Saint Josephs University

Pennsylvania Standards Aligned System

Lesson Plan Format
Candidates Name: Jessica Sweet
739-OL1

Course Prefix/Number/Section: SPE

Date Week of 11/1/2015 Subject Geometry

Duration: 1 Day

Grade Level: 9-12

Lesson Topic: Algebra: Data Analysis Vocabulary

______________________________________________________________________________
1. Essential Questions (Linked to Big Ideas)
What characteristics of scatter plots do we use to analyze
data?
2. Learner Outcomes (Instructional Objectives)
Students will be able to apply statistical characteristics to
analyze and describe data.
3. Related Academic Standards: Common Core and/or PA Standards
CCSC: S.ID.1,2,3,
4. Vocabulary
Cluster
Linear
Association
Outlier
Non-linear
Positive
association
Correlation

Linear
Negative
Regression
Correlation

Non-linear
No Correlation
regression
Line of Best Fit
Interpolate
Extrapolate

5. Materials/Resources
Laptop/projector
Student drill sheets
Vocabulary resource page template
Internet access for link to videos
Powerpoint Presentation with scatterplot examples and
pre-filled out vocabulary references
Scatter Plots Classwork/guided Practice Page

6. Instructional Procedures
Initiate
i. Students will complete their drill questions upon
entering the classquestions are displayed via the
computer/projector with the use of a PowerPoint
presentation. Their answers are written on their
daily drill sheet that is collected on a biweekly basis
for credit.
ii. Teacher will use the days drill to discuss the
difference between data values having a positive
relation versus a negative relation

Investigate
1. Teacher will distribute blank Vocabulary
Reference charts for the days lesson and
begin with the first two words by showing an
investigative video on Clusters and Outliers
2. Upon viewing the video, the class will discuss
the two new words and identify an
appropriate definition for each as well as a
visual.
3. After defining the words, the class will be
given the opportunity to demonstrate their
understanding in a thumbs up/down
informal assessment.
4. Teacher will then move on to additional
vocabulary describe correlations of data
there is no video clip for these words but the
class will discuss their meanings, create a
visual, and then be given another informal
assessment with visual prompts.
5. As was the process for learning the first two
words, an instructional video will aid in the
instruction of linear vs non-linear data. The
clip will be followed up with creation of a
definition and supportive video,
accompanied with an informal assessment
from visual prompts.

6. The remaining three words will be discussed,

defined, and visualized as a whole group
before moving on to the
classwork/assesments.
ii. Assessment
1. Teacher will use informal observation to
collect data of student comprehension of
information based on participation and
classwork answers.
2. Students will complete the last two problems
of the classwork/notes page as an
independent assessment.

Summary
i. Students will use the days tasks to answer the
essential question from the beginning of the lesson

7. Addressing Learners Diverse Needs

Accommodations and adaptations
o All students in this class have an active IEP and require
modifications and accommodations aside from the
original lesson plan modifications created from the
curriculum guide/suggested strategies. All students are
permitted to use a calculator for any and all
computation and algebraic equations.
o This concept is not something easily understood as
students are required to acquire new vocabulary and
immediately demonstrate an understanding of its
application. This lesson was designed with strong
visual support (i.e. Use of powerpoint, handouts, video
clips, and images) to aid in understanding.
o Opportunities to explore the meaning behind the
vocabulary is given as a way to create authentic
learning for the DHH students who struggle with
understanding abstract non-tangible concepts found in
this course.
Challenges for advanced learners
o No specific challenges are created for students who
complete requirements with ease. However, an
extension activity is included in the lesson
development should any student demonstrate mastery
early on in the lesson.

7. Formative/Summative Assessment
Students answers in the vocabulary development,
classwork performance, and final 2 question assessment
will demonstrate their level of understanding with the
material and concepts.


8. Data Analysis and Reflection on Planning/Instruction; Plans for
Reteaching (as applicable)
Summative assessment results in combination with
details from teacher observation will be used to identify a
need for additional instruction in this objective or the
need for acceleration in related instructional tasks.
The following two problems of the classwork/notes page
will serve as the assessment. The first problem is worth 4
points for the correct creation of the scatterplot and the
last problem is worth 1 point totaling an assessment score
out of 5 possible points. Students who earn a score of 3/5
or higher will demonstrate mastery of the objective.