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 Take a Survey 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 read and speak in order to take a survey and organize data using tally marks. (SIOP 1&2 language and content objectives) (SIOP 3 content appropriate) Language Walk-Away: I will read and speak in order to take a survey and organize data using tally marks. (SIOP 1&2 language and content objectives) (SIOP 3 content appropriate) Vocabulary: Data Survey Tally Marks

ASSESSMENT EVIDENCE (What evidence do I need to show the students

have learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Think/Pair/Share: There will be the following problem on the board: Ten pet owners named the kind of pet they own. The tally chart showed eight tally marks next to Dog and four tally marks next to Cat. Students will create the tally chart. If ten people were surveyed, how can the tally chart be correct? I will have students tell their answer to a friend before sharing with the whole class. Homework: Students will be given homework from Chapter 9 Lesson 1 out of their student workbooks. Content Walk-Away Evidence (Summative): Students will be able to read, write, and speak in order to organize data using tally marks. Language Walk-Away Evidence (Summative): Students will be able to read, write, and speak in order to organize data using tally marks.

Modifications/Accomod ations (ELL, IEP, GATE, etc.) All students should be able to understand this without modifications. For Student #8 I will ask him to write a real world story problem using tally marks for his peers to solve.

Approx. Time

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge Introduce new vocabulary I will write the data, survey and tally marks on the board. I will ask students what they know about these words. I will ask when they have seen tally marks and what they are used for? I will then explain that to take a survey is another way to ask a question. Additionally, a survey involves asking questions, and then recording the answers. The responses to those questions can be recorded by tally marks. The information, or data, is usually displayed in a chart. I will also display the vocabulary cards associated with these words and post them on the white board next to the objective and vocabulary words. Essential Question: How do tally marks help you to organize data? How can you organize data using tally marks? Why would you need to organize data? When is it important to collect data? Review: Common Core Quick Check (This is to assess student learning from Chapter 8 Lesson 5). (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 new vocabulary, and concepts learned from lesson 1.

Success Criteria Define new vocabulary and learn concepts from lesson 1.

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 organize my students into two groups with 3 and 4 students in each group. I will assign a term to each group. I will have students look up the term in the glossary. They will be given chart paper to write the definition, and draw a visual math example with the term labeled. One member from each group will then share their definitions using the sentence: Our math work is _______. It means _____. I will then post the charts in the classroom on the math word wall. Focus Lesson (I do it) I will introduce to the students how to take, read, and write surveys using tally marks. I will discuss with the students that they are going to take a survey. Students are going to ask their classmates a question and keep track of their responses by using tally marks. Model: I will draw one tally mark and a set of five tally marks on the board as I explain what numbers represent. (Connect to background knowledge: Remember when we learned to count on? Do you remember how to count by fives? We learned this when we counted money and nickels.) Then, I will draw seven tally marks on the board and show students how to count the tally marks to find the total. Next, I will draw nine tally marks on the board. We will count by five, then count on by ones. What number do these tally marks represent? 9 I will then have student #5 read the directions at the bottom of the student page 529. I will then tell the students that when I will ask you what your favorite fruit, the choices will be apples, oranges, and grapes, so think about which one you like best. I am going to model. I am going to have you raise your hand when I say a fruit. Then, I will use tally marks to represent how many students like the fruit choice being asked. I will then take the survey. As I ask the students I will use tally marks on the white board to represent their responses. Once the survey is complete we will count the tally marks and circle the fruit that is most liked and place a square around the fruit that is least liked. Hands on: As I am taking the survey I will have students use their work mat to write tally marks when I am writing my tally marks. They will circle the most fruits liked and place a square around the least fruit liked. Model together: I will guide students through the example survey we just conducted. I will discuss the vocabulary terms and their meanings. I will talk about writing and interpreting tally marks and the diagonal slash to show five. I will then write tally marks on the board for the number 16. Is there an easy way to count this? Remember we can skip count by 5s, and then count one more. The answer is? 16 (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 speak and write tally marks in order to take a survey and read the data.

Success Criteria Read, write and interpret data.

Assessment Strategy Ask questions for deeper understanding Model

Modification/accommodations: Additional tally marks will be written on the board for students who are not able to count the tally marks. I will ask students to write on their write boards 10, 13, and 18 using tally marks to make sure they understand how they are reading and writing tally marks to take surveys. Guided Instruction (We do it) See and Show: I will guide students through the example at the top of See and Show page 530. We will read the definitions of survey, tally marks and data to review. We will work problems 1 and 2 together as a class. As a class we will take another survey and then answer the questions. This survey is about which season do you like best? We will answer question 1 (Which season is liked best?) For question 2 I will guide students to write a number sentence to solve the question (How many students like winter and fall all together?). (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 take a survey Read, write and interpret data Work together questions 1-2 and answer questions by using using tally marks. Look for evidence by walking tally marks. around and seeing their work.

Modification/accommodations: I will have each student go to the board one by one and make a tally mark. I will ask the 5th student to make a diagonal slash through the previous 4 tally marks. I will have students work with a partner to find the total number of tally marks. Collaborative/Cooperative (You do it together) I will have students work collaboratively to take a survey and answer the questions needed for problems 3-5. They will then be able to work with their table buddies to answer the problem solving questions. I will then walk around and help students with any questions they may have. Formative Assessment: Learning Goal Success Criteria Assessment Strategy I will be able to take a survey Read, write and interpret data Look for evidence by walking and answer questions by using using tally marks. around and spot-checking tally marks. students working together.

Modification/accommodations: 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. 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: Student #8 will be allowed create a survey question and create his own tally chart to record the data. Then I will have him present the survey to the class and conduct the survey to answer the question.

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. I will also conduct a Think-Pair-Share and write the following problem on the board: Ten pet owners named the kind of pet they own. The tally chart showed eight tally marks next to Dog and four tally marks next to Cat. I will then have students create a tally chart. If ten people were surveyed, how can the tally chart be correct? I will have students share with a buddy before they share the answer with me. Students will talk then share with me as they walk out the door for recess. (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. 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 tally marks and connecting to skip counting by 5s was very effective in my teaching. This was even beneficial for my lower level learners. 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 by using tally marks without forgetting to use the diagonal slash mark to keep track of their results. This lesson was very successful and students were enjoying the survey portion of the assignments. They were connected to their learning and engaged the whole time. Students enjoyed the group configurations and the ability to talk and share their answers with each other.