Colors Graph Lesson Plan
Learning Goals/Objectives
What are your expectations (objectives) for student learning for this lesson and how will you clearly articulate these to your students?
Standards
What specific district student expectations, state frameworks, and content standards are in your lesson (S.L.E.’s)?
Student Grouping
How will you group students for instruction?
Methods
What teaching method(s) will you use for this lesson? (What does the teacher do?)
Activities and Procedures
What activities have you planned? (What do the students do?)
Activity (Time Anticipated in Parentheses)
Materials
What instructional materials (including electronic materials or media) will you use, if any?
Accommodations
What interventions or accommodations will be made for children with special needs, i.e. teaching, evaluation?
Evaluation
How and when do you plan to evaluate student learning on the content of this lesson?
What are your expectations (objectives) for student learning for this lesson and how will you clearly articulate these to your students?
- The students will be able to graph and identify the names of colors on a bar graph.
Standards
What specific district student expectations, state frameworks, and content standards are in your lesson (S.L.E.’s)?
- §110.11.b.5.C - Identify and sort pictures of objects into conceptual categories (e.g., colors).
- §111.12.b.12.A - Construct graphs using real objects or pictures in order to answer questions,.
Student Grouping
How will you group students for instruction?
- They will be in whole group for a quick mini-lesson on an anchor chart about bar graphs.
- Independent for student surveying of the class’ favorite colors.
- Whole group for graphing and closing of the lesson.
Methods
What teaching method(s) will you use for this lesson? (What does the teacher do?)
- Introduce the concept of bar graphs by creating an anchor chart with a quick survey of their favorite pets. (Dog, cat, bird, fish, other)
- Model the proper way to color in a bar on a bar graph, and then model the incorrect way to do it.
- Monitor as the students come up and use a marker to fill in a space on the bar graph.
- Conclude with whole group discussion of which color was the most popular in the class.
Activities and Procedures
What activities have you planned? (What do the students do?)
Activity (Time Anticipated in Parentheses)
- Actively listen and respond during the mini-lesson on bar graphs (8 minutes)
- Tell what their favorite pet would be. (6 minutes)
- Discuss with the teacher about the right way of filling in a bar graph and the wrong ways of it. (5 minutes)
- Come up to the anchor chart and color in the appropriate box for their favorite color. Say the name of the color they selected. (8 minutes)
- Actively discuss the outcome of the survey with the teacher and classmates. (5 minutes)
Materials
What instructional materials (including electronic materials or media) will you use, if any?
- Anchor chart paper (2 big sheets)
- Markers in variety of colors (rainbow)
Accommodations
What interventions or accommodations will be made for children with special needs, i.e. teaching, evaluation?
- My students who are struggling with the color names will be able to tell me the beginning sound of the word if they know it. They will be allowed to repeat the name after me and then try again at the end of the lesson. My student who struggles with ADHD will be able to sit near the back of the carpet or sit in a chair so he/she will not disrupt the lesson.
Evaluation
How and when do you plan to evaluate student learning on the content of this lesson?
- I will observe and take anecdotal records on my students’ responses during the discussions and guided practice. I will put a check next to students’ names if they are able to say the name of the color they choose. I will also ask them to name one other color to see if they recognize more than just one. I will also take notes if there is a student who can explain how we know which color is the most popular/least popular.