Claflin University School of Education

Reflective Lesson Plan Model

Name:

Robin Green

Date: 9/16/2013

PART I: PLANNING How Many Letters Are In Your Name? Title of Lesson [Link] Source Subject Area (s) Grade Level Mathematics 1st Grade [Link] Represent and interpret data Curriculum Standards
This particular lesson will allow students to read a story about a young mouse who as an extensive name. A discussion based on what the students understood from the reading. After the discussion students will create name cards that will be gathered and placed on a graph. The as a class, we will discuss and interpret our findings on the graph. Students will be able to organize, represent, and 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 with 100% accuracy.

Description and Background Information

Lesson Objectives

Varying Objectives for Individuals Needs

For students that do not understand the information I will work with the student step by step to identify the letters in their name and when interpreting the graph I will engage in conversation that will contain scaffolding. For students that have mastered the concept I will ask them more advanced question during conversation on the graph. For students that are presently learning English, I would have the student sound out their name slowly and count one by one, the letters in their name.
The purpose of this lesson is to teach students how to gather information for a graph and how to interpret the information. Also this lesson will help children identify and count the letters in their name.

Statement of Purpose

Book: Chrysanthemum by Kevin Henkes

Materials and Resources

poster board or bulletin board paper to create graph

index cards or similar sized cut pieces of paper pencils, glue, tape, crayons, markers, colored pencils

Anticipatory Set

I will engage in a group discussion and ask students What is a graph?, What information can be put into a graph? What about your name, is anything special about your name and can it even be placed in a graph? I will then tell students that we will be reading Chrysanthemum to see if any of these questions be answered.

Part II: IMPLEMENTATION

After reading, Chrysanthemum for the students, I will have them count the number of letters in the name Chrysanthemum on their hands.

Pre-assessment

Teacher Modeling or Demonstration

Guided Practice

I will perform a guided practice with the children where we count together the letters in the name. Chrysanthemum. After this I will have a pre made index card with Chrysanthemum on it and I will place the name card on to the graphing board board. After reading the book Chrysanthemum, I will ask students how many letters she has in her name.
Ask students if they can count the number of letters in their own first name on their fingers. Start to ask who had 2 letters, 3 letters, 4 letters etc. Hopefully, this will be a little confusing to your students and you can stop them and say "I would really like it if we had a clear and organized way to compare all of this information. I have an idea. What if you each took and index card and went back to your desk and wrote your first name on it? And then you could bring it back to the community area and we could glue them all on a large piece of paper so we could see them all at once?" Once students come back to the community area, pull out a large poster board and tape each students name to it haphazardly. I guide students attention to their names and express my confusion at still not being able to see all of this information clearly and I ask how else could we arrange these cards so we could see very clearly and quickly how many letters each student has in their name? Guide students to discover that grouping the students with the same number of letters in their name would be the clearest way to compare the information presented. Guide students through the steps of creating a graph. Use a new poster board to write a title for your graph; "How many letters are in your name?" Explain that a title is always needed so the person reading the graph will know what it is about. Guide students to understand that we need to list the numbers 1- 10 (you may have a student with more letters in their first name then that) on the graph either across the bottom or down the side. Now you can have students affix each of their "name" index card in the appropriate spot.

Checking for Understanding

Ask questions to compare information shown on the graph. How many student names have 5 letters? Which number has the least/most student names? Which number has no student names? Which numbers have the same amount of student names? How many more student names are in the 5 row compared to the 8 row? The 6 row has how many more than the 2 row? How many more names would we need in the 3 row so it had the same as the 4 row? How many names does the 7 row and the 10 row have all together? How could this graph change or not change over time? What are you looking at on the graph to help you figure that out? What does this graph tell us about the class?

Have students write their own name. Have them use a marker for this activity so everyone can see their names clearly, Tell students that they should decorate their name with stars, curlicues etc. to make it "fancy". Finally, students need to write the number of letters under their name

Independent Practice Closure

Explain that this type of graph has a name, a bar graph, and that over the next couple of weeks, we will be creating some more class graphs so we can learn special things about each other and that you thought it would be a great idea to display these graphs out in the hallways so we can share information about ourselves with the whole school.

Assessment (attach to lesson plan)

I will have students individually make graphs of their entire name, figure out the total number of letters in their names,. After reviewing students understanding we will compare the total as a class. I will also engage students in conversation about their mathematical ideas and challenge their understanding of the relevant mathematical vocabulary. Then take time to observe their reasoning and their mathematical thinking. Ask them why they think what they do. I will be able to assess their growth and understanding of the ideas being presented.

Extension Activities

Have students sort name cards by a given category or for more of a challenge have several cards that are already sorted, and ask students to guess how they are sorted or you can place flashcards in a pocket chart or on the floor and let students figure out different ways to sort them. Sorting Ideas: initial sound, ending sound, vowel sounds, number of vowels, long and short vowels, vowel patterns, number of letters, letter that occurs anywhere, letter that falls at the beginning, middle or end of a word, blends or digraphs. After creating an in person graph I can have other various graphs constructed with the same data, such as bar graphs, pie charts, and display them on the SmartBoard.
How will you connect this lesson with other content areas across the curriculum?

Technology

In the Arts?

Connection Across the Curriculum

In Health?

In Physical Education?

PART III: REFLECTION

Describe the strengths of your instructional techniques, strategies and classroom management. Describe the strengths of student engagement.

Strengths
Describe the weaknesses of your instructional techniques, strategies and classroom management. Describe the weaknesses of student engagement.

Weaknesses Suggestions for Improvement

What would you change when teaching this lesson again?

Revised 6-2013
THE CLAFLIN IMPERATIVE PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY