EDUC 472 Cooperative Learning Lesson Template

INSTRUCTIONAL UNIT
TEACHER (your DATE: GRADE/Acquisiti LESSON TITLE:
name): on Level: 1st Graphing Our
March 14, 2017 Favorite American
Breanna David Symbols
SUBJECT
(Content Area):
Math/Social LESSON
Studies OBJECTIVE:
Given background
knowledge of the
six American
symbols, the
students will be
able to
contribute to and
answers questions
on a bar graph
they create of their
favorite symbol.

LANGUAGE STANDARDS AND CONTENT OBJECTIVES

CONTENT STANDARD ELD READING STANDARD
CSS.Social Studies.1.3.3 Identify
American symbols, landmarks, and
essential documents, such as the flag, ELD.P1.1.6 Ex Describe ideas,
bald eagle, Statue of Liberty, U.S. phenomena (e.g., how earthworms eat),
Constitution, and Declaration of and text elements (e.g., setting, main
Independence, and know the people and idea) in greater detail based on
events associated with them. understanding of a variety of grade-
level texts and viewing of multimedia,
CCSS.MD.1.4 Organize, represent, and with moderate support.
interpret data with up to three
categories; ask and answer 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.
ELD WRITING STANDARD ELD LISTENING/SPEAKING STANDARD
ELD.P2.1.6 Ex Combine clauses in an ELD.P1.1.1 Ex Contribute to class,
increasing variety of ways to make group, and partner discussions by
connections between and to join ideas, listening attentively, following turn-
for example, to express cause/ effect taking rules, and asking and answering
(e.g., She jumped because the dog questions.
barked), in shared language activities
guided by the teacher and with
increasing independence.

Culturally Responsive Pedagogy

List one strategy and activity and provide rationale as to why they
meet the criteria for CRP.
Strategy/Activity: This lesson is student-centered because they are
driving the majority of the work. They are creating the data of
Favorite American Symbols, putting it into a graph, and analyzing
their results. The direction the lesson goes is in their hands.
 Rationale: Student-centered lessons help make every student feel
that they have an active role in the lesson. Giving them the
autonomy to decide where their token goes on the graph and leaving
the analyzing up to them will help the students feel more involved. In
this activity, the students share responsibility for the work that must
be done.

ADAPTATIONS FOR LEARNERS

MODIFICATIONS FOR RATIONALE REFLECTION
ELs Rather than just making My English Learners had no
The lesson is already marks on the graph to difficulty with this lesson!
modified for ELs because represent each student, Yay!
it involves the use of they are receiving tokens
pictured tokens to go with that have the American
each American symbol. symbols on them. This
The tokens are how image, along with the
students vote for their name of the symbol on
favorite symbol, and the the graph, should help the
name of the symbol is ELs know where to place
written on the graph. their token on the graph.

MODIFICATIONS FOR RATIONALE REFLECTION

Special Challenges The constant movement
For the students with ADHD students need a from one activity to the next
ADHD, I am having a lot constant change in their kept the students who have
of movement take place instruction, whether that a difficult time focusing on
in the lesson. Each is moving from one topic task and engaged.
student will get to come to the next, or simply
up to the board to place being able to move
their token on the graph, around. Giving these
then we are moving to the students multiple
back of the room for opportunities for
discussion, and they are movement during a single
then going back to their lesson should help them
seats for independent keep their focus a little
practice. better.
Multiple Intelligences RATIONALE REFLECTION
Addressed The students are The musical aspect was a
interacting with one little lackluster because the
Interpersonal another, they are getting speaker would not play for
Bodily-Kinesthetic up and moving around me, but the students had
Logical-Mathematical throughout the lesson, the many multiple intelligences
Musical lesson is centered around addressed during this
Visual-Spatial data, music will be played lesson.
to keep track of timing,
and the graph will provide
a visual representation of
the data collected.

ASSESSMENT
STRATEGY FOR ASSESSMENT
My primary assessment is in the form of teacher observation. During the through
portion of the lesson, the students will be working with their peers on the carpet to
answer questions about the graph they have created. They will be using mini-
whiteboards to answer these questions and through their answers I will judge when
they are ready to move on to independent practice.
 LEARNING ENVIRONMENT
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
Graph poster, class set of token sheets, class set of a graph for independent
practice, glue, crayons, and mini whiteboards and markers.

INTO, THROUGH, and BEYOND

INTO RATIONALE REFLECTION
Do a review on the Before they begin The review was very helpful
6 American thinking about which in getting the students
symbols (Mt. American symbol is their excited about the American
Rushmore, the favorite, I want to ensure symbols. As the groups were
American flag, the that each student being assigned a symbol,
Statue of Liberty, remembers what they all they became even more
the White House, are and what they mean. excited to brainstorm what
the Liberty Bell, During this time, students they knew about it. The
and the bald get to interact with one students chose on their own
eagle). another to come up with to come to the front of the
Cooperative learning any three facts about the room to share facts they
structure symbol which provides had come up with which I
them with a sense of thought was awesome.
With students
autonomy. The music will Many of them showed that
grouped into 4s,
help them know when they remembered seeing
assign a symbol to
their time is coming to an this type of graph when
each group.
end and when to be quiet they learned it in math.
Give students 4 again after discussing. I
minutes, using a am having the groups
song timer, to share out so that every
discuss with their student gets to be
group members 3 reminded of all the
things they know different symbols. Finally, I
about the symbol. want to introduce the
Allow each group graph and stir a short
to share the three discussion about why
things they came graphs are important and
up with and clear why we use them
up any something I know they are
misconceptions. already familiar with but
Introduce the may have forgotten.
graph they will be
working on.
THROUGH RATIONALE REFLECTION
Pass out token The beginning portion of The students were very
sheets to students. this section is setting the excited to have the
Explain that each stage for the analyzing of opportunity to color the
person will choose the data that will follow. I token of their favorite
their favorite want to give students the symbol. They had no
symbol on the chance to choose how problem following directions
sheet, color in the they color their tokens and with this portion. As groups
token, write their where they want to place were called up to place their
name on it and cut them. I also want to give tokens on the chart, the rest
it out. them a chance to get out of the class sat in
Groups will be of their seats and move anticipation to see if their
called up one at a around. I am choosing to symbol had won or got the
time to place their bring them to the carpet most votes. The time spent
token on the because that is where on the carpet going over the
pictograph. they are familiar with data was successful. They
analyzing graphs and answered questions about
Cooperative learning
working on whiteboards. the data like true
structure This will also give them mathematicians and were
Bring students to another chance to get up very engaged.
the carpet one and work with their group
group at a time in a new format. The
and bring graph questions will guide their
and mini discussion and their
whiteboards along. answers on the
Still working in whiteboards will help me
their groups, have see who is understanding
students answer and who needs more time.
questions about
the data on the
graph.
Which one has the
most? Which one
has the least?
Which have the
same? How many
more does ___
have than ___?
How many total
votes for ___ and
___?
Students will be
given 1 minute to
talk about the
question, look at
the graph, and
write answers on
their whiteboards.
Students will be
called on randomly
to provide an
answer.
BEYOND RATIONALE REFLECTION
Students will go This time is for students This was a slightly
back to their seats to get additional practice challenging worksheet for
where they will working with a graph and the students to complete.
receive a sheet analyzing the data in it. Most of them had no
with a filled in Working with their group is difficulty answering the
graph of data. not necessary, but for questions regarding the
Now, working on students who need the data, but several of them
their own, they additional support, they misunderstood a question or
will answer the are able to turn to the two which may have been a
questions that people around them for fault of my own in phrasing.
pertain to this new help. This keeps the Overall this lesson was very
set of data. instruction student- successful and the class
Cooperative learning centered. responded well to it.
structure
At this point, most
of the work is done
independently, but
students may still
refer to a group
mate for help if it
is needed.