Artifact Seven: Math Lesson Plan

This artifact will provide a strong example of my content and pedagogical skill in the

area of mathematics. Due to the current environment requiring a purely online environment, this

lesson will illustrate how an educator can engage effectively with students in a remote situation.

This artifact will demonstrate my strong preparation, organizational and technological skills. I

will also demonstrate my creative capacity in order to make the lesson fun and engaging.

This artifact will connect to the following professional standards: InTASC Standards #3,

4, 7, 8 and 1: Learner Development. The teacher understands how learners grow and develop,

recognizing that patterns of learning and development vary individually within and across the

cognitive, linguistic, social, emotional, and physical areas, and designs and implements

developmentally appropriate and challenging learning experiences; New York State Code of

Ethics for Educators Principles #1, 3 and 2: Educators create, support, and maintain challenging

learning environments for all; DOE Claims 1, 3 and 2: Medaille College graduates meet the

needs of diverse learners through effective pedagogy and best teaching practices; International

Society for Technology Education for Teachers and Students (ITSE) Standards #3, 6 and 5b

Design authentic learning activities that align with content area standards and use digital tools

and resources to maximize active, deep learning; International Literacy Association (ILA)

Standard #5 Learners and the Literacy Environment; Council for Exceptional Children (CEC)

Initial Preparation Standards #2, 3, 4, 5 and 1: Learner Development and Individual Learning

Differences; and the Ontario Ethical Teacher Standards Care - The ethical standard of Care

includes compassion, acceptance, interest and insight for developing students' potential.

Members express their commitment to students' well-being and learning through positive

influence, professional judgement and empathy in practice.

 Medaille College Department of Education
Lesson Plan

Teacher Candidate’s Name: Christopher Curry Date: March July 730, 2020

Context for Learning (edTPA)

Where is the school where you are teaching located? City: _______ Suburb: ____x___ Town:_______ Rural: ______

Grade level: ___23_____ Number of students in the class: __22______

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
Visual Impairment 1  Seat the student near to the screen
 Provide large font examples that will be projected onto the
screen or on a sheet that they can have at their desk

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations, Modifications
Students
English Language Learner 1  Translator dictionary
 Pair student with another student that speaks the same
native language
 Clarify vocabulary and language concepts in first language
when possible
 Provide vocabulary cards
 Students with Other Learning Needs
Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students

Lesson __1____ of a __3____ Day Learning Segment

Subject and Lesson Topic:

Grade Level: 2nd Lesson Duration: 20 minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).

 The central focus of this learning segment is for students to be able to make a bar graph to represent data.

Knowing Your Learners

Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

Last year in grade 1, my students covered the standard, CCSS.MATH.CONTENT.1.MD.RI.4, so they are familiar with organizing, representing, and
interpret data with up to three categories. They learned about asking and answering questions about the total number of data points, how many in
each category, and how many more or less are in one category than in another. The students are also interested in nature and we recently had a unit
on animal habitats. We have recently talked about food that we like to eat in our science unit.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Because I know that the students are familiar with organizing data points and recognizing “more than” and “less than” comparisons, I will seek to
extend their knowledge and skill to creating visual representations in terms of a bar graph. Because I know the students love to talk about eating
their favourite foods, I will refer to favourite food types during the anticipatory set. Because I know the students enjoy talking about animals, I will
make a connection to animals for doing a “Nature Hike” activity.

Using Student Assets

What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

The students in my class are very active and like to ask each other questions. I regularly have them survey each other to get to know more about
each other and find common interests for lesson and activity development. The students particularly enjoy doing these surveys accompanied by
music on “Funky Fridays”.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Because I know the students enjoy performing surveys with each other I know that they will be comfortable speaking up and providing their
opinions.

Curriculum Standards
CCSS.MATH.CONTENT.2.MD.D.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories.
Solve simple put-together, take-apart, and compare problems using information presented in a bar graph

Ontario Curriculum Standards: Math D1.3: display sets of data, using one-to-one correspondence, in concrete graphs, pictographs, line plots, and bar
graphs with proper sources, titles, and labels
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow students with specific needs
the lesson and are aligned to the standards identified progress on each of the objectives? to demonstrate their learning.
above. (edTPA Task 1, Prompt 5b)
Students will be able to identify why we write  During the anticipatory set I will ask the  Prior to the lesson, I will preview the
down polling information for data management. students what we can do so that we can vocabulary necessary for the lesson with
remember the information from my English Language Learner so that they
Students will be able to identify key elements of a polls/surveys fully understand the concepts before the
bar graph  During the closure process I will ask lesson.
students to turn and talk and provide
answers to the key elements of a bar
graph
Students will be able to use textual clues as well
as their schema to make predictions and answer
the questions from the Learning to Make
Predictions worksheet.
 When the students turn and talk to their
 During the lesson I will ask students
about their predictions for what will
happen next in the examples. I will also
ask for textual evidence(clues) or ideas
from their schema, that support their
prediction.
partners, discussing what they think will
happen next in the worksheet questions,
I will walk around the room to listen in
and record if each student has been able
to identify textual clues to make relevant
predictions

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c)
Function
Looking at your standards and objectives,
choose the one Bloom’s word that best
describes the active learning essential for
students to develop understanding of
concepts within your lesson.
Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Identify I will support my students to use the language function through
thinking aloud about what I need to do so that I can remember the
data that has been collected.
I will also use open ended questions, such as “Does anyone have any
ideas about what we can do so that we can remember?”, “How do you
know?”, and “What makes you think that?” to get students to identify
the importance of writing down data.
I will support my students by identifying key features that are
necessary for completing a bar graph

Vocabulary
Key words and phrases students need to be data I will support my students to understand vocabulary by discussing
able to understand and use scale the meaning and definition of each word, using examples to
categories elaborate. I will post this information on an anchor chart as a visual
column for the students.
Syntax
Describe ways in which students will
organize language (symbols, words,
phrases) to convey meaning.

Discourse
How members of a discipline talk, write,
and participate in knowledge construction
and communicate their understanding of
the concepts
My students will verbalize their
ideas and thoughts about their
how we can show information
visually to their partner and the
class during the Think/Pair/Share.
I will support my students by modelling how to use data to complete
a bar graph. Students will orally participate in a Think/Pair/Share
with a partner.
Students will also provide verbal responses to questions posed by the
teacher.

Instructional Process Accommodations and/or Modifications

and/or Supports
Anticipatory Set/Motivator
I will provide a translation of challenging
 While the students are sitting at their desks, I will ask the students to raise their hand if they words as necessary to my ELL student
like pizza. Then I will count their raised hands to see how many students liked pizza. I will say
the number but not write it down.
 Then I will ask the students to raise their hand if they like to eat French fries. I will say the
number but not write it down.
 I will then think aloud saying “hmmm, I know that I asked about how many people liked pizza
and French fries but I can’t remember how many people liked which food…Does anybody
have any ideas about what can we do so that we can remember?”
 I will thank them for their responses and make note of important aspects of writing down
information. When a student says something about writing down information so that we can
remember it. I will confirm that “yes, we write down information from polling/surveys so
that we can remember how people responded”.
 I will then ask “once we have written down the number of people that liked something, what
is a way that we can show that information visually, so that we can understand the
information more easily?”
 “Turn and talk to your elbow buddy about ways that we can show information visually.”
 After 30 seconds, I will get their attention and then restate the question and work through
 their responses until I get answers similar to a chart/graph or something similar to that
wording.
 I will then respond, “excellent, that is correct. We can write down the number of people that
like something and then use a chart or a graph to show the information visually. Today we
are going to be using information, called, data, to make bar graphs”. I will explain to the
students that data are facts or statistics that are collected to help us learn more about
something.
 I will also explain that a bar graph is a visual display of bars that compares quantities or
numbers.

Instructional Procedures
I will provide the student with visual
 I will call up the student of the day to help with scribing information on the impairment large visual representations of
board/SMARTboard. each term to be used in drawing bar graphs.
 I will take a poll of the students and have the student of the day record their answers using
tally marks on the board. I will pair the ELL student with another
 I will begin by asking students what their favourite food is by providing four options. I will student in the class that also speaks the
identify the four food choices: pizza, french fries, chicken nuggets and pasta. I will confirm native tongue of the ELL student.
that the students can only choose one type of food.
 I will read out the colour choices one by one and the student will write down the answers I will provide the ELL student with
from their classmate as well as their own favourite food. definitions and visual representations of
 We will count out the number of tally marks and compare with the total number of students each term to be used in drawing bar graphs.
present in the class to make sure that there are the correct number of tally marks
 I will use the data from the tally marks on the board about favourite food to make a bar I will check in with the ELL student to repeat
graph. instructions as necessary and check for
 I will use the “Bar Graph” file attached to place on the SMARTboard or if not available, I will understanding.
draw the bars on the chart paper to represent student answers.
 I will write the title "Favorite Food" at the top of the graph, and explain to students that bar I will provide an anchor chart with key
graphs should include a title. vocabulary
 I will then provide an anchor chart, explaining to students that bar graphs also need a scale,
categories, and category label. Visual representations for key information
will also be provided to students as needed
 I will continue completing the bar graph by adding the rest of the labels, shading in the
appropriate number of squares to represent the data for each food and I will discuss each
part of the graph with the students.
 Once we have covered all of the elements of the bar graph, I will move on to the review of
 what we learned.

Closure

I will summarize what the students learned today, saying “So to review what we’ve talked about
today, we learned about collecting data and about what we need to include in a bar graph. I will show
a bar graph with blanks where the “title”, “labels” and “scale” information would be written.
I would say to the students, “turn and talk to your neighbour about what words we are missing so
that we can fill in the blanks”.
I will review the Parts of a Bar Graph anchor chart, as outlined in the Instructional Procedure.
I will say to students, “Tomorrow, we will work together to make some more bar graphs”.

List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive white-
board images.

Key Terms Anchor Chart, such as found below.

Parts of a graph anchor chart, such as one found below.
Vocabulary Cards below: based on the sheet found here: https://www.education.com/download/lesson-plan/el-support-lesson-lets-collect-
data/attachments/file_2101753.pdf

Word Definition
Bar graph A graph using bars that compares
quantities or numbers
Data Facts or statistics that are collected
to learn more about something
Category Data grouped by labels
Scale Tells the amount of data
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