Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Sheila Holmes Date: March 23, 2018

Context for Learning (edTPA)
Where is the school where you are teaching located? City: ____x___ Suburb: _______ Town:_______ Rural: ______
Grade level: ____1____ Number of students in the class: ____22____
Students with IEPs/504 Plans
Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
 Checks for understanding
IEP (Speech or Language Impairment) 2  Use of visual cues
 Refocusing and redirection
 Pre-teaching and re-teaching of materials
 Preferential seating
 additional support to complete homework (staying after)
IEP (Speech or Language Impairment) 1  directions repeated and/or simplified
 numerous models of new skills being taught
 preferential seating- near the instructor, away from
distractions
 frequent checks for understanding, especially if she is
working independently
 additional time to process new information, slower
instructional pace
 additional time to complete longer assignments, or modified
assignments to reduce the length of the task
 graphic organizers
 visual cues (word walls, lists, directions, 'silent teachers')
 study guides
 word banks
 scaffolded/skeleton notes
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
 Incorporate Arabic verbal prompts when possible
ELL - Emerging 2  Use visual cues
 Pre-teaching and re-teaching of materials
 Checks for understanding

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 Lesson __1____ of a ____4__ Day Learning Segment

Subject and Lesson Topic: Mathematics, Probability and Data Management, Data Collection

Grade Level: 1 Lesson Duration: 35 minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

The central focus of this lesson is for students to be able to follow how to set up a tally chart, collect data, and recognize relationships that the
data has.

Knowing Your Learners

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

Students have been introduced to data collection informally in Kindergarten as a part of their morning sign in. Each student would have check in
that they were at school by answering a question that most likely had 2 or 3 options for an answer. The teacher or ECE (Early Childhood Educator)
would take the time to talk about the sign in question during carpet time, drawing attention to the new vocabulary. ELL students would have been
given assistance to complete this question sign in by verbal and gestural prompts. Any students on an IEP would have been given the option to sign
in themselves or have assistance from the teacher.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

At the end of every lesson Teacher will refer back to the Knowledge and Wondering sections of the class KWL chart on the math bulletin board
and have the students contribute to the Learning section of the class chart. Before each new lesson the teacher will review the KWL class chart
to anchor previously introduced terms to remind students of what they have already been exposed to.

Using a SMART board so that students can manipulate the data will be familiar since students have used a SMART board in math throughout
the entire grade 1 year.

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

Students would have been exposed to data management in JK/SK as they have used a tally chart to sign into class each morning; this is known to me
because I conversed with the kindergarten teachers. The teacher would ask one of the Kindergarten teachers to keep their morning question which
tally marks on it will remind the grade 1 students about what they have already been exposed to. Likewise, the Grade 1 teacher can use a SMART
board activity as their own sign in question a week prior to this lesson to reinforce prior knowledge

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

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Students have been exposed to SMART board led instruction earlier this year and in Kindergarten. The teacher often uses SMART board technology to
demonstrate concepts and make curriculum interactive. Each classroom in the school is equipped with a SMART board and since the school board has just
installed these boards each teacher is highly encouraged to use them. Students at this school enjoy the interactive concept of learning. Any excuse to use a
piece of technology is a highly desirable activity.

Students have been encouraged to always be fair to everyone and give them time to answer questions so that an inclusive classroom is created. Our
classroom is a culturally rich room, where everyone is welcomed and differences don’t matter. Students who choose to be troublesome will always be able
to conference with the teacher to help guide them to a helpful solution.

Curriculum Standards
Ontario
1.6.1.1 collect and organize categorical primary data and display the data using concrete graphs and pictographs, without regard to the
order of labels on the horizontal axis

NYS
1.MD 4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in
each category, and how many more or less are in one category than in another.

Objectives Assessment Modifications to Assessments

Using Bloom’s Taxonomy, include statements that
identify what students will be able to do by the end of
the lesson and are aligned to the standards identified
above.
Upon completion of this lesson students will be
able to collect, organize and represent data with
an 85% accuracy rate.
Upon completion on this lesson students should
be able to interpret their data using a bar graph
format with 85% accuracy.
Using formal and/or informal assessment tools, how
will you evaluate and document your students’
progress on each of the objectives?
The teacher will get every student to contribute
to the SMART board activity by drawing
popsicle sticks and make anecdotal notes; if
student feels like the cannot contribute then
teacher will pull them aside just before lunch
to chat about the lesson to gage where the
student acquisition of the material. This way
the teacher can informally assess what the
students have retained from the story and
discussion. (informal assessment)
Students will complete a worksheet (Appendix
A) where they will be asked similar questions
to one of the questions demonstrated in the
SMART Board activity. The teacher will
If applicable, explain how you will adapt
assessments to allow students with specific needs to
demonstrate their learning.
(edTPA Task 1, Prompt 5b)
The student on an IEP will be given access
to the SMART board activity a day in
advance of activity so that they can look at
it and ask questions about the task. The
teacher will take 15 minutes out of the
school day to pre-teach the vocabulary that
will be a part of this lesson. Teacher will
check in with these students 15 minutes
prior to lesson commencing to go over
vocabulary and task expectations one last
time. Also the worksheet will be printed in
color to allow for an easy interpretation of
the color choices.

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Academic Language Demands
(edTPA Task 1, Prompt 4c)
Function
Looking at your standards and objectives, choose
the one Bloom’s word that best describes the
active learning essential for students to develop
understanding of concepts within your lesson.
Vocabulary
Key words and phrases students need to be able
to understand and use
collect these worksheets and mark them to ELL students will be given access to the
assess whether the objective has been met or SMART board activity in advance (the day
not. If the objective has not been met before lesson) The teacher will take 15
remediation will be needed. (formal minutes out of the school day to pre-teach
assessment) the vocabulary that will be a part of this
lesson. Teacher will also check in with these
students 15 minutes prior to lesson
commencing to allow for any questions
these students may have. Also, the
worksheet will be printed in color to allow
for an easy interpretation of the color
choices.
Also, while students are independently
working on the worksheet (Appendix A) the
IEP students and ELL students will be at the
back table working with the teacher to
complete the sheet.
Instructional Supports
Strategies teachers provide to help learners understand, use, and
practice the concepts (edTPA Task 1, Prompt 4d)
Apply In order to apply their understanding of data collection,
bar graphs and pie charts students will participate in a
class discussion. The discussion will serve to have
students contribute to a class KWL chart that will serve to
categorize the new terms in the story. The anchor chart
will remain on the Math Bulletin board throughout the
duration of the learning segment.
Students will also complete a worksheet where they will
be asked to interpret a bar graph and answer questions
based on what they see. They will apply their knowledge
from lessons 1 and 2 to complete this task.
Data Students would have learned these vocabulary words from
Survey the previous lesson in the unit. They are encouraged to use
Tally these terms when completing the activity on data collection
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Syntax
Describe ways in which students will organize
language (symbols, words, phrases) to convey
meaning.
Tally Marks and creating a pictograph. Teacher should go around and
Chart ensure that each student is using the correct terms along
Pictograph with displaying the appropriate collection method (tally
Organize marks). The new vocabulary words will be added to the Word
Graph Wall and will include a visual picture to help students recall
Pie chart what the word means.
Bar graph
After understanding and applying their There will also be an anchor chart of vocabulary terms that
knowledge of tally charts, pictographs and the teacher explaining throughout the lesson. The teacher
data, students will be prompted to will write concepts and terms as students bring them up in
understand and discuss how data can be discussion. Teacher will add pictures wherever possible. The
displayed and why it helps us understand anchor chart will remain on the Math Board until the unit is
information. complete.

Discourse
How members of a discipline talk, write, and
participate in knowledge construction and
communicate their understanding of the
concepts
The students will have a classroom
discussion guided by the teacher to ensure
that they all understand the process of
collecting of data and why data is
displayed in pictographs and bar graphs.
In addition to using the anchor chart to help students with
the vocabulary the teacher will encourage the students to
talk about data in different ways, asking probing questions to
spark interest in creating graphs. The teacher will direct
students back to anchor chart to review vocabulary. Teacher
will solidify these concepts by using a SMART board activity
to make the concept concrete.

Instructional Process Accommodations and/or

Modifications and/or Supports
Anticipatory Set/Motivator IEP students will sit close to the
front of the carpet and will have
Introduction (5 minutes) an unobstructed view of the
chart stand. Also, IEP student
Teacher Talk: “Everybody let’s meet on the carpet to review what we have been talking about in Math this and ELL students will have been
week.” Teacher brings all the students to the carpet area allowing for the students who require optimal pre-taught material and it has
seating to sit first then other students find spots on the carpet next. Teacher will place the KWL anchor also been reviewed during
chart on chart stand moving it from the Math Wall to chart stand. language time earlier in the day
so that they will be able to focus
Teacher Talk: “OK everyone we have been talking about tally charts, pictographs and bar graphs this on what is being shown rather
week.” “Can anyone tell me what we have learned about these things?” than being stuck on the newer
Anticipated Response: “We have learned how to ask people questions and how to take down their answers.” vocabulary words.
“We’ve learned how to color in bar graphs.” “We learned how to make a graph with pictures.” – if no
student offers an answer the teacher can go through the L (learned) column and read off what the students

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contributed last time. If a student offers something that doesn’t appear on the L section yet the teacher will
write it in making sure to reword it back to the class so that students recognize it is important.

Teacher Talk: “OK now I would like you to turn your bodies toward the SMART board. We are going to
do and activity next. Please make sure you can see the whole board and that classmates have enough room
at the front to stand beside the board. I will be calling you each up to help.”

Instructional Procedures IEP students will sit close to the

front of the carpet or in a chair
Explicit Instruction/ Teaching Modelling (15 minutes) at the side close to the front and
will have an unobstructed view
The teacher will have the following SMART board activity load on the board before the beginning of the lesson.
of the SMART board and chart
http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/7c/7c46324e-
stand. Also, IEP student and ELL
5082-430f-b3cd-6ce20cac8749/graphing.notebook#
students will have been pre-
taught material so that they will
Students will be sitting on the carpet looking up to the board. If a student requires a chair so that they can
be able to focus on what is
see better the teacher will allow along the sides of the carpet. Teacher will have a cup with popsicle sticks
being shown rather than being
that have all the student’s names on them. Teacher will be selecting students to come to the board to help
stuck on the new vocabulary
with the activity.
Teacher Talk: “OK, so let’s look at this graph. A teacher asked her class: what is your favorite color and all words.
those rectangles at the bottom represent the students’ choices.” “Let’s see what the bar graph of their results
would look like.” “I will draw your names from my cup and if you would like to you can come up to the Teacher will point to the
SMART board and drag a rectangle to the matching column.” NOTE: while the teacher is explaining all this corresponding information as
information they will be using the curser to show the students what they mean. The teacher will they are explaining it to help the
demonstrate how to drag a rectangle by coming up to the SMART board and dragging a blue rectangle to IEP and ELL students focus on
the blue column and then move it back to allow all 22 students an opportunity to drag a rectangle the information that is being
themselves. presented.

The teacher will select all 22 students. A student can pass on their opportunity by just saying “pass” to the
teacher. Another student’s name will be selected. Once a student’s popsicle stick has been pulled out of the
cup it will remain on the table top until all sticks have been pulled and then all the names will go back into
the cup. If a student elects to pass their popsicle stick will be pulled out and remain on the table top until the
activity is finished.

Once the bar graph is complete the teacher will ask the following questions:

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“Which color did the students like the most?”
“Which color did the students like the least?”
“Which color did have any students like it?”
“Which color would you have liked to choose?”
“How many students liked yellow and purple?”
The teacher will select students who are offering to answer. Teacher will stand up at the at the SMART
board and point to the corresponding column to help prompt the IEP and ELL students to offer answers.

Teacher Talk: “Great, let’s look at another example.” Teacher will scroll down to the next SMART board
activity. “Now let’s see what kind of fruit the students liked.” Teacher will use the very same process for
the fruit activity. Teacher will ask the following questions once the bar graph is complete.
“Which fruit did the students like the most?”
“Which fruit did the students like the least?”
“Which fruits had an equal number of students liking both?”
“How many students liked blueberries and cherries?”
The teacher will select students who are offering to answer. Teacher will stand up at the at the SMART
board and point to the corresponding column to help prompt the IEP and ELL students to offer answers.

Independent Task (10 minutes)

Students will be given a worksheet (Appendix A) to complete independently. Students on an IEP, or who
are identified as ELLs or anyone who is struggling to grasp the concept will be asked to meet the teacher at
the back table to work on the worksheet together as a group. Once completed the worksheet can go into the
“in bin” and students can choose a book to read quietly. The worksheets will be marked and assessed so that
the teacher can assess if the objective of the lesson has been met or if it hasn’t.
Closure (5 minutes) IEP and ELL students will be
matched with a student that will
The teacher will ask students to come to the carpet. Students will then be encouraged to share their thoughts help them pull out the information
on the class KWL chart that will remain on a bulletin board in the class throughout the whole unit. The they can communicate orally. If it
teacher will try to get every student to contribute by drawing popsicle sticks; if student feels like the cannot becomes too difficult the teacher
contribute then teacher will pull them aside just before lunch to chat. This way the teacher can informally will prompt the students with
assess what the students have retained from the story and discussion. The teacher will read out the L closed ended questions. IEP
column at the very end to summarize what the students have learned. student and ELL students can also
pass if they do not want to share.
Students will be dismissed for Lunch.
List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive white-
board images.
 Popsicle sticks with student’s name on them and a cup

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 Anecdotal note template on a clipboard with a pencil or pen for notes during discussion
 Chart stand
 Chart paper
 Markers
 SMART Board
 Computer
 Projector
 Computer cables
 22 copies of the worksheet (Apendix A)

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Appendix A

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