ELED 533 Assignment Description

Lesson Plan Project, 20%

Learning Objectives: all UKDBs

As you well know, one key to any successful lesson is having a well-thought-out and
thorough plan of action. The more practice you have in planning student-centered mathematics
lessons, the easier it will be to efficiently plan lessons in the midst of the busy school year. This
assignment is designed to give you practice in applying the research frameworks we study to plan
two consecutive lessons, reflect on feedback, and make appropriate revisions to improve lessons. By
the end of the project, you will have planned and revised two lessons and reflected on your
planning experience.

You can work alone or with a partner for the lesson plans of Phases 1-5. Your reflection
must be completed individually.

Because planning an effective mathematics lesson can be a difficult process, this assignment
will take a developmental approach that mirrors Backwards Design. You will be expected to hand in
work in five phases:
1. Phase 1: You will choose one topic as the focus of your lessons. You will complete
sections B, C, and D of the lesson plans (see the ELED 533 lesson plan format posted
on Canvas). These sections may be the same for both lessons. (Due May 21
st
)
2. Phase 2: You will complete section E of the lesson plans. This section may be the same
or similar for both lessons. (Due May 27
th
)
3. Phase 3: You will complete sections G1 and H of the lesson plans and revise sections B,
C, D, and E based on my feedback. These sections will most likely be different for each
lesson. (Due June 5
th
)
4. Phase 4: You will completed sections F, G2 and I of the lesson plan and revise sections
G1 and H based on my feedback. These sections will most likely be different for each
lesson. (Due June 12
th
)
5. Phase 5: You will (a) make final revisions to your lesson plans, (b) complete a reflection
in which you reflect on your lesson planning process and your long-term vision for planning.
(Due May 5
th
)

Each lesson should follow the ELED 533 lesson plan format we will use for this course
(posted on Canvas), which includes making cross-curricular connections. You may choose to work
with a partner or alone for all of the phases, except the written reflection. Remember, each phase
is a revision of the previous phase with new sections of the lesson plan included. You will receive
narrative, individualized feedback using the Lesson Plan Feedback Checklist (posted on Canvas)
with Gems & Opportunities. As always, revisions must be highlighted. The rubric for this assignment
is posted on Canvas.

IMPORTANT! The lessons submitted for the Lesson Plan Project should represent best
practices in student-centered mathematics instruction. Plans submitted for this project should reflect
the ideals of mathematics instruction discussed in your textbooks and in our course.
ELED 533 Assignment Description

The two days of lesson plans are worth 15% of your final grade. Your reflection is worth
5% of your final grade. The rubric and detailed description for this assignment are also posted on
Canvas.


ELED 533 Assignment Description
ELED 533 LESSON PLAN FORMAT
JMU Elementary Education Program

(Include the title of each of the following sections in your written plan.)

A. TITLE/TYPE OF LESSON

B. CONTEXT OF LESSON
Before every unit, the students get a pre-test to assess their knowledge and see what
areas need to be focused on and what they already know. At the end of every unit, the
same test is given as a post-test. Neither of these tests is for a grade, they are simply for
the teacher to be able to meet the students where they are in the learning progression of
that topic. The students will receive a post-test from the unit before the data and
graphing unit and also will receive a pre-test for the unit to see how much they know
about the topics. This will give some insight into the how prepared the students are for
the unit and how to continue with instruction from there.
Horizontal: We started the year by getting the students reacquainted with their
numbers. The students have been slowly mastering their smaller numbers and getting
comfortable with larger numbers, like 1 million. The students have continued to practice
their comparing of whole numbers and even decimals and fractions. This will be a great
foundation block when we move into the graphing unit, as the students will be required
to compare and interpret the data from the graphs. The class has just completed the unit
on measurement, learning both metric and the US Customary units, so the students
currently have a plethora of a data at their fingertips, however, they do not understand
this yet. To help the students make sense of the data they are collecting through
measurement, we are now introducing the unit on collecting, organizing, displaying, and
interpreting data from a variety of graphs. We will begin the unit by having the children
collect data by using their measuring skills, as well as by observation, surveys, polls, and
experiments. To make the lessons meaningful for our fourth grade students we are
having them collect data on the upcoming field day they will all be participating. The
students always enjoy field day and get very involved in the spirit and actual events. We
will give the students the choice to collect data on any of the events: running time,
farthest jump, most amount of water filled in the bucket, fastest relay, best team name,
what you think your best event is, etc. The students will then organize the data in charts
and tables, then create bar and line graphs using the data complete with titles and
labeled axes. After the graphing unit, the students will begin their unit on probability
since they will now be able to effectively graph their results/outcomes to help them
understand the probability of different events occurring. The act of organizing and
interpreting data should help prepare them get in the right mindset to better predict
outcomes based on the data they have in front of them.
Vertical: Starting as young as grades kindergarten and first, the students have been
exposed to collecting data. In these grades the students were expected to collect data
The following information should be included in the header of the lesson plan:
Monica Athey and Kacie Dixon
Cooperating teacher and school
Date and time lesson is to be presented
Date written plan is submitted to the practicum teacher
ELED 533 Assignment Description
such as attendance, lunch count, or the daily temperature using tallying or counting and
then were responsible for organizing the data through an object or picture graph. In
second grade the students built on their prior knowledge, as well as learned to use
pictographs and bar graphs as a form of representing data and were expected to be able
to analyze data from their graphs. In third grade, the students learned line plots and
further explored reading and interpreting graphs. So now in fourth grade, the students
will be able to collect, organize, and interpret data from a variety of graphs since they
have already mastered the different data collecting, organizing, and representations in
their previous grades. This year the students are expected to think more critically as they
interpret the graphs, using comparison and full sentences to describe and analyze the
data. Next year, in fifth grade the students will be given problem situations where they
must then collect, organize, interpret, and represent data from any of the graphs they
have previously learned. The students will also be learning stem and leaf plots, which
would help them then find the median, mode, range, and mean which is expected of
them in the fifth grade.
The lessons on graphing will be developmentally appropriate because the students have
been exposed to graphing since Kindergarten and have built on their knowledge each
year since. The students will be appropriately challenged to support their development
along their own personal learning progression. The students will be mastering their levels
of representation by first measuring the data concretely in the enactive level. The
students will then be able to represent the data using logical pictures in the iconic level.
However, by fourth grade the students will be able to now symbolically show the data
through abstract visuals like bar graphs and line graphs.
Graphing is a critical mathematical skill that opens students eyes and minds up to seeing
mathematics in a whole different light. In Chapter 17 of the Van de Walle and Lovin text
(2014), it states that, A graph provides a visual image of the data that cannot be
captured in other forms (p. 342). While it may be challenging at first, the students at
this age need to be challenged in a healthy way and pushed to think differently and see
what they can do. This new representation can also be used to create classroom
community and involve each and every student in the process. The text also states that,
The value of having children actually construct their own graphs is not so much that
they learn the techniques as that they are personally invested in the data and that they
learn how a graph conveys information (Van de Walle & Lovin, 2014, p. 343). Graphing
provides an opportunity for students to get excited about math because it is so relatable
in the classroom community through the use of each students opinions and qualities. It
gives them a sense of gusto and autonomy that will help serve them in future math units
and even other subjects.

C. STANDARDS - VA SOLs and/or CCSS
-VA SOL:
4.14 The student will collect, organize, display, and interpret data from a variety of graphs.
-VA SOL Process Standards:
Communication- Mathematics has its own language, and the acquisition of
specialized vocabulary and language patterns is crucial to a students understanding
and appreciation of the subject. Students should be encouraged to use correctly the
concepts, skills, symbols, and vocabulary identified in the following set of standards.

-CCSS:
CCSS.MATH.CONTENT.3.MD.B.3
Draw a scaled picture graph and a scaled bar graph to represent a data set with several
ELED 533 Assignment Description
categories. Solve one- and two-step "how many more" and "how many less" problems using
information presented in scaled bar graphs. For example, draw a bar graph in which each
square in the bar graph might represent 5 pets.
-CCSS Process Standards:
CCSS.MATH.PRACTICE.MP4 Model with mathematics- Mathematically proficient students
who can apply what they know are comfortable making assumptions and approximations to
simplify a complicated situation, realizing that these may need revision later. They are able
to identify important quantities in a practical situation and map their relationships using
such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze
those relationships mathematically to draw conclusions. They routinely interpret their
mathematical results in the context of the situation and reflect on whether the results make
sense, possibly improving the model if it has not served its purpose.

-Cross-Curricular Connections:
4.1 The student will demonstrate an understanding of scientific reasoning, logic, and the
nature of science by planning
and conducting investigations in which
i) data are collected, recorded, analyzed, and displayed using bar and basic
line graphs;
j) numerical data that are contradictory or unusual in experimental results
are recognized;
k) data are communicated with simple graphs, pictures, written statements,
and numbers;
l) models are constructed to clarify explanations, demonstrate
relationships, and solve needs; and

4.1 The student will use effective oral communication skills in a variety of settings.
d) Use evidence to support opinions.
e) Use grammatically correct language and specific vocabulary to
communicate ideas.
f) Communicate new ideas to others.
g) Demonstrate the ability to collaborate with diverse teams.
h) Demonstrate the ability to work independently.

CE.1 The student will develop the social studies skills responsible citizenship
requires, including the ability to
b) create and explain maps, diagrams, tables, charts, graphs, and
spreadsheets;


D. LEARNING OBJECTIVES
Understand what are the broad
generalizations/concepts the
students should begin to develop?
(These are typically difficult to
assess in one lesson.)
Know what are the tools,
vocabulary, symbols, etc. the
students will gain through this
lesson? (These knows must be
assessed in your lesson.)
Do what are the specific thinking
behaviors/procedures students
will be able to do through this
lesson? (These will also be
assessed in your lesson.)
U1 There are different types of
data
U2 Different graphs can be used to
represent different things
K1 Numerical data is values or
observations that can be
measured
K2 Categorical data is values or
D1 Collect numerical and
categorical data using
observations, measurement,
surveys or polls
ELED 533 Assignment Description
U3 Data displayed in bar and line
graphs can be interpreted so that
informed decisions can be made
U4 Graphs have various
components that provide the
foundation for interpreting the
data
observations that can be sorted
into groups or categories
K3 Line graphs show change over
time
K4 Bar graphs compare counts of
different categories
K5 A title tells the subject of the
graph
K6 Labels and axes organize data
horizontally and vertically
D2 Organize data into a chart or
table
D3 Construct and display data in
line graphs and bar graphs
complete with labels and titles
D4 Interpret data from simple line
and bar graphs by describing the
characteristics and writing a
sentence about your analysis
(Communication)

E. ASSESSING LEARNING
How will you assess student learning of the objectives? What type of assessment will
you use and why?
Remember every objective must be assessed for every student!


Objective Assessment
What documentation will you have for
each student?
Data Collected
What will your students do and say,
specifically, that indicate every student has
achieved your objectives?
U1 There are different types of
data
K1 Numerical data is values or
observations that can be measured
K2 Categorical data is values or
observations that can be sorted
into groups or categories
D1 Collect numerical and
categorical data using
observations, measurement,
surveys or polls
D2 Organize data into a chart or
table
I will have a checklist of skills I am
looking for during my monitoring of
the data collection/organization
and the graph constructing
process. I will walk around looking
and listening for those skills from
the students. As I see them
perform specific skills or strategies,
I will take note of it on my
observation chart.
The students will be working in
small groups of 5 and will be
collecting data using observations,
measurements, surveys, or polls.
The students will discuss what kind
of data they are collecting
(categorical or numerical) and will
decide what graph to make based
off the type of data they have.
They will exhibit they know the
types of data by explicitly stating as
we question them. They will then
sort the data and organize it into a
chart or table.
U4 Graphs have various
components that provide the
foundation for interpreting the
data
K5 A title tells the subject of the
graph
K6 Labels and axes organize data
horizontally and vertically
D3 Construct and display data in
line graphs and bar graphs
complete with labels and titles
The graphs that the students
construct will be used as
documentation. I will walk around
and check for completion and
correctness. After the activity, the
graphs will be collected and
graded. They will be assessed for
titles, labels, and axes included and
used correctly.
The students will include a
descriptive title and properly
labeled axes on their graphs. When
asked, the students will explain the
importance of the parts of the
graph they have labeled to
demonstrate their understanding.
(We will use a checklist to monitor
their answers to our prompt)
U2 Different graphs can be used to
represent different things
K3 Line graphs show change over
I will observe the presentations and
make sure every student is
speaking during the presentation. I
During their presentations, the
students will explain which type of
graph they constructed and why
ELED 533 Assignment Description
time
K4 Bar graphs compare counts of
different categories

will listen for learned concepts
explained verbally by the students,
showing their understanding
between graph types.
they chose that graph based on the
data they collected. Our
observations will be recorded on a
checklist we have previously made
U3 Data displayed in bar and line
graphs can be interpreted so that
informed decisions can be made
D4 Interpret data from simple line
and bar graphs by describing the
characteristics and writing a
sentence about your analysis
(Communication)

The students writings will be used
as documentation for their
understanding about analyzing and
interpreting graphs. The students
will be assessed on writing at least
one full sentence for each of the
four graphs that are presented to
the class.
The students will write in their
sentences for each graph what
type of graph was constructed and
one interpretation they found from
the graph.


Knows difference
between categorical
and numerical data
Knows numerical
data is
measurable
observations

Knows categorical
data is sortable
observations
Properly
collected
data
Organized
data into
a chart
Explains
which
graph they
made & why
Explains
relationship
between
labels
and graph



F. MATERIALS NEEDED
Graph paper: Teacher
Pencils: Students
Markers: Teacher
Rulers: Teacher
Data: Both Student and Teacher
Notebooks: Students

G1 ANTICIPATION OF STUDENTS MATHEMATICAL RESPONSES TO THE TASK(S)
POSED IN THE PROCEDURE PORTION OF THE LESSON

Student organizing the data they have collected.
o Strategies: tallying, writing names as a form of tallying, designating certain
group members certain responses, organizing in a chart or table, counting up by
ones and writing numbers for the amount of people that are in each category
ELED 533 Assignment Description
o Mistakes: double counting responses, illegible tally marks, not organizing data
clearly can lead to errors
Student graphing the data the have collected and organized.
o Strategies: choosing the type of graph they wish to make (line or bar based on
their data), choosing an appropriate scale for their data, choosing accurate titles
and labels for axes, using rulers to construct graph precisely
o Mistakes: the students may choose the wrong type of graph or use an
inappropriate scale, graphs may be sloppy and hard to read if no rulers are used
Student will accurately interpret their classmates graphs.
o Strategies: the students will use the title and labels to understand what the data
is about, the students will compare values by using the scale as a tool, and
compare the values by looking at the bars heights (direct comparison), making
inferences from the graphs using abstract reasoning
o Mistakes: the students may misread the scale of the graph, students may
misread the data compared to the labels, students may interpret the graph based
on their own beliefs and not on the graph

G2 PROCEDURE
Include a DETAILED description of each step, including how you will get the students
attention, your introduction of the activity, the directions you will give students, the questions
you will ask, and appropriate closure. Write exactly what you will SAY and DO. Think of this as
a script.

BEFORE: Engagement - How will you prepare students to be ready to engage with the main
task/activity?
In your procedure, be sure to address the 3 Before Phase Teachers Actions:
Before the lesson begins, I will facilitate a class discussion about data and graphing
To activate prior knowledge, I will ask the students, What is a graph? (Gathering
information) When would you use a graph? (Linking and Applying)
To actively engage every student, I will have them pair and share with their partner about
a time they have used data or a graph or a time they could have. After they discuss with
their partner, a few pairs will share what they discussed with the whole class.
I will do an introductory activity where there will be data written on the board and
graphs on magnets that they need to move and place under the appropriate group of
data. This will get all the students familiar with the different types of graphs and when to
appropriately use them and may activate some prior knowledge that they already have
from previous lessons or grades.
To keep every student engaged they each will use their white boards to participate, they
will draw a smiley face if they agree with the graph the student chose to match with the
data and draw a sad face if they disagree, and this way all students will be involved in the
process.
I will ask, Why does each graph go with the particular set of data? (Exploring
mathematical meanings) so that the students are comfortable with it before they go into
the activity.
We will also discuss the components of each graph (i.e. a title, labels, axes) and why
these are critical to the construction and interpretation of the graph.
I will explain the task to the students and establish clear expectations about it. I will tell
them that they will be split into groups of 5 and will be collecting data about our
upcoming field day through whichever medium they pick out of the bag: observations,
ELED 533 Assignment Description
measurements, surveys, or polls. I will instruct them that after they have collected their
data, they will organize their data in either a chart or a table and we will use it to make
decisions concerning our class team on field day. Next they will decide which graph best
represents their data and construct the graph. I will remind them that their graphs need
to be properly labeled and contain all the necessary components.
To make sure the task is understood, I will ask if there are any questions and answer any
that they may have.

DURING: Implementation this is the time when students are either working independently or in
small groups and you are conferring with students. (see pp. 26 of your 3-5 text)
In your procedure, be sure to address the 4 During Phase Teachers Actions:
I will have the students count off by fives to determine the groups.
After they are in their groups, I will walk around with the bag of mediums and have them
choose one.
I will let them choose their own question for data collection based on the context of field
day. I will provide them with guiding suggestions if they request them such as, What
kinds of different events are involved in field day? (Orienting and focusing) Do you think
you are more talented at one than another? (Probing) What different components of a
team require us to think about data? (Extending thinking) but not supply outright
questions they could use.
I will let the students go and start collecting their data; I will walk around monitoring the
collection process and listening for certain strategies.
I will be walking around to each group asking guiding questions, such as, What is the
difference between categorical and numerical data? (Inserting technology). I will be
looking for answers from students such as, Numerical data is measurable observations
and categorical data is sortable observations. I will record these observations on my
monitoring checklist. I will provide appropriate hints if they seem stuck, but not solutions.
I will be looking for students to be properly collecting data and appropriately organizing it
into a chart or table. I will record these observations on my monitoring checklist.
I will be looking for the strategies of tallying while collecting data, counting up by ones
and writing numbers for the amount of people that are in each category, and strictly
writing students names as a form of tallying.
If a group finishes early, as an extension activity they will be able to go over to the math
center and play mathematical Guess Who, which is a game that focuses on collecting,
graphing, and interpreting data.

Part of listening actively is one of the practices for orchestrating productive mathematics
discussions: Monitoring. In your procedure, explain how you will monitor student strategies to
prepare for the After phase.

Strategy Monitoring Checklist:









Student Name Tallying while collecting
data
Counting up by ones
and writing numbers
for the amount of
people in each
category
Writing students
names as a form of
tallying
Other




ELED 533 Assignment Description
AFTER: Engage the full class in discussion; encourage students to evaluate the ideas; look for
opportunities to highlight significant ideas in students work to make these mathematical ideas
more explicit to all students. (see pp. 26 of your 3-5 text).
In your procedure, be sure to address the 3 After Phase Teachers Actions:
After the students are done with their data collection and organization, I will promote a
mathematical community of learners by emphasizing how well they all did working
together in their groups. I will then ask if we can have a small discussion about the lesson
and if they wouldnt mind sharing with one another the strategies they used, and be sure
to listen because you all may have used different strategies. I will actively listen to the
students and help them only if theyre struggling with the words to use in their describing
of their strategy.
Selecting: How did you go about collecting your data? What strategies did you use to
record your data? How did you organize your data? (Gathering information & generating
discussion)I will be looking to highlight strategies of tallying while collecting data,
counting up by ones and writing numbers for the amount of people that are in each
category, and strictly writing students names as a form of tallying.
Sequencing: First I will ask, Which group used participants names as a way of recording
data? (Probing) Would you please share with the class your strategy? (Generating
discussion)I will start with talking about the importance of recording each piece of data
and how that group used names as a form of representation to personalize the process
and make sure they didnt miss anyone. Next I will ask, Which groups used counting up
by ones and writing numbers for the amount of participants who responded to your
questions and why?(Probing) I will talk about the use of numbers as a form of
representation for keeping track of the responses along the way and then coming to a
total for each category. Lastly I will ask, Who used tallying as their form of record
keeping for the responses they got? (Probing)Then I will talk about the strategy of
tallying as an efficient recording strategy when it comes to data collection.
Connection to real life experiences: I would ask What skills did this lesson help you
practice and learn? (Exploring mathematical meanings) What strategies do you think are
the most effective? (Generating discussion) Which strategy would use if you were to do
this lesson again? (Linking and applying) When do you think data collecting and graphing
would come in handy outside of the classroom? (Establishing context) (I am excited to
see what the students will come up with for this answer.)

Part of creating a mathematical community of learners in the after phase involves 3 practices of
orchestrating productive mathematics discussions: Selecting & Sequencing & Connecting. In your
procedure, explain how you will use your anticipating and monitoring of student strategies to
select, sequence, and connect student strategies.

Day 2
BEFORE:
To begin the day 2 lesson, I will instruct the students to get into the groups they were in
the day before when they were collecting data.
To activate prior knowledge, I will return the data that they collected the day before and
instruct them to talk as a group about the results that they got, how they organized them
and why.
I will then have them jigsaw into new groups, each containing one member from a
separate group. I will instruct them to share their data, how they plan on representing it,
and their thought process behind it. The listening group members will be encouraged to
ELED 533 Assignment Description
share their insight and opinions so that the whole class has a say in all the graph-making.
After they have shared, we will reconvene as a class and I will re-explain the task to make
sure that expectations are clear. I will explain that they need to decide which graph best
represents their data and construct the graph with the poster paper provided. I will
remind them that their graphs need to be properly labeled and contain all the necessary
components.
To make sure the task is understood, I will ask if there are any questions and answer any
that they may have.

DURING:
Once the students have completed their jigsaw and confirmed that they understand the
task at hand, I will pass out poster paper for them to construct their graphs on.
I will let the students go and start their graph construction, I will walk around and ask
what kind of graph they are making and why. I will listen actively to their conversations
and record their responses on my monitoring checklist.
I will ask them, What helped you to make this graph? (Probing) and will be looking for
answers about the relationship between titles, labels, axes, and graphs. If they are
struggling, I will provide them with appropriate hints to get their thinking on track, but
not solutions.
Once they have all finished their graphs, I will ask them to talk amongst themselves and
decide how they want to present their graph to make sure that each student gets a
chance to share during their presentation time.
During the presentations, I will be monitoring for the presenters to be explaining which
type of graph they decided to make and why. I will also be monitoring for them to explain
the relationship between the graph components (title, axes labels) and the graph. I will
be recording these observations in my monitoring checklist.
While the presenters are speaking, the students will be listening actively and writing a
sentence about the graph that is being presented.
I will walk around monitoring and looking for the strategies of comparing the values by
looking at the bars heights (direct comparison), comparing values by using the scale as a
tool, and making inferences from the graphs using abstract reasoning.
If a group finishes their graph construction early, as an extension I will instruct them to
return to their seats and add words that they learned from the graphing lesson to their
portable word walls.

Strategies Monitoring Checklist:








AFTER:
After all the presentations have concluded, I will promote a mathematical community of
learners by emphasizing how well they all did on their presentations. I will then ask if we
can have a small discussion about the day and if they wouldnt mind sharing with one
another the strategies they used, and be sure to listen because you all may have used
different strategies. I will actively listen to the students and help them only if theyre
Student Name Comparing values by
looking at heights of
bars (direct
comparison)
Comparing values
by using the scale
as a tool
Making inferences
from the graphs
using abstract
reasoning
Other




ELED 533 Assignment Description
struggling with the words to use in their describing of their strategy.
Selecting: What observations did you make about the graphs that were presented?
(Gathering information) What parts of the graph did you use to help you compare the
values? (Gathering information) How did you come to your conclusions and why?
(Probing) I will be looking to highlight the strategies of comparing the values by looking at
the bars heights (direct comparison), comparing values by using the scale as a tool, and
making inferences from the graphs using abstract reasoning.
Sequencing: First I will ask, How did you use the bars on the bar graphs to help you
come to your conclusions about the data? (Probing) Would you please share with the
class your strategy? (Generating discussion) I will start with talking about the strategy of
direct comparison and how it is a great tool for comparing data that is visually displayed.
Next I will ask, Who used the scale to help them compare the values and how did it help
you come to your conclusions? (Exploring mathematical meanings) I will talk about the
importance of a scale on a graph and how it can be used for indirect comparison of two
or more values, especially for two bars or data points not next to each other on a graph.
Lastly I will ask, Who made an interpretation beyond the data that was explicitly
depicted on the graph? (Probing)Then I will talk about abstract reasoning and how
graphs can show us much more than just the data points that are displayed if we think
critically and make inferences.
Connection to real life experiences: I would ask, What skills did this lesson help you
practice and learn? (Exploring mathematical meanings) What strategies do you think are
the most effective? (Generating discussion) Which strategy would use if you were to do
this lesson again? (Linking and applying) When do you think data collecting and graphing
would come in handy outside of the classroom? (Establishing context) (I am excited to
see what the students will come up with for this answer.)



H. DIFFERENTIATION
This connects to your During Phase Agendas: providing appropriate hints and extensions.

Content Process Product



Interest



Differentiation will occur
as the students decide what
subject to collect their data
around according to their
interest in field day.
Differentiation will
occur as the students
collect their data
according to their
particular interest in
field day.
Differentiation will occur
as the students represent
their data in a graph of
their choice according to
their interest relevant to
field day.



Readiness



ELED 533 Assignment Description



I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Think about this specifically for THIS lesson plan. This CANNOT include fire drills, interruptions
due to announcements, weather, or other emergencies.
The students may goof around within their groups and become off task. I will be
walking around monitoring at all times for proximity control. I will also be stopping by
the groups asking questions and giving hints, as well as ensuring all group members
are actively participating.
The students may choose the wrong graph to represent their data. I will discuss the
different graphs with the class prior to their graphing and give examples to help them
understand. I will also ask them what kind of graph they plan on making prior to them
constructing the actual graph.
Students may be disrespectful during their classmates presentations. I will not
tolerate any rude behavior during presentations and explicitly tell the students to
listen to their classmates because they must interpret each graph in at least one
sentence, which will be handed in for a grade.
Students may be upset with the group they were randomly assigned. Before randomly
assigning the groups, I will tell them that we are all friends in this class, so no matter
who they end up with in their group they will be with their friends. I will also explain
that if someone hurts anyones feelings during the group making with sounds or faces,
the disruptive student will be working alone.

ELED 533 Assignment Description

Lesson Plan Feedback

Alignment of
Mathematical
Context, Standards
and Objectives
Checklist:
o Context is completely described.
o Pre-assessment describes students readiness and/or interests
o Vertical planning and horizontal planning demonstrate the
appropriateness of this lesson within the curriculum sequence
o Developmentally appropriate practice from textbook and/or learning
progressions are cited.
o Standards for mathematical content are included.
o Standards for mathematical process/practices are included.
o Cross-curricular connections are included in standards section.
o Understand objectives are generalizations.
o Know objectives are tools, vocabulary, symbols, etc.
o Do objectives are procedures and skills.
o Context, standards, and objectives are aligned and appropriate.

Gems:



Opportunities:



Assessment Checklist:
o Assessment is described and explained (clearly articulated).
o Each objective is assessed.
o What students will say and do to demonstrate achieving each objective is
described.
o Assessment is appropriate for purpose.

Gems:



Opportunities:



Materials and
Procedures
Checklist:
o List of materials is included.
ELED 533 Assignment Description
o Math tasks are described.
o Student strategies and mistakes are anticipated.
o Before Phase:
o 3 actions addressed
o During Phase:
o 4 actions addressed
o Plans to monitor (assess) in the during phase are included.
o After Phase:
o 3 actions addressed
o Plans to select, sequence, and connect student strategies in the
after phase are included.
o A Differentiation Plan is included:
o Differentiation of content, process, or product by readiness or
interest is described in detail
o Differentiation plan is appropriate and aligned to objectives.

Gems:



Opportunities:



Mathematical
Correctness and
Appropriateness
Checklist:
o Mathematics is correct.
o Lesson reflects text and learning progressions descriptions of
developmentally appropriate mathematics instruction.
o Lesson focuses on understanding, not just procedures.
o Students are engaged in the math processes/practices in each phase of
the lesson, especially through teacher questions.

Gems:



Opportunities:



Organization and
Presentation
Checklist:
o Each section of lesson plan is complete.
o Lesson plan follows lesson plan format for course.
ELED 533 Assignment Description
o No typographical or grammatical errors.

Gems:



Opportunities:


ELED 533 Assignment Description
Lesson Plan Rubric (Phases 1-4, Phase 5: Next Day Lesson Plan)
Criterion On Target (3) Developing (2) Novice (1) Unacceptable (0)
Alignment of
Mathematical
Content,
Standards, and
Objectives
Weight = 2


Clear alignment between:
the mathematical context of the lesson,
appropriate state and national standards (content
and process/practice), and
the objectives of the lesson (understand, know, do)

Objectives identify specific, measureable, and observable
learning behaviors and are clearly and concisely written.
Context, standards, and
objectives are aligned.
Some objectives are
unclear or do not identify
observable or measureable
behaviors.
Context, standards, and
objectives are not clearly
aligned. Most objectives
are unclear or do not
identify observable or
measureable behaviors.
The context, standards,
and objectives are not
included or are
inappropriate.
Assessment
Weight = 2
Strategies to assess student learning are:
aligned with learning objectives (what will you listen
for/watch for),
appropriate for their purpose, and
clearly articulated.
Assessment strategies are
both aligned and
appropriate, but not clearly
articulated.
Assessment strategies are
not aligned with learning
objectives or inappropriate
for their purpose.
No assessment
strategies are included.
Materials and
Procedure
Weight = 2
Thorough detail of what is to occur in the lesson is
provided, including:
a list of needed materials,
descriptions of each task to be given to students,
plans for anticipating, monitoring, selecting,
sequencing, and connecting,
a specific differentiation plan, and
procedures to be followed by the teacher that
address each action in the three-phase lesson format.

The listed materials and procedures are appropriate for
the lesson's objectives.
The description of the
lesson is economically
written and needs further
clarification, or not all
materials, actions,
questions, tasks, practices,
or activities are included.
The listed materials and
procedures are appropriate
for the lesson's objectives.
The description of some
parts of the lesson is
unclear or not all of the
listed materials and
procedures are appropriate
for the lesson's objectives.
Major components of
what is to transpire
during the lesson are
confusing. Little
evidence in
material/procedure
planning.
Mathematical
Correctness and
Appropriateness
Weight = 3
The mathematics in the lesson is:
correct,
developmentally appropriate,
presented in a student-centered manner, focusing on
student understanding and engaging students in the
Mathematical Processes/Practices.
The mathematics in the
lesson is correct and
developmentally
appropriate but is not
presented in a student-
centered manner.
The mathematics in the
lesson is correct but not
developmentally
appropriate and not
presented in a student-
centered manner.
The mathematics
presented in the lesson
is incorrect.
Organization and
Presentation
Weight = 1
Plan is:
complete,
well-organized, and
has a professional appearance free of typographical
or grammatical errors.
Each section is complete
and organized. Some (1 or
2) errors present.
Some sections are only
partially complete (key
information missing) or lack
organization. Some (1 or 2)
errors may be present.
Unorganized,
incomplete (sections
missing), or in need of
proofreading (at least 3
errors).
Lesson Score: ____ /30
IECE 460 Assignment Description