Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Miss Shannon
November 3, 2014

Subject/ Topic/ Theme

Math/ Data/ Picture Graphs

Grade _____3rd_______

I. Objectives
How does this lesson connect to the unit plan?
3rd lesson in a unit about data representation and interpretation.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

Ap

Change a frequency table into a picture graph

Answers questions for the class
Solve 1-step and 2-step problems using picture graphs
Titles the chart and provides a key
States numbers skip counting by numbers 1-10
Displays organization in setting up the picture graph

X
An
R
R
X

Common Core standards (or GLCEs if not available in Common Core) addressed:
3.MD.B.3
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Skip counting by numbers 1-10,

Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)

Pretest given on the first day of the unit

Formative (for learning): The worksheet we will go through, homework
Formative (as learning): Scale at the bottom of the worksheet 1-5, circle how well they understand it.
Summative (of learning): The test will be at the end of the chapter, as well as a mid-chapter

checkpoint review
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Seen written at front of the room,
discussed as a class

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?

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Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide Multiple Means of

Action and Expression
Provide options for physical
action- increase options for
interaction
If necessary allow for students to
move to different tables after
lesson.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Relevant to their class-based on
the results of their shirts

Provide options for expression and

communication- increase medium
of expression
Written, visual, oral

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Defined on paper.

Provide options for

comprehension- activate, apply &
highlight
Terms are defined by the students,
done as a class, and written down
on worksheet

Working together as a class

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for selfregulation- expectations, personal

skills and strategies, selfassessment & reflection

Started with pretest, based on

questions being asked, and
self-assessment on bottom

Self- assessment on bottom of

worksheet

Materials-what materials
(books, handouts, etc) do
you need for this lesson and
are they ready to use?

Handouts created by me, math workbook, pencil, 27 pages of stickers cut into groups of 15, scissors,
subtraction game sheets, chips to cover spaces.

Students in desks, back table empty for Mrs. Chardon to work with students in after time.
How will your classroom be
set up for this lesson?

III. The Plan

Time
9:009:04

Components

Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Today we are learning about pictograph. Who
can explain what a picture graph is? Write down
on paper/ type on computer.
Students give their idea of what a picture graph is
How do we know how much is in a category
when looking at a picture graph? They dont have
tallies for us to count or numbers to look at. Who
can tell me how to read a picture graph?
There are stickers to help us display our
information in an organized way. The stickers you
have are the only ones you will receive, make sure
to save them for the graph we are making.
Have a student read the first lines of the paper.
What is a key? Write down definition of a key.

9:049:06
9:069:09

Development
(the largest
component or
main body of
the lesson)

9:099:25

9:259:359:50
9:35Spanish

Closure
(conclusion,
culmination,
wrap-up)

A key states how much each symbol

represents.
Call on a student to read the first step and give an
example of an appropriate title for our graph. Go
through steps 1, 2, 3, on paper having a student
read each and explaining how to do so.
When creating a picture graph it is important to
make the picture orderly so that it is easy to read.
As a class, work through the rest of the page.
***LABELS***
And then flip the paper and work on that side as
well.
Give students page 97 to do in class and assign
page 101as homework. Ask students in extra
help group to go to the back table with Mrs.
Chardon. Wander around and help students with
confusing questions.
If students finish early, partner them up and
provide the subtraction games for them to play.

Students raise their hands and explain how to find

the numbers for a category on a picture graph.

Student reads paper.

Students give examples of a key and writes a
definition

Students reads through each step and completes

the step.

Orderly put stickers in the correct categories.

Students follow along and raise hands to ask
questions as they arise.

Students work on problems individually, but may

talk with partners and collaborate.

When finished play subtraction game with partner

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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I thought todays lesson went really well. The students seemed to pick up quickly on what we were focusing on and, as seen
through their self-assessments, they agree that they are understanding it pretty well. It was very good that the only extra they
had, stickers wise, was a half of a sticker and because of that they used the stickers carefully. They did a good job using the
stickers and seemed to be engaged while doing so. Many students were raising their hands and when I called on them, almost
all of them had an answer.
Next time I will have more students read and explain what is happening. The students were fairly engaged but I think it
would have helped for them to have more control over teaching themselves and others about what they know. I also need to
work on my responses when a student gets something wrong. I dont want to twist it to sound right even though it is
incorrect, but I also want to be able to encourage them for trying. Maybe work on me no longer writing the solving process
myself, but either allowing the students to talk through it together or for me to talk through it with them but not give them
the answers on the board- this allows for them to really think it through.

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