Lesson Plan Template-EDU 373/512-Davidenko



Reflection: This lesson plan uses a text to teach the students graphing. Making connections across curriculums is important for students and this lesson plan brings literature into math. In order to help students become good readers they must hear text be read to them. This lesson allows students to listen to a text and analyze it then use it for math. The students are able to relate graphing to a prior experience which will help them remember the concept better. That is why I used this lesson plan for ACEI Standard 2: Connections across the curriculum.

Two (or more) Days Lesson Plan Based on a Children’s Book (template)

DAY 1

Title of Lesson (Title of book): ____A Day with Nellie______

Length of lesson: one period

Grade level: __3rd Grade_____

Complete reference of the book: Jocelyn, M. (2002). A Day with Nellie. Canada: Tundra Books._

Summary of the book:

Nellie is about to have a full day of fun. When she wakes up there is so much to do. Nellie must eat breakfast, decide what to wear, say hello to friends, play games, and so much more. Nellie ends her day with a story and a bedtime cuddle with her father.

Lesson Process

(a) Introduction (Engage) (10 minutes)

• What are some things you do when you wake up? Do you have a favorite thing you do in the morning? What meals do you eat throughout the day? What do you like to do before you go to bed?

• The teacher will introduce the book, give a “book walk” ask students for predictions, and pose some questions that may help students comprehend the story and connect with personal experiences.

(b) Core (Explore) (depends on the book-about 20 minutes)

• The teacher will read the book to the class. Students may be seated in a circle on the floor observing the teacher while the book is being read.

• The teacher will stop frequently (even at each page if needed) to pose questions to clarify the story or the vocabulary, to promote students’ engagement, or ask for predictions.

What time do you wake up in the morning? What do you like to eat for breakfast? Do you like to save the best bite for last like Nellie? Do you say hello to the same people in the morning as Nellie does? Do you like to play with bubbles and hide in castles? What do you eat for lunch? Do you ever play in dirt like Nellie? What do you eat for dinner? Do you like to hear a story before bed like Nellie?

• Possible differentiations

▪ Pages could be shown on projector for students to follow along

▪ Copies of the book may be given to students how are visually challenged to better see the pictures

▪ The teacher can audio tape the reading of the book for students to hear repeated times if needed

(c) Conclusion/Closing TIME FOR LEARNING! (Explain, Elaborate) (15-30)

• Is your day similar to Nellie’s day? Did Nellie have a lot of choices of what to do throughout the day? How do you make choices on what to do? Do you think Nellie is an energetic person?

• The students will make a T-Chart. One column will be things that they do throughout the day. The other column will be activities that Nellie did throughout the day.

• The teacher will assign the Story Mat for homework.

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Two (or more) Days Lesson Plan Based on a Children’s Book (template)

DAY 2

Title of the Math Lesson _Let’s take a vote: Favorite things____

Length of lesson One 50 min period______

ALL concepts, procedures and processes to be used and/or explored in this lesson: Collecting data in order to make a bar graph and interpret the findings based on the graph___

Grade level: __3rd Grade________

1. Learning Objectives

a. Students will be able to collect data from their classmates.

b. SWBAT sort and count the number of students who prefer each activity/food.

c. SWBAT make a bar graph of the data.

d. SWBAT to make conclusions based on the data they collected and the bar graph.

2. Assessment

(a) What should students know before assessment? Students should know counting, data collection, and graph making.

(b) Focus of assessment: The focus of the assessment is to have the students collect data and then each student will make a graph based on their group data.

(c) Method of assessment: The students’ individual graphs and the group’s data chart.

3. Target Vocabulary (everyday and mathematical)

Favorite, more, less, equal, groupings, activities, compare, x-axis (categories, options), y-axis (frequency), labels, squirty, crunchy, squishy, stubborn.

4. Materials

Graph paper for each student

Square tiles if needed

Crayons

Handout with the group’s area of research (attached)

5 copies of the book

5. Lesson Process

(a) Introduction (Engage) (10 min)

• Students will share their answers their answers to the homework (Story Map).

• The teacher will show the class the book again and do another picture walk in order to remind the students of what the book was about.

• The class will discuss things that both Nellie and the class like to do. The students will be able to use their t-charts to relate Nellie’s daily activities to their own.

• The teacher will then explain to the students that “We are going to find out how similar or different the classes’ daily activities are to Nellie’s. Today, we are going to be detectives and find out what each person in the class likes.”

(b) Learning procedures relating to objectives/Core (Explore) (30 min)

• The students are going to be grouped into groups of 3. The students will already have these groups because they are their pre-assigned learning groups.

• The teacher will tell the students that we are going to find out what things the class has in common with Nellie. Each group will receive one area from the book that they are going to poll the class and find out who likes what.

1. The first one will be breakfast foods. “Nellie eats four different things for breakfast.” One group will be in charge of finding out which one of these foods is the classes’ favorite. The class will chose between eggs, toast, oranges, cereal or none of them.

2. The next group will pull the class to see what indoor games are the classes’ favorite based on the games Nellie plays. The choices are blowing bubbles out the window, dancing in an older person’s shoes, riding on the train, hiding under a castle, or none of them. The games will have been explained when we read the book the first day.

3. Another group will find out what the class likes to eat for lunch based on Nellie’s lunch. Their choices are cherries, sandwiches, baby carrots or cookies, or none of them.

4. The last group will see what the class’s favorite thing to see outside is, based on what Nellie sees. The options are a cat, a frog, big kids coming home, or balls to play with, or none of these.

5. If there are more students, then other topics can be explored, for example: Favorite thing to do before going to bed; favorite thing to do on Sunday morning, etc.

Each group is assigned one of these four (or more) topics and each student will get a sheet that they can mark the tallies on. After the students get their sheets, each group will come in front of the class and have the students vote on which one they would prefer to do or eat. The students will raise their hand for their favorite and the group will count up how many prefer each one. When each group goes the students will then use the information they collected to make a bar graph. The students have already been taught about bar graphs so they have notes in their math journal from yesterday. The students must make their own individual bar graph based on their group’s data.

• As the students work on their bar graphs, I will walk around the room and make sure the students are working and understanding how to make the graph. I will ask the students questions to promote their learning.

Where should the title go (top middle of the page)? What is your title ? How many categories should be at the bottom, x-axis (Five categories)? What should be your heading on the left, y-axis (Number of Students)? What is the label for the x-axis (Favorite things)? How many numbers have to go on the left, y-axis (Number of students in class)? What option do most students prefer? What option do students like the least?

• The students will have a completed graph and data table. When I walk around the room, I will check student’s graphs and help the students that are struggling to make the graph.

• If some groups finish earlier, the teacher will ask what other categories they could have included if they were not related to Nellie’s choices (ex. French toast for breakfast, pizza for lunch, etc.)

• Differentiation of the task and/or the product

Physical Disabilities: Students who cannot manipulate the tiles may create their graphs using the , Data Analysis & Probability (Grades 3-5), Bar Chart.

Learning Disabilities: Have them work with a partner to make graph. Students have fewer categories that they need to graph. They can use square tiles to represent the bars.

Higher Achievers: If students finish early, they can create different surveys of their own choice (TV program, singer, etc.).

ELL: The teacher needs to explain the vocabulary to students when reading the story. The teacher will have to be very specific on explaining the topics and making sure students understand each activity and food. The teacher can also provide the students with a copy of the book that they could read with an ESL teacher or assistant prior to doing the activity.

Standards Targeted

• 3.S.4 Identify the parts of pictograph and bar graph.

• 3.S.5 Display data in pictographs and bar graphs.

(c) Conclusion/Closing TIME FOR LEARNING! (Explain, Elaborate) (10 min)/

• The groups will then present their findings to the class.

• Questions that promote students’ reflection on the activity/task

What do students like the most? What do students like the least? What should your bar graph look like (Headings, title,5 bars) ? What headings did you put on the chart (Number of students, 5 categories)? What is the title of the chart? Should each group’s bar graph look the same (No, because each group has different data, but there should be some similarities like each should have a title, headings, bars)?

• Questions that promote students’ connections of ideas

Should each group’s bar graphs look similar (The bar graphs should have different data, but some similarities like each should have a title, headings, and 5 bars though they might be different on each graph)? Why would the bar graphs look different (the data and question is different for each group)? Should some things look the same or should everything be different (Should have similar layout with heading, title, and five bars, but the data and each of these things will be different in size or name)?

• Summary of the new findings, concepts and/or procedures:

From this lesson students should learn:

• What frequency is (this is what the y-axis shows).

• How to collect data in the form of tallies and fill in a table with this information. Also, that you must collect data from the whole class in order to make an accurate table on what the classes’ favorite thing to do is.

• How to organize data into a table then make it into a graph.

• How to make a bar graph.

• Standards targeted in the closing? (From NY State Standard 3: Mathematics)

• 3.S.8 Formulate conclusions and make predictions from graphs.

• 3.S.7 Read and interpret data in bar graphs and pictographs.

6. “If time”/ extensions: Collect data as a class on what students’ favorite daily activities are. The students could then make another bar graph with this data.

7. References (sources used in creating lesson plan)

Group 1

|Favorite Breakfast Food |Tally |Total number per category |

|Orange Slices | | |

|Toast | | |

|Eggs | | |

|Cereal | | |

| | | |

|None of the above | | |

|TOTAL | | |

Group 2

|Lunch |Tally |Total number per category |

|Cherries | | |

|Baby Carrots | | |

|Sandwiches | | |

|Cookies | | |

| | | |

|None of the above | | |

|TOTAL | | |

Group 3

|Indoor Games |Tally |Total number per category |

|Dancing in Big Shoes | | |

|Blowing Bubbles OUT the Window | | |

|Hiding Under a Castle | | |

|Playing Trains | | |

| | | |

|None of the above | | |

|TOTAL | | |

Group 4

|Favorite Things to see Outside |Tally |Total number per category |

|Cats | | |

|Frogs | | |

|Big Kids | | |

|Balls to play with | | |

| | | |

|None of the above | | |

|TOTAL | | |

-----------------------

Title of the book:

Author: A Day with Nellie

Year of publication: 2002

Problem/Key issue:

Nellie is trying to figure out what to do with her day.

Main Characters:

Nellie

Setting:

Time: One Day

Place: Nellie’s House/ Outside

Solution: Nellie picks her favorite things to do and eat.

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