USF Elementary Education Lesson Plan Template (S 2014)

Name: ___Taquila Mallary_______

Grade Level Being Taught: Subject/Content: Math/Bar
Group Size:
st
1
Graphs
16

Date of Lesson:
11/5/14

https://www.youtube.com/watch?v=NOUkv1BB7kkLesson Content
What Standards (national
or state) relate to this
MAFS 1.MD.3.4- Organize, represent, and interpret data with up to three categories; ask
lesson?
and answer questions about the total number of data points, how many in each category,
(You should include ALL
and how many more or less are in one category than in another.
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
What will students know and
be able to do after this lesson?
Include the ABCDs of
objectives: Action, Behavior,
Condition, and Degree of
mastery. (Degree of Mastery
does not have to be a %.)
Example: C: Given a sentence

How do you create bar graphs?

Given information on two-four things, students will be able to separate, compare and
create a bar graph with little to no difficulty.

USF Elementary Education Lesson Plan Template (S 2014)

Name: ___Taquila Mallary_______
Grade Level Being Taught: Subject/Content: Math/Bar
Group Size:
st
1
Graphs
16
written in the past or present
tense, A: the student B: will be
able to re-write the sentence
in future tense D: with no
errors in tense or tense
contradiction (i.e. I will see her
yesterday.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

Date of Lesson:
11/5/14

I am teaching this lesson because the next unit will focus on gathering and
understanding data and displaying it in visual form.
I am teaching it this way because it is a hands-on experience for the children which will
promote deeper understanding of that content.
It is essential that the students learn this concept because reading and understanding
graphs is a skill that they will use later on this year and the years to come.

I will formatively assess my students with strategic questioning, observations, worksheets

and anecdotal notes.
My summative assessment will be an individual bar graph assignment.

USF Elementary Education Lesson Plan Template (S 2014)

Name: ___Taquila Mallary_______
Grade Level Being Taught: Subject/Content: Math/Bar
Group Size:
st
1
Graphs
16

What Content Knowledge

is necessary for a teacher
to teach this material?

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?

Date of Lesson:
11/5/14

They must know how to read, interpret, compare and make a bar graph.

Students will have to know:

What a bar graph is
How to read a bar graph
What makes up a bar graph
I will ensure students have this knowledge by quickly asking probing/guiding questions
about these things.

That the items (Things being compared) are in order from least to greatest.

USF Elementary Education Lesson Plan Template (S 2014)

Name: ___Taquila Mallary_______
Grade Level Being Taught: Subject/Content: Math/Bar
Group Size:
st
1
Graphs
16

Date of Lesson:
11/5/14

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)

Student-centered, demonstration

Time

Who is
responsibl
e (Teacher
or
Students)?

8:15

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

S/T
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be

Engage portion: MyOn book on bar graphs

Core: I will model to students (with their cooperation and
participation) how to do the activity they will be doing right after.
Separate my shapes
Count each of them

USF Elementary Education Lesson Plan Template (S 2014)

Name: ___Taquila Mallary_______
Grade Level Being Taught: Subject/Content: Math/Bar
Group Size:
st
1
Graphs
16
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
What will you do if

Date of Lesson:
11/5/14

Color up to the number on the worksheet

I will do about three different shapes and then allow them to work
individually or on their own graphs.
Assess: Students will make their own bar graphs based on the
shapes they have in their baggies.

a student struggles with the content?

I would reword things and/or have students who are showing mastery level skill, work
with the struggling student to scaffold them.

What will you do if

a student masters the content quickly?

Have them make bar graphs with 3-4 different items to compare and/or assist struggling
students.

USF Elementary Education Lesson Plan Template (S 2014)

Name: ___Taquila Mallary_______
Grade Level Being Taught: Subject/Content: Math/Bar
Group Size:
st
1
Graphs
16
Meeting your students
needs as people and as
learners

Date of Lesson:
11/5/14

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
They can compare toys, family members, hobbies, etc. and make a bar graph to
represent each.
If applicable, how does this lesson connect to/reflect the local community?
They can make a bar graph on the color of their houses in their neighborhoods.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
A small group of students (below level) will work with the ESE teacher.
How will you differentiate instruction for students who need additional
language support?
I will repeat, speak slowly, use hand gestures to ensure they fully understand what I am
saying.

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?

Small group for the lower level students (provided by Mrs. Hill)

ELMO

USF Elementary Education Lesson Plan Template (S 2014)

Name: ___Taquila Mallary_______
Grade Level Being Taught: Subject/Content: Math/Bar
Group Size:
st
1
Graphs
16
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Worksheets
MyOn account
Pattern Blocks

Date of Lesson:
11/5/14