Name: LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

(8) Data Analysis At the end of lesson students will be able to create a
picture graph while working in groups of 3 categories
using dat previously collected and organized with 80%

Specific __ Measureable __Attainable___ Relevant____Time ____

Grade: 1st Subject: Math

Task Analysis: (C4) What lang. must be taught: Math/graph Strategy to teach Language: (C4)

What skills must be taught: music,word map,personalized list,picture

cards,vocabulary banks,sentence frame.
sorting,classifying,counting to 10, adding,participation,identify color.

Assessment: (C5) Formative assessment:Observation, question, check for understanding.

*Teach to your partner, group graph, One, Two, Out(exit ticket)

Strategies for Success: (C6) Element of Technology: (C6)

Large group discussion reviewing concept and building the white board, you tube video: Graph & Tally, color chart
graphusing tally marks and die-cut star for picture graph
smallll group of 3 students to create,share their graph

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Visual – you tube video,white board,templete Teacher:White board,dry earaser markers,parts of graph
labels, sentence frame, picture graph templete to be build
Auditory – you tube video, teacher/students response by the students using small colored die-cut stars,jar with
students name
Kinesethic – students: Colored die-cut star:blue,red,gree, animals card,
manipulatives, graph templete, pencil, graph templete,glue stick

Higher Order Questions to ask: (C6)

1. What should we call this graph?

2. what was the question for this picture graph? How do you know it?
3.
If we forget to ask 2 students(what their favorite color was), how do their responses change the graph results?

Hook: (C7) Using props: What are you wearing today? Closure: (C7) With your "next-door neighbor":
chart Think-Pair-Share: How can you use what we
as student enter the classroom will place a learned today at home?
crayon die-cut on the chart.
 1. Teacher Input / Direct Instruction / Modeling: (C6)

write word on board: picture graph,call volunteer to define it using sentence frame for response:Is made of...It is
used when...Play you tube video:Graph & Tally.Teacher ask for volunteers: to count the animals using one tally
mark for each animal , add the tally and write the number on the board next to the animal picture. Using the
data collected to make a picture graph.Identify & label the parts of the graph. Ask questions for understanding:
Title, How do you know? what do the numbers represent? and give feedback. The teacher forms 3 groups of 3 ,
will assign roles:Speaker/time keeper, Recorder,facilitator and pass out materials.

2. Student Activities / Guided Practice: (C6)

Students&teacher use tally template. one volunteer to ask the question: Which color do you prefer:
blue, red, or green? and record the results of survey. Teacher pick another volunteer to add the tally
and write the number. teacher instruct students to pull out the picture graph template. Considering the
results of class survey/tally template, what should be the title of your picture graph?, students raise
their hands, teacher call names (2) from the Name's Jar. Teacher record answer and give feedback.
Label the parts of the graph. After that teacher ask students in the groups to build their picture graph.
3. Independent Practice: (C6)

Using the die-cute star(blue,red,green), graph template and tally results, students build their
picture graph. Teacher monitor students participation and interaction. After all groups are done,
speaker from each group share their reflection, teacher ask questions to check understanding.

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

extra time, use manipulative, fill-in-the-blank with words Hand-on manipulative and realia.
banks, point to tallies while teacher is counting, verbal Word sorts.
response Step-by-step instruction.
Thinking cube
Heterogenous group
Small group
Pace:not to quick
Providing feedback

Notes:
Name: Judith Grau Quintana

DELIVERY PLAN (C8)

OBJECTIVE:
Rigor
At the end of the unit, students will be able to create a picture graph while working in
groups of three categories with 15 minutes with 80% accuracy

OPENING:
Retrieval Introduce the chart:What color are you wearing today? students will place their picture
on the line of color selected. Teacher is going to add up to total of students by color,
point to the color with the larger number. Teacher will use the unit vocabulary.

TEACHER INPUT:
Relevance Words map(circle map,colors), picture vocabulary words bank,large/small group instruction, you tube
video: Graph & tally, tally/picture graph template
MODEL:
Routing Teacher play the video, student/teacher work along, students volunteers called to count the
animals,record the tally mark and add up. Identify and label the parts of the graph, teacher ask
question to promote participation and check for understanding. use of data collected to build the
picture graph

GUIDED PRACTICE:
Retaining / Rehearsing
Teacher arrange class in 3 groups with 3 students each,assign roles, tally marks template pass out. Teacher call 2 volunteers: one will ask
the question:which color do you prefer:blue,red,green? and record the answer, second student will add tally marks and record the total.
Teacher ask question:graph title & parts. students raise hand, teacher call two students, teacher record the answers & give feedback.

INDEPENDENT PRACTICE:
using die-cut stars(blue,red,green), graph template, and survey results, students start to build their picture graph.
walking around the class, Teacher:monitor participation,collaboration and engagement, ask questions to check
for understanding. when all groups are done, the speaker will share their reflection, teacher will give feedback

CHECK FOR UNDERSTANDING :

Recognizing Teacher will ask the following questions: what should we call this graph? why?, What was the question for this
graph? How do you know it?, If we forgot to ask two students(what their favorite color was), how do their
responses change the graph results?

ASSESSMENT:
Group graph, Teach to your partner, Observation, asking questions, Think-Pair-Share.

RESOURCES / MATERIALS:
white board,dry eraser markers,computer for the video,templates, die-cut,pencil,glue
stick,color chart

CLOSURE:
Re-exposure
with your "next-door neighbor" Think-Pair-Share. How can you use what you learned
today to organized your toys at home?