Jose Lesson 3
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School
Rio Salado Community College *
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Course
293
Subject
Industrial Engineering
Date
Feb 20, 2024
Type
docx
Pages
6
Uploaded by MinisterJellyfishMaster1747
Critical Components of Lesson Design Template
Directions: Download the document to your computer. Save it as
YourName
_Lesson X (replace X for the number of the lesson, i.e., 1, 2, or 3). Fill in each section. Each textbox
will expand to allow you to enter as much text as needed. SAVE the document and upload
it to your instructor using the assignment link within the lesson.
Planning
Author
Include names of all creators of this activity, including your own.
Jose Hernandez
Subject(s)
Math
Topic or Unit of
Study
To what topic or unit does this lesson belong? Be as succinct as possible (e.g., The Civil War, Density, Short Stories, The Post Office, etc.)
Bar Graphs, Line plots, and tally/fluency chart
Grade/Level
3
rd
Grade
Materials and Media
Materials include any materials (text, colored paper, visuals, manipulatives, whiteboards, graphic organizers, etc.). It is important to have all materials ready to go for the delivery of the lesson. Media would include any technology/media devices (Smartboard, document camera, iPad, iPod, electronic keyboard, clickers, YouTube video, etc.). If this lesson plan is used to fulfill technology requirement students must be actively engaged with the technology tool.
Notebooks, pencils, document camera, projector, Flocabulary video on bar graphs, ipads (google classroom to complete the assignment)
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Standards
3.MD.B.3 Measurable
Objectives
Measurable objectives identify what the student will know and be able to do by the end of the lesson. Objectives include references to expected performance/behavior and specific criteria for mastery. The measurable objectives should be aligned to the standards selected.
By the end the end of this lesson students will be able to read data and use it to fill out and label a bar graph with 90% accuracy.
Summary
Provide a brief overview of your activity.
Today students will take notes on how to convert tally charts, frequency tables, and scatter plots to a bar graph. Students will learn the vocabulary: x axis, y axis, and title. They will learn how to create a bar graph including all of its parts such as a title, the labels for the x axis, y axis and how graph can be done by a scale. Differentiation
How will you meet the needs of all your students (variables could include readiness, rate of learning, interest, learning styles, flexible groups, products demonstrating mastery).
I will have students partnered up. My extremely low student with my extremely smart students during the lesson. After the lesson I will work with the low group that struggles and the extremely high group can work together or independently on more challenging work.
Remediation
Re-teaching of the content using a multi-sensory approach or different method. Adapting and modifying instructional practices to deliver appropriate, responsive instruction for students.
Depending on how they do I will work with a small group that need extra help on Wednesday when the rest of the class is participating at centers. We will together look at tally tables and frequency charts and walk through how to read and understand them. Extensions
Enhancement of the content (Bloom’s Taxonomy/Webb’s Depth of Knowledge) that will go above and beyond the measurable goals.
For my high group they will conduct their own surveys and create their own bar graphs with creating different scales for 2
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each bar graph. They will also solve word problems that require them to solve two step problems. Assessment
Pre Assessment
Data (if applicable)
This includes the data collected prior to this lesson that drives instruction. This could include teacher-made tests, DIBELS, progress monitoring, state/district assessments, etc. Include a summary of the data collected to inform your instructions.
Mymath Curriculum has a pre-assessment at the beginning of the chapter that is what I used to drive my lessons/instruction. I noticed that more than half my class does not fully understand how to use data tables. Especially when it came to two step problems that dealt with bar graphs. Post-Assessment
Post-Assessment: Data collected which demonstrates student proficiency and student mastery of measurable lesson objective(s). Summative assessment may include; skill based checklist, rubric, developmental scale, answer key for test, essay, worksheet, or quiz. Formative assessment may include; a question and answer session, performance observation, individual contributions to collaborative group projects in order to guide future lesson
planning.
Students will take the MyMAth Post Assessment of line plots, tally fluency and bar graphs lesson.
Assessment/
Rubrics
You can paste your rubric here, or (if too long) write the title here and upload it to your instructor when you submit this lesson.
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Teacher Facilitated Instruction
Anticipatory Set
with Purpose
(Written in narrative form)
The anticipatory set is to
grab the students’ attention
. The teacher actively engages and motivates the students about the lesson topic through conversation, visuals, read alouds, computer clip, critical thinking questions, etc.
The anticipatory set should be relevant to the lesson and link students' prior learning to the current lesson focus.
It is important for the teacher to directly state the new concept/skills and/or strategies the students will be learning and how it will apply to their own lives (age appropriate).
I will remind them of the survey that we did the other day that they had to tell me what their favorite ice cream is. I will explain that there is another way that we can organize the data. I will ask them scaffolding questions to help me create a bar graph using the information from the other day. They will tell me what we should title it, how many students participated, what the scale can be made out of, what were the flavor options and then telling me what the results were of the survey. We will take a look at the bar graph and notice how easy it is to see which flavor was the favorite, which was least favorite by how much etc. I will have a discussion with them for them to tell me when they think that a bar graph can come in handy. We will have a discussion how bar graphs are used in science. Instructional
Sequence
This portion of the plan should include: direct instruction, modeling, guided practice, active engagement, checking for understanding, and an independent activity. In order to demonstrate your thorough knowledge of each critical component, you will insert an abbreviated indicator at the end of each content item.
Direct Instruction: (DI) Modeling: (M) Guided Practice: (GP) Active Engagement (AE) Checking for Understanding: (CU) Independent Activity (IA) *Utilize the attachment tab at the top of the screen to attach your independent activity.
(DI)For this section students will be taking/coping notes in their notebook while I lead. This is where
we define important words and copy some examples. (M) As they are taking their notes and coping
the examples I will talk them through it. I will model by thinking out loud and explaining how I look and
read all the parts of the tables/charts. Making sure that I understand if the bar graph is measured by a
scale. How I can use the information to answer questions even if the examples aren’t asking for it. I
will model how I take note of questions and analyzing to see what is it asking for and keeping an eye
out for key words that tell me which operation to use. (GP) For this section students will get two
problems where they will have to attempt at solving it. Once they have their will come to me to check
their work, if they are correct now they will walk around the classroom and help their classmates
understand the problems. (AE) They are actively engaging with their classmates during guided
practice by being teachers to each other. They are actively engage during the lesson because I will
periodically ask them questions or ask them to repeat to a partner important information that they just
learned. (CU) Their responses to the guided practice is a good check for understanding. If I have
more than 5 students not getting it correct then I know as whole class I need to go back and review
their notes/examples, we just did and possible give them more example and practice to do as a whole
class before moving on. (IA) after guided practice students will have a chance to work on their
independent practice (Mymath curriculum). Even though it is independent work I do encourage
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students to ask each other for help when needed.
Independent Activity
This is commonly called homework or seatwork. Unlike the guided practice, the teacher is not present to correct mistakes. The purpose of this practice is to help in the retention of the material that is covered.
After taking notes and completing the guided practice students will go sit in their assigned seats and
complete their independent practice. At the end of the day they will have homework roughly 10
questions that are like the examples/guided practice questions we did in class
Closure
(Written in narrative form) Revisiting or reflecting on the measurable goals here will help organize the information into a meaningful context in the students’ minds. Keep in mind that the closure portion of the lesson is not the end point of the skill or subject but a final "check for understanding" used at the end of the class period or before changing subjects. The information gathered during this portion of the lesson will help the teacher plan future instruction.
As a closure I will have a discussion with the whole class on what we learned today. I will ask each students to tell me a part of a bar graph or a situation that they could use a bar graph . We will have a
discussion as to why or when we would use a bar graph. I will also be asking them questions on some misconceptions and they will have to correct me and explain why it is wrong. 6
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