Indiana Wesleyan University

Elementary Education Lesson Plan

Emilee Rhoton Teaching date: October 31, 2019
Kindergarten at Frances Slocum Elementary Cooperating teacher: Hannah Lindsay
School

LESSON RATIONALE
This lesson needs to be taught to students to promote categorization, number since, and
number and object representation. Students will need to know who to separate and analyze
information in the workplace and at home. This lesson will give the bases for that information.
READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)
a. Students will learn about a graph and how it is used to sort information.
B. Objective(s)
a. Upon completion of the lesson, students will sort items onto a graph
b. After completing this lesson, students will be able to explain what a graph is.
c. After this lesson students will be able to classify and count the number of letters
in a word/name
C. Standard(s):
a. K.DA.1: Identify, sort, and classify objects by size, number, and other
attributes. Identify objects that do not belong to a particular group and explain
the reasoning used.
b. K.M.1: Make direct comparisons of the length, capacity, weight, and
temperature of objects, and recognize which object is shorter, longer, taller,
lighter, heavier, warmer, cooler, or holds more.
II. Management Plan-
o Time per lesson element
 Mini-lesson 15min
 Response Activity - 20min
 closure -5min
o Use of Space
 mini-lesson – carpet
 graph activity - at the tables
o list of materials.
 Anchor chart/ “how many letters are in your name” graph
 Scissors
 Colored paper
 Pencils, Crayons and/or markers
 Tracible names – Attached
 The book: Alma and how she got her name by: Juana Martinez-Neal
III. Anticipatory Set
 Students will have just finished up with their morning work and morning meeting on
the carpet
 I will introduce the book: Alma and how she got her name by: Juana Martinez-Neal

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  “Have you guys ever met someone with a really long name before?”
 Allow three students to answer
 “I have a friend who has five names!”
 “Today, we are going to read a story about a little girl who has a lot of names!”
 Read Alma
 What did you guys think about that book? Thumbs up, down or in the middle.
 “I want you to turn to someone and tell them your favorite part of the book.”
 “Where did Alma get her names from?”
 “where any of you named after someone in your family?”
 “how many names did Alma have?”
 “what were some of her names?”
 “I wish there was a way to keep track of all the names.”
 “wait! I just remembered this really cool way to keep track of things(information). It
is called…. A graph.
IV. Purpose: Graphs are important tools to organize and keep track of information. We use them
to remember things and to show information.

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners
 For my students who struggle with writing, I will provide traceable letters.
 For my students who can write their names with ease, they will not be given a
traceable name but have to write their names on their own.
 For my students who have trouble sitting still, I will give them a fidget before the
lesson starts.
VI. Lesson Presentation (Input/Output)

• “What is a graph?”
• “Do you have any idea what a graph is?
• “A Graph is a drawing that helps us keep track of information. Graphs use lines,
shapes, and colors to help sort information. Another word some people call a graph is
a chart.”
• “We can even use a graph to keep track of what your favorite Halloween candy is.”
• “We use graphs to look at and compare different things.”
• “Does anyone know what the work Compare means?”
• “Compare means to look at two or more items/things and see how they are different.”
• Recall on a past graph created in the class
• “Who remembers when we got to try the Red, Green, and Yellow apples?”
• “You all voted on which apple you liked the best, and when you put the sticky note
on the board, we created a graph!”
• “Well, today, we are going to be creating another graph.”
• In our story, the character Alma had many different names, and her name is really
long. Well, I wanted to see how long your names are!”
• “I want you to raise the roof if you think you will have the longest name.”
i. Let students raise the roof
• “Now, I want you to raise the roof if you think you have the shortest name.”

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 i. Let students raise the roof
• Start to transition into the activity.
• “We are going to be doing an activity to see how many letters are in our names.”
• “Soon, we will be transitioning back to our tables. There you will have a piece of
paper. On the paper, you are going to write your name. After you write your name,
we are going to cut out each letter like this.”
i. Show example
• “Once you are done cutting raise your hand and Miss. Lindsay or I will come to help
you put your name on our graph.”
• Dismiss students by the table, following the transition procedure.
• Allow the students time to complete the activity
• Walk around the classroom to help students when needed.

VII. Check for understanding.

• As students are working on their names ask each table questions
i. “What do we use graphs for?”
ii. “can I use a graph to keep track of your favorite candy?”
• As students are working on their names, ask each table questions
i. “What do we use graphs for?”
ii. “can I use a graph to keep track of your
VIII. Review learning outcomes / Closure
• Once students have cut out their names, we will put them on the graph.
• Have students come to the carpet
• “Thank you, guys, for coming back to the carpet so well,”
• “Let’s look at our graph.”
• “Who do you think has the most letters in their name?
i. Let a few students guess/look/predict/interpret the data on the graph
• “let’s count.”
• Count a few names, then reveal the name with the most letters and the name with the
least amount of letters
i. Avoiding the term least
• Have students count how many letters are in their names
• Ask students questions again
• i. What is a graph?
• ii. What can we keep track of?
• What we like, how many of something…
• Dismiss students by tables and have them clean up and transition to the next
lesson/part of the day

PLAN FOR ASSESSMENT

Formative – The class graph will help show if the students can sort items (the letters in their
name) on a graph. All throughout the lesson, I will be asking students individually and as a
whole: “what are graphs” and “how we can use them.”

REFLECTION AND POST-LESSON ANALYSIS

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 1. How many students achieved the lesson objective(s)? For those who did not, why
not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Include additional self-answer questions that specifically address unique lesson content,
methodology, and assessment.
8. How did the students do with the activity? Was there enough engagement?
9. How well did you manage the different behaviors in the classroom with the activity and
story?

Indiana Wesleyan University

Refreances:
(n.d.). Retrieved from https://kids.britannica.com/kids/article/graph/399910.

Yancey, L., Yancey, L., Tara, Tara, Shannon, Shannon, … Coffman, L. (2016, July 8). 20
FREE Name Activities for the First Week of Kindergarten. Retrieved from
http://kindergartenchaos.com/free-name-activities-for-kindergarten/.