask the students: “Did you know that apples come in different types of
colors?”
 The teacher will ask the students: “What color are different apples that we can eat?”
 The students may answer by saying: “Yellow, Green, or Red.”

3. Setting Today’s Objectives

 The teacher will tell the students that they are going to graph their favorite types of apples.
 The teacher will give each student an apple template.
 When the students have received their apple template, they will be instructed to go back to
their desks and get out a red, yellow, or green crayon depending on what their favorite apple
is.

A. Development
 The teacher will tell the students to get out one crayon, either yellow, red, or green, (whichever is the
color of their favorite apple) and use that crayon to color in their apple template.
 After the students are finished coloring their apple, they will put their name on the back.
 As the students finish coloring their apple, the teacher will tell the students to keep their crayons out on
their desks and return back to the calendar area. The teacher will tell the students to bring their colored
apple with them.
 Near the white board, there will be a piece of chart paper.
 The teacher will write at the top of the chart paper, “Our Favorite Apples.”
 At the bottom of the chart paper there will be one red apple column, one yellow apple column, and one
green apple column.
 The teacher will explain to the students that they are creating a pictograph. Each apple represents one
person who likes red, yellow, or green apples.
 The teacher will tell the students that graphing is important before it organizes information.
 The teacher will call on the students one at a time to come up with their apple. The teacher will put a
piece of tape on the back of the student’s apple, and have the student place the apple in the appropriate
column. The teacher will help the student if he/she does not know what column to put his or her apple
in.
 When the chart is finished, the teacher and the students will read the graph together to see how many
students like red apples, how many students like green apples, and how many students like yellow
apples.
 The students will return to their desks and keep out a red crayon, a yellow crayon, a green crayon, and
a pencil.
 On their desk will be an Apple Survey worksheet.
 The students will write their name on the worksheet in pencil, and then the teacher will turn the
student’s attention back to their graph they made as a class.
  The teacher will tell the students to tally mark what color apples everybody likes best. They will put
______ tallies in the Red Tally box, _______ tallies in the Yellow Tally box, and then ________ tallies
in the Green Tally box. They may refer back to the graph to see how many students like each apple.
 After the students have tallied the apples, they will fill out the questions below the tally boxes.
 The teacher will read these questions aloud and the students will answer each one.
 “What apple did the most number of students like?” The students will write down the number of the
most students who liked one type of apple.
 “How many students like yellow apples best?” The students will write down the number of students
that liked yellow apples best.
 After the students have finished all of the questions on the left side of the page, they will now move
onto the graph on the right-hand side of the page.
 Again, the teacher will remind the students of the graph they have made as a class on the chart paper.
The teacher will tell the students that they are going to copy this information from the graph that the
class made together to the graph on their papers.
 The teacher will explain to the student that the graph they will be making on their papers is called a bar
graph.
 The teacher will tell the students to start with a red crayon and that they may color in the red apple at
the bottom of the graph to represent the color red. Afterwards, they will color in _______ red bars for
the _________ students who like red apples.
 The students will do the same thing for the yellow column and the green column of the graph.
 When the students are finished with their graph, they will put their materials away and the teacher will
collect the Apple Survey sheet.

B. Closing
 The teacher will ask the students to raise their hand if they enjoy red apples, raise their hand if they
enjoy yellow apples, and raise their hand if they enjoy green apples.
 The teacher will close out the lesson by asking the students to tell the teacher what is something they
remember learning about Johnny Appleseed earlier.
 The students may answer by saying: “Johnny Appleseed planted apple trees. Johnny Appleseed did not
have a home, he traveled all over the country. Johnny Appleseed’s birthday is on September 26th.”

C. Differentiation and Accommodations

1. Differentiation Plan

2. Accommodations Plan
 If a student needs help to color in his or her apple, they may work with a teacher.
 If a student is struggling to complete the tallies on the Apple Survey worksheet, he or she may
write down the number of apples each student liked best instead of tally marks.
 If a student is struggling to complete the bar graph on the Apple Survey sheet, he or she may
work with a teacher to complete it.

V. Reflective Response:
A. Report of Students’ Success in Terms of States Objectives
(Reflection on student success written after lesson is taught, includes remediation for students who
failed to meet acceptable level of achievement)
 After looking at the worksheets the students have completed, about 75% of the students got a 100%
on the sheet. This means that 15 out of the 20 students in the class were able to represent data and
create a bar graph. Instead of creating a remediation group, I would reteach the lesson in a more
efficient way that demonstrates the standards and objectives of the lesson in a better way.

B. Personal Reflection on Teaching Effectiveness

(Questions written before lesson is taught. Reflective answers to questions recorded after lesson is
taught.)
  Was making a graph as a whole group an effective way to teach the students about how to
interpret and organize data? How did this help the students? What could have been improved?

o By making a graph as a class, the students were able to see how a picto graph is made
and also contribute ideas with one another. However, the lesson was strictly teacher-
based. The teacher created the graph with the students, the teacher went over the
worksheet with the students, the standards did not align with the objectives. Even
though making a graph as a class seemed like a good activity, the students did not
have enough time to explore the material that they learned or to be able to create
something on their own.

 After doing the Apple Survey worksheet, did the students seem to have a better understanding
on how to graph data? How could the students continue to practice their graphing skills?
o Even though the Apple Survey worksheet helped students to practice graphing data on
their own, it did not allow for the students to explore the content. This was more of an
assessment piece, which is okay to have but it is not necessary to use for the content
of the lesson. It just seems like busy work for the kids. The students did graph more
efficiently after creating a picto graph as a class, and then relaying this information
onto the worksheet but the students definitely needed something more to understand
the content.

IV. Resources (in APA format):

 Jodie Shepherd. 2010. Johnny Appleseed. New York. Scholastic.

 Apple Survey Worksheet