Standards-Aligned Lesson Plan Template

Subject(s): Mathematics Grade: 7

Teacher(s): Sharon Warden School: Mendez Fundamental Intermediate School

Date: 04/27/2017
Part I GOALS AND STANDARDS (TPE3.1)
1. Common Core Learning Standard(s) Addressed:
Summarize and describe distributions:
6.SP-4: Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
6.SP-5: Summarize numerical data sets in relation to their context, such as by:
a. Reporting the number of observations.
b. Describing the nature of the attribute under investigation, including how it was measured and its units of
measurement.
c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean
absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern
with reference to the context in which the data were gathered.
d. Relating the choice of measures of center and variability to the shape of the data distribution and the context in
which the data were gathered.

2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and
Performing Arts):
MP.2: Reason abstractly and quantitatively.
MP.5: Use appropriate tools strategically.
MP.6: Attend to precision.
MP.7: Look for and make use of structure.

3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C.
Productive; and Proficiency Level addressing Emerging, Expanding, Bridging)
ELD.PI.A.7.1.BR: Exchanging Information/IdeasContribute to class, group, and partner discussions by following turn-
taking rules, asking relevant questions, affirming others, adding relevant information and evidence,
paraphrasing key ideas, building on responses, and providing useful feedback.
ELD.PI.A.7.4.BR: Adapting Language ChoiceAdjust language choices according to task (e.g., facilitating a science
 experiment, providing peer feedback on a writing assignment), purpose, and audience.
ELD.PI.B.7.5.BR: Listening activelyDemonstrate active listening in oral presentation activities by asking and
answering detailed questions, with minimal prompting and support.
ELD.PI.C.7.9.BR: PresentingPlan and deliver longer oral presentations on a variety of topics in a variety of
disciplines, using reasoning and evidence to support ideas, as well as growing understanding of
register.
ELD.PII.C.7.6.BR: Connecting IdeasCombine clauses in a wide variety of ways to make connections between and join ideas,
for example, to show the relationship between multiple events or ideas or to evaluate an argument.
4. Learning Objective: (What will students know & be able to do as a result of this STUDENT-FRIENDLY
lesson?) TRANSLATION
Students will be able to graph the data that they collected from their surveys I will learn how to use bar
using a bar graph, line graph, pie chart, or scatter plot. Students will also be able graphs, line graphs, pie charts,
to distinguish between each type of graph and select the most appropriate graph and scatter plots to display the
to use to display their specific data. data from my surveys.

5. Relevance/Rationale: (Why are the outcomes of this lesson important in the STUDENT-FRIENDLY
real world? Why are these outcomes essential for future learning?)(TPE1.3) TRANSLATION
This is directly connected to Symposium, which is required for all honors students. This is important because I need
This is the last of 4 mini-lessons, so students will be learning how to display the to select appropriate graphs to
data that they collected from their surveys. This is the last step before having the show the data I collected from
students make inferences about their population. my survey for my final
Symposium display.
6. Essential Questions (TPE1.5):
Why are graphs used to represent data? Why don't people simply explain the data they collected?
Are graphs always beneficial to data representation?

Part II STUDENTS INFORMATION (TPE1.1,3.2)

7. Class Information:
a. Total number 37
b. English Learners/Standard English Learners There are a lot of redesignated ELs, and most of the
students are bilingual, speaking both Spanish and English. It is the school's goal to have all ELs be classified
as redesignated before moving on to high school. This allows them to start with college accredited English
courses.
c. Students with Special Needs 1 (ADHD) The student is on medication but is inconsistent with taking his
 medication due to side effects. He requires structure, predictability of routine, and positive and direct
feedback to support his learning.
d. Academic language abilities, content knowledge and skills in content area This is an honors
class, so it is both accelerated and more in depth than a standard 7th grade math course. Academic
vocabulary is emphasized in every class under the Common Core State Standards, and the students are
able to pick up new concepts very quickly. These students are able to complete more than one main idea in
one class period and then apply it accurately to class work and homework.
e. Linguistic background English & Spanish; I rarely hear anything spoken besides English.
f. Cultural background (home/family) Almost the entire class is Hispanic, there are only one or two Asian
students. This school is in Santa Ana, so it is a lower socioeconomic area; however, it is a fundamental
school so students have ample resources. Most of the parents of these students are immigrants, and they
understand that their parents moved to this country to provide a better life for them. They are almost all
bilingual, but they almost all speak English both in class and out of class.
g. Health considerations (if any) One student has a hearing aid, but does not require any special
accommodations. One student has a 504 plan, but the accommodations are very minimal.
h. Physical development factors that may influence instruction in this academic content area
Physical development is normal overall. These students are 11-13 years old so their physical development
can vary quite a bit, but there are no students that have any developmental delays or physical disabilities.
i. Social development factors that may influence instruction in this academic content area It is an
honors course, so the students are ready and willing to learn new information and participate. Just like in
any other class, some students are more outgoing and talkative while other students are shy and quiet. I
have not observed any isolation of students in this class, which I think can be attributed to the group
seating arrangement. Students get comfortable with the few students that they talk to every day.
j. Emotional development factors that may influence instruction in this academic content area It
is a 7th grade class, so emotional development varies from student to student; some students are more
mature than others, but I haven't heard any inappropriate jokes or comments that can be somewhat
expected in a junior high class.
k. Interests/Aspirations (relevant to this academic area) Students want to remain in honors math, and
they both encourage and challenge each other to get the answer correct as efficiently as possible. This
creates a high-achieving atmosphere where students push themselves to exceed expectations. I have heard
various aspirations for what they are hoping to pursue as a career. One girl, Giselle, wants to become a
doctor, a few of the boys want to be professional athletes, another boy wants to be a professional gamer,
and one of the girls wants to be fashion designer. I think that because they are in junior high, some of their
aspirations are based solely on their interests. This allows the teacher to utilize their interests in order to
 keep them interested in math.

8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the
content? Please specify anticipated difficulties for English Learners, Standard English Learners, and/or students with
special needs. )):
Although there are only redesginated English Learners in the class, I still need to focus on English literacy as well as
academic and content vocabulary. Because the students are seated in groups, they often talk about things unrelated
to math. However, I think that the benefit of these groups during instruction outweighs the negative consequences.
The student with the hearing aid does not need any accommodations if her hearing aid is functioning. If her hearing
aid fails, then accommodations will need to be made. The student will ADHD struggles with mood swings and often
has trouble staying on task. This lesson may be difficult for English Learners because so much communication is
involved. Students will need to become "experts" on a specific type of graph and then report back to their home
groups what they have learned. This requires students to listen actively, comprehend and retain the information
learned in their expert group, and then verbally express what they just learned.

Part III - LESSON ADAPTATIONS (TPE3.5,4.4)

9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the
anticipated difficulties? Ex:) Please specify modifications/accommodations for English Learners, Standard English
Learners, and/or students with special needs. )
The students are always sitting in their normal heterogeneous groups of 4-5, so they are comfortable interacting and
sharing ideas with those particular students. This can be a support system for the redesginated English Learners
because the affective filter in these familiar groups in very low. Over 90% of this class speaks Spanish, so the teacher
could allow the discussion and collaboration to be done in Spanish. This would help the English Learners feel even
more comfortable within their groups. For new vocabulary, the teacher could provide sentence structures in order for
students to use the new vocabulary in the context of the lesson. This will develop their ability to use proper
terminology correctly. The student that wears a hearing aid does not usually need accommodations, but it for some
reason her hearing aid were to fail, accommodations may need to be made. She may need to be moved closer to the
teacher or be seated in a seat where her good ear is toward the teacher. For the one student with a 504 plan,
diagnosed with ADHD, there are some specific accommodations that can be made to make learning the material
more accessible to him. The teacher can provide him with preferential seating, near the teacher or at the front of the
class, with quieter peers sitting directly next to him. The teacher should give him clear, concise directions in multiple
formats (verbally and written). He also needs to receive positive, direct praise for his effort level and for following
directions. For any written assignments, he should be allowed to type his responses because his pencil to paper
writing speed is very slow. The jigsaw activity will be done in smaller groups; the largest expert group will be 4
students. This will lower the affective filter for English Learners. English Learners will also be encouraged to take
notes during the expert groups so that they can revisit the information when reporting back to their home groups.

10. 21st Century Skills Circle all that are applicable

Communication Collaboration Creativity Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson
(TPE1.5,3.3):
CommunicationThere is a lot of communication necessary in this lesson. Students will need to be able to read,
comprehend, and retain the information they will receive from their handouts in their expert groups. They will need
to verbally discuss the type of graph, its components, and its appropriate applications with the expert groups, and
they will then need to independently share these details with their home groups. Lastly, students will need to write
out these 3 aspects of their graph without the use of their notes/handout.
CollaborationStudent will need to collaborate in their expert groups in order to discuss the important information
about the assigned graph. Students will require the social and emotional skills necessary for working in small groups.
Critical ThinkingStudents are required to master the applications of each graph. This is extremely important
when deciding which graph to use for the data they have collected for their Symposium projects. When the students
finish their data analysis and put together their graphic representations, my master teacher and I will judge whether
or not they chose the most appropriate graph for their specific data.

11. Technology - How will you incorporate technology into your lesson? (TPE4.4, 4.8)
The only technology in this mini-lesson is the quick write. Students will need to use their chrome books in order to
access Canvas, which is where they will complete their quick write.

12. Visual and Performing Arts How will you provide the students with opportunities to access the
curriculum by incorporating the visual and performing arts? (TPE1.7)
There are no visual or performing arts in this lesson.

Part IV - ASSESSMENT OF STUDENT LEARNING (TPE1.8,5.1)

13. Assessment Criteria for Success: (How will you & your students know if they have successfully met the
outcomes? What specific criteria will be met in a successful product/process? What does success on this lessons
outcomes look like?)
a. Formative:
The teacher will walk around during the jigsaw activity to monitor the progress of the groups and ensure everyone is
on task. The teacher will be assessing whether or not everyone is involved in the discussion within the expert groups.
The quick write will be the most formal formative assessment because the teacher will be able to analyze each
student's "expertise" on their assigned graph. English Learners will have 3 opportunities to express their expertise,
so the quick write should just be an additional expression of this expertise. It will require English Learners to express
their understanding both verbally and in writing.
b. Summative (if applicable):
There is no summative assessment for this mini-lesson. The summative assessment will be their final Symposium
projects.
c. (Attach rubric here, if applicable):
There is no official rubric for the summative assessment. The information given in the quick write should match the
expert handouts that each student was given.
d. How do you plan to involve all students in self-assessment and reflection on their learning goals
and progress? (TPE5.3)
The quick write will serve as a final reflection on what they have learned during the lesson.

Part V - INSTRUCTIONAL PROCEDURE

14. Instructional Method: Circle one Direct Instruction Inquiry Cooperative Learning
This lesson utilizes cooperative learning. Students will each become experts on a specific type of graph (bar, line, pie
chart, or scatter plot), and they will need to share their expertise with their home group after they become experts.
Students will play the role of the "expert," and they will also be active listeners when the other experts in their home
group explain their types of graphs.

15. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
Students will need their notebook and a pencil for the bell work, they will be given a handout in their expert groups,
and they will need their chrome books in order to access Canvas and complete the quick write.

16. Procedure (Include estimated times. Please write a detailed procedure, including questions
that you are planning to ask.):
OPEN:
0-10 min: (Agenda & Bell Work)
The students will come into class, sit in their seats, and immediately begin to write down their homework in their
agendas. This is a daily routine. After they finish writing in their agendas, the students will start on the bell work
which will be displayed on the board. This bell work will be a review of statistics concepts they have learned in
previous lessons. My master teacher will give students 5 minutes to complete the bell work and then she will go
through it under the document camera, and students will correct their mistakes in red pen. The bell work is always
completed in the students' notebooks, which are graded at the end of each semester. To receive full credit, the
students must attempt the bell work on their own and they must have corrections done in red ink. If they get the bell
work problems correct, they will mark a "C" next to it in red pen to indicative that their answer was correct. Students
will keep their notebooks out so that they can take notes during the jigsaw activity.

BODY:
10-15 min: (Explanation of Jigsaw Activity)
Students should have some prior knowledge about the different graphs that will be mastered through this activity,
but because it is directly linked to their Symposium project, the students need to refresh their understanding and
focus on the appropriateness of each graph depending on the kind of data you are trying to represent. The students
are familiar with a jigsaw activity because they have done it before. The teacher will explain the activity again to the
students so that everyone is on the same page before beginning the activity.

Each table will create a home group (there are 8 tables, so there will be 8 home groups). Each student at the table is
represented by a suite, a spade, club, heart, or diamond. All of the diamonds will become experts on bar graphs; all
hearts will become experts on line graphs; all clubs will become experts on pie charts; all spades will become experts
on scatter plots. There will be two expert groups per graph so that the groups are limited to 4-5 students each. In
your expert groups, you will become experts on your assigned graph. Each group will receive handouts detailed their
graph. You need to learn the type of graph, the components of that graph, and when that graph should be used (the
best applications of that graph). After becoming experts, you will rejoin your home groups and explain what you
learned about your graph. Everyone in the group will take turns explaining their assigned graphs so that everyone in
the group is exposed to each graph. After everyone in the home group shares their expertise, everyone will be
required to complete a quick write explaining their mastered graph. You will include the same 3 requirements: the
name of the graph, its components, and the best applications for that graph.

15-35 min: (Jigsaw Activity)

The teacher will then give the students 1 minute (will use a timer) to get into their expert groups. There will be a
total of 8 expert groups. Two groups will become experts on bar graphs, two groups will become experts on line
graphs, two groups will become experts on pie charts, and two groups will become experts on scatter plots. The
members of each expert group will receive a handout discussing one specific type of graph. These handouts will
include the name of the graph, the definition of the graph, the different components that make up the graph, and the
most appropriate applications for the graph. The students within the expert groups will read the handout together,
having each student read one section. The students will be given 5 minutes to read the handout and another 5
minutes to discuss it. Students will then be given 1 minute (will use a timer) to go back to their home groups.
Students will be given an additional 10 minutes to present their assigned graphs to the group. Each student in the
home group will briefly explain their assigned graph and the graph's best applications.

CLOSE:
35-45 min: (Quick Write)
Students will be instructed to put away their handouts and take out their chrome books. The students will complete a
quick write in order to assess how much the students were able to retain about their assigned graph within the
activity. Students will thoroughly explain the graph that they became an expert in. They will be required to include
the name of the graph, explain the aspects of the graph, and the best applications of that specific graph. This will
only be a 5 minute quick write, because this is the same information that they should have relayed back to their
home groups. A few minutes will be added for the time it takes for students to take out their chrome books and
access Canvas. The next lesson will require students to transfer the knowledge gathered in this lesson and apply it
by practicing selecting appropriate graphs from a given set of data. The master teacher will then use the rest of the
period (30 minutes) to go over that day's scheduled lesson.

Part VI REFLECTION (TPE6.1)

This lesson did not go as planned. I had to make a lot of changes to the delivery in order to save time in class for my
master teacher's lesson. Firstly, I did not have the students get into their expert groups. Instead, I had the students
learn about their expert graph at their home tables. Each student read a website page about their graph and
examined examples that were given. Then each student taught the rest of the group about their graph. Each student
was required to write down the main idea about the other student's graphs as they explained them. I am not sure if
this is still considered a cooperative lesson without the expert groups.

1. Please include your rubric data here. Include 5 student work samples low, medium, high, EL, &
Student with Special Needs
There is no rubric for the quick write that the students completed as their formative assessment for this mini-lesson.
Students needed to include 3 things: the name of their expert graph, the components and labels of their graph, and
what that type of graph is best used to represent. As long as all of the information is there, they will receive full
credit. I will not be grading based on grammar, spelling, or length. I took photos of some of the students' notes in
their notebooks also. I did not give much instruction on taking notes except that they needed to have the 3
requirements mentioned above.
I chose 2 high level student samples by Azzee and Leona. Both of these samples are separated and labeled
according to the three requirements of the quick write. Both are thorough, even though they are not the same
length. They show true understanding of their expert graphs. I chose 1 medium level student sample by Isabella. She
also separated and labeled the 3 components, but the answers for each are a little jumbled. She has some of the
application in the components/labels category. However, all of the information is there. I chose 1 low level student
sample by Kenny. He did not give the specific application of his expert graph. All graphs represent many things, but
that is not specific to a dot plot.

2. Were the students successful at achieving the lesson objective?

a) If so, explain which areas in which students were successful, according to your data analysis.
I think overall the students were very successful. The quick writes show a good understanding of their expert graph.
The students also really enjoyed "being the teacher" within their home groups. I think this increased the level of
engagement for a lot of students. I think that having expert groups would have deepened their understanding
because they would've gotten ideas from other students; discussion/collaboration usually promotes critical thinking
and analysis.
b) If not, explain which areas in which students were not successful, according to your data
analysis. Why do you think they were not able to achieve the lesson objective in these areas?
One part of the learning objectives was not reached in this lesson, and that was practice in the application of these
graphs. The students were not required to choose which graph to use when given a set of data. They were
responsible for knowing when to use their expert graph, but they were not required to differentiate between them
and choose the appropriate one for a given set of data.

3. What instructional strategies did you use to help students achieve the lesson objective? Which
subject-specific pedagogical skills did you employ to help students be successful? (Reference TPE
Part 2: Subject-Specific Pedagogy)
I had the students become experts on one type of graph and then teach that graph to their tablemates. This ensures
the full understanding of one of the types of graphs. Students were also required to include the main ideas from the
other three types of graphs that their classmates teach them about. Splitting up the work like this makes it feel less
overwhelming, but the students are able to hear about graphs from a peer, so it will be at the same language level
as them. This allows students to quickly grasp the information because it is being delivered similarly to talking to a
friend. The students also had to produce the information 3 times: first, written in their notebooks by taking notes;
second, by explaining their graph to their classmates; third, by typing out the required aspects of their expert graph.
By exposing the students to this information three different times, it will allow them to retain the information for
longer than usual.

4. What would you change about the lesson and why (according to your data analysis)?
I would want to utilize expert groups. I am curious how much of a difference it would make. I think it would cause
deeper analysis and critical thinking. The first period that I taught this lesson to, I did not have them write down the
main ideas for the other graphs, but I realized that they were not actively listening because they had no reason to.
So I implemented the main idea procedure in the next period that I taught. If I wanted to make the quick write into a
homework assignment, I could have had them answer questions about each of the different types of graphs, but they
have already had a lesson introducing them. I wanted to focus on each student mastering one. I think that I need to
kind of practice my lesson plan before first period, because I feel like they are my guinea pigs and they don't always
get the best instruction. The second period is usually my best period, because I will have ironed out any of the kinks
and the overall disposition of the class is just easier to work with. I also would want to add a second activity where
the students would practice applying the appropriate graph for a given set of data.

Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student
work related to this lesson. Make copies of student work for levels of high, middle, low, EL, and Student with Special
Needs, and write your comments on the copies.