Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Emily Jeninga

Date 3/6/14 Subject/ Topic/ Theme Math: Pictograph !ra"e ####1t############
I. Objectives
How does tis lesson connect to te unit !lan"
The tu"ent are learning ho$ to graph uing tally mar%& an" bar graph' Thi leon ta%e the graphing another tep through the ue o( pictograph' The tu"ent are
learning ho$ to organi)e their "ata& an" thi pro*i"e another $ay to "o o'
Learners will be able to#
cogniti*e+
, - .p .n E /0
phyical
"e*elopment
ocio+
emotional
/on*ert the "ata they recei*e into a pictograph -
,ecogni)e the "i((erence bet$een a pictograph& bar graph& an" tally graph ,
/ompare an" contrat the "i((erent ro$ an" column in a pictograph
!enerate their o$n picture (or their pictograph

E
/
Common Core standards $or %LCEs if not available in Common Core& addressed#
//SS'Math'/ontent'1'MD'/'4 1rgani)e& repreent& an" interpret "ata $ith up to three categorie2 a% an" an$er 3uetion about the total number o( "ata point& ho$
many in each category& an" ho$ many more or le are in one category than in another'
45ote# 6rite a many a nee"e"' 7n"icate ta8onomy le*el an" connection to applicable national or tate tan"ar"' 7( an objecti*e applie to particular learner
$rite the name49 o( the learner49 to $hom it applie'9
0remember& un"ertan"& apply& analy)e& e*aluate& create
II. 'efore (ou start
Identif( !rere)uisite
*nowledge and s*ills.
Outline assessment
activities
4applicable to thi leon9
Pre-assessment (for learning):
.% tu"ent $hat they remember about bar graph
Formative (for learning):
Formative (as learning):
6al%ing aroun" monitoring tu"ent: $or%& $atching them proce ho$ to ma%e a pictograph
Summative (of learning9:
6or%heet turne" in at the en"
+at barriers migt tis
lesson !resent"
+at will it ta*e ,
neurodevelo!mentall(-
e.!erientiall(-
emotionall(- etc.- for (our
students to do tis lesson"
Provide /ulti!le /eans of
0e!resentation
Provide /ulti!le /eans of
Action and E.!ression
Provide /ulti!le /eans of
Engagement
Pro*i"e option (or perception+
making information perceptible
Pro*i"e option (or phyical action+
increase options for interaction
Pro*i"e option (or recruiting
interet+ choice, relevance, value,
authenticity, minimize threats
Pro*i"e option (or language&
mathematical e8preion& an"
ymbol+ clarify & connect
language
Pro*i"e option (or e8preion an"
communication+ increase meium
of e!pression
Pro*i"e option (or utaining e((ort
an" peritence+ optimize
challenge, collaboration, mastery-
oriente feeback
Pro*i"e option (or comprehenion+
activate, apply & highlight
Pro*i"e option (or e8ecuti*e
(unction+ coorinate short & long
term goals, monitor progress, an
moify strategies
Pro*i"e option (or el(+regulation+
e!pectations, personal skills an
strategies, self-assessment &
reflection
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/aterials1wat materials
$boo*s- andouts- etc& do
(ou need for tis lesson
and are te( read( to
use"
6hite boar"& $hite boar" mar%er& "inoaur counter& $or%heet: $ith baic graph printe" on it
How will (our classroom
be set u! for tis lesson"
1pen area (or cla to meet' Enough pace to allo$ the tu"ent to mo*e aroun" an" "i*i"e into 4
group on the groun"' Table aroun" the room (or tu"ent to ha*e $or%pace $ith the "inoaur
counter an" (ill out their $or%heet'
III. 2e Plan
2ime Com!onents
3escribe teacher activities A43 student activities
for eac com!onent of te lesson. Include im!ortant iger order tin*ing )uestions and5or
!rom!ts.
67#89
/otivation
4opening/
intro"uction/
engagement9
.% tu"ent to gather on the (loor'
.% thee tarter 3uetion: Do you remember
yeter"ay $hen M' Mager taught you about
graph< 6ho can tell me omething about graph<
1pening .cti*ity: Sort tu"ent into group bae"
on $hat eaon they li%e the bet: ummer& $inter&
pring& (all< =a*e the tu"ent mo*e into thoe
group'
Stu"ent it on carpet& an" raie their han" to
an$er 3uetion'
Stu"ent mo*e into their (a*orite eaon'
67#8:
3evelo!ment
4the larget
component or
main bo"y o(
the leon9
7ntro"uce the "i((erence bet$een a bar graph an"
pictograph: (or a pictograph& $e jut ue a picture
to repreent each tu"ent: repone'
1n the $hiteboar"& recor" each tu"ent:
pre(erence $ith a miley (ace'
E8plain to the tu"ent the project they $ill be
$or%ing on: They $ill recei*e a graph labele" $ith
the color an" number o( "inoaur& an" a bag o(
1> "inoaur' Tell each tu"ent that they $ill nee"
to "i*i"e their "inoaur bae" on color' Then ue
that "ata to create a pictograph' Tell the tu"ent
that they nee" to come up $ith omething to
repreent their "inoaur'
Stu"ent one by one an" place their miley (ace on
the boar" un"er the eaon that they li%e the bet'
?iten to acti*ity' Then procee" to their "e% to "o
the acti*ity $ith their o$n "inoaur at their table'
67#;8
67#;9
Closure
4concluion&
culmination&
$rap+up9
Turn in their $or%heet' 7( time allo$: a% the
tu"ent to compare their pictograph $ith the bar
graph that they learne" about yeter"ay'
Turn in their $or%heet' .n$er the 3uetion at
the en"'
<our reflection about te lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement
for ne.t time. 46rite thi a(ter teaching the leon& i( you ha" a chance to teach it' 7( you "i" not teach thi leon& (ocu on the
proce o( preparing the leon'9
1+1;+13
7 thin% that o*erall my leon $ent really $ell' The tu"ent $ere really engage"' 7 coul" tell that the tu"ent $ere engage"
through their participation in the cla "icuion $e ha" at the beginning a $e learne" $hat a pictograph $a& an" a $e ma"e our
o$n pictograph together on the $hite boar"' .nother e8ample o( the tu"ent engagement $a the $or%heet that 7 ha" the tu"ent
"o a(ter$ar" to "emontrate their o$n learning' 7 can:t remember the e8act number but 7 $oul" ay at leat @>A o( the tu"ent
turne" in a correctly "one pictograph' 7 %no$ that another large portion o( the cla un"ertoo" the material a ho$n through lining
the "inoaur up on their graph creating a 3+D pictograph& but "i"n:t get to "ra$ it yet' .nother tu"ent create" a pictograph& but
create" it (rom the top "o$n& rather than the bottom up' There $ere till ome tu"ent though $ho 7 "i"n:t ee ma%ing progre' 7
am unure a to i( thi $a not un"ertan"ing the material& or i( the tu"ent jut ran out o( time to $or% on it' 7( 7 $ere to teach thi
leon again 7 $oul" probably (in" a $ay to e8pe"ite the proce o( han"ing out the material to the cla& a $ell a try to get ome
time at the en" to recon*ene a a cla an" re(lect on $hat $e ha" jut "one an" "o ome more connecting bac% to the other type o(
graph that the tu"ent ha" pre*iouly been $or%ing on' My leon tranitione" $ell into the ne8t "ay: math leon in $hich the
teacher han"e" each tu"ent a (un+i)e pac% o( mBm an" they ha" to create a pictograph& bar graph& an" tally graph o that the
tu"ent $ere imme"iately able to practice again ma%ing pictograph a $ell a connecting that %no$le"ge to their pre*iou
%no$le"ge o( bar graph an" tally graph'
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