UCLA Center X TEP ELEMENTARY UNIT/ LESSON PLANNING COMMENTARY Your Name: Sarah Patterson Date: 2/19/14 Unit/Lesson

Title: Graphs and Data / Pie, Bar, and Line Graphs Grade Level and Content Area: Grade 5, math Number of Students: 30 Total Amount of Time: 75 minutes

1. Learning Goals/Standards: What concepts, essential questions or key skills will be your focus? What do you want your students to know at the end of this unit/lesson? Students will learn how to read, interpret, and create various types of graphs to solve problems. They will also gather data for these graphs. By the end of the session, students will be able to graph data into graphs and know what type of graph is most appropriate for the set data given. 2. Rationale: Why is this content important for your students to learn and how does it promote social justice? This lesson is an important introduction into statistics, which is a useful tool for social justice lessons. It will give students the ability to interpret data on their own when they are confronted with it in the media sources that so often rely on graphs and statistics. 3. Identifying and supporting language needs: What are the language demands of the unit/lesson? How do you plan to support students in meeting their English language development needs including academic language!? Students will need to understand several academic/domain terms like data, interpret, pie graph, etc. Students have some experience with this since this is our second lesson working with groups, but some students will need reminders for how we use this language. I will use these words in my prompts and lesson to practice our use with them. owever, some of my students may need reminders for some of these terms, and I will rephrase when necessary. If students are struggling with their understanding of these words still, I will have them add their definitions or synonyms to their math notebooks for later reminders. 4. Accessing prior knowledge and building upon students backgrounds, interests and needs: How do your choices of instructional strategies, materials and sequence of learning tasks connect with your students" backgrounds, interests, and needs? !his lesson is based around my students" interests. #y prompts will include my students and things they have expressed interest to me about $like the %S&'. Students will also be gathering data for the graphs from our class about their own lives and interests. Since many of my students who are struggling struggle with concentration, this lesson will be engaging and interesting to them. It will also re(uire them to move around and coordinate with others, something my students have expressed interest in. . Acco!!odations: What accommodations or support will you use for all students including English #anguage #earners and students with special educational needs, i$e$ %&'E students and students with (E)"s!? E*plain how these features of your learning and assessment tasks will provide all students access to the curriculum and allow them to demonstrate their learning$ Students who are ahead may be given an additional challenging problem to complete. However, I have also tailored different levels of challenge in the prompts I am giving students. Since many of my GATE students are clustered in groups already, these groups will be given the more challenging prompts. My students who are behind may require extra assistance one-on-one, which I will offer as I circulate the classroom.
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". #$eor%: Which theories support your unit/lesson plan? e*plain the connections! This lesson is built on sociocultural learning theory. Students will coordinate and share in groups, giving students a chance to learn from the knowledge of one another. Students will also participate in a gallery walk, which provides them with another opportunity to expand their learning from one another. 7. Reflection: (answer the following questions after the teaching of this unit/lesson) What do you feel was successful in your lesson and why? If you could go back and teach this learning segment again to the same group of students, what would you do differently in relation to planning, instruction, and assessment? How could the changes improve the learning of students with different needs and characteristics? I think that the activity was very successful in that it had students engaged and excited, although I think students excitement also made this activity very overwhelming as the teacher and loud and hectic for a while. I would like to have given students more time to complete their activity by cutting down on the amount of time we spent on homework. I would also like to revise my instructions for the second question, which caused a little confusion when students interpreted it as they each had to interview several students rather than the group as a whole. I also think many were so excited about the data-collection process that they did not devote enough time or attention to the first question. I would maybe give them to them as they finish the first problem instead if I were to redo this lesson. Finally, I would like to make the gallery walk a little easier for students by having only three of them move to see one graph, rather than having the whole table groups try to crane their necks to see two small sheets of paper.

**COMMENTARY IS REQUIRED FOR ALL UCLA ELEMENTARY FORMAL OBSERVATIONS **

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