Metroplex Center Lesson Plan Template

for Formal Observation

Intern/Resident: Eden R. Esters

Date: September 25, 2018

Subject: Math, and Science Grade Level: Kindergarten

Projected Length of the Lesson: 45 Min.

Learning Objective (Learning Intention/ TEKS)

TSW observe the recording of a graph and understand how graphs can depict data.

Criteria for Success (How will you know if students master the learning objective? How will students know they were successful?)

100% of the students will understand that a graph can depict data.

Relevance/Real World Application (Can your students explain to someone WHAT they are learning and WHY?)

The relevancy is in the understanding of how the basics of graphs work.

Interdisciplinary Connections (Other Subject Integration)

§112.11. (b)(2)(D) record and organize data and observations using pictures, numbers, and words
§111.2. (b)(1)(D) communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, and language as appropriate
(b)(8)(B) use data to create real-object and picture graphs

ELPS

(c)(1)(E) internalize new basic and academic language by using and reusing it in meaningful ways in
speaking and writing activities that build concept and language attainment;
Class Information

One of my students often gets to do his work independently.

Assessment Plans (Formal and Informal)

1. Assessing prior knowledge before the lesson:

Have you ever had a red, yellow, or green apple? Testing their prior knowledge
2. Assessing understanding during the lesson:
Thumbs up/thumbs down asking questions about the graphs.
3. Assessing mastery after the lesson:
Are they in their respective groups understanding their independent work?

Technologies and Other Materials /Resources

● Apples green, red, and yellow.

● Plates/bowls
● Apple anchor chart

Academic Vocabulary

Graph

Lesson Procedures/Learning Activities:

Introductory Activity/Opening:
Pull out the three different types of apples. Ask the students questions about the apples, i.e. Have any
of you had a Yellow apple before? Or what do you think are the differences in the apples?
Information Giving:
Allow students to try each type of apple. Practice whisper talking to your table about the differences in
the apples.
Modeling/Providing Examples:
Each student will be asked what type of apple they like the best and the teacher will put them into a
graph for the students.
Guided Practice:
Model how to make a graph with the students.
Higher Level Questions/Thinking Opportunities (List at least two questions):
Which apple color has more?
How many more are in green apple group than the red apple group?
Independent Practice:
The students will break off into different groups based student ability.
Closure/Culmination Procedure (Summary of what was learned):
Ask questions about the graph to close; thumbs up thumbs down.
What are other ways we can use graphs?
The differences in the number of apples in the groups.
How many apples are in the different groups?

Instructional Strategies for High Student Engagement

Hands-on activities.

Differentiation (Content, Product and/or Process) (How are you challenging the able learners? How are you supporting the struggling
learners?)

There will be four differentiated activities, with apple themed literacy cards.

Anticipated Student Difficulties or Misunderstandings:

Students will work with the teacher to make the graph so that they see how to put tally marks together.
Students who have difficulty on the independent work can ask for help from their table mates and to
their teacher.

(Minimum One page/Double Spaced) Impact Story/Reflection after liaison’s lesson should
include:
1. What went well?
2. What would you change next time around?
3. Was the learning goal/objective met by most students? What did your assessments reveal?
4. What were your professional growth goals and how was your progress toward your goal(s)
reflected in this lesson?
5. What are your next steps?