Lesson Plan on Math Vocabulary
The highlighted sections show the information about ELL, SDAIE strategies and Assessment at (i + 1) level.
The highlighted sections show the information about ELL, SDAIE strategies and Assessment at (i + 1) level.
1.
TITLE OF THE LESSON: Introduction to Graphing

2.
CURRICULUM AREA & GRADE LEVEL
Math/Science
8^{th} Grade

3A.
STUDENT INFORMATION: English Language Learners
Daisy is the only student identified as English
Language Learner at Intermediate cluster level.
1.)
Readiness Level: Daisy is ready for this
activity. She may need repeated instruction and extra time writing.
2.)
Learning Profile: Visual, & Kinesthetic
learning preferences, Daisy needs to see written directions and tends to miss
the oral instructions.
3.)
Interest: Daisy works well in small groups for
various activities in the class. She also likes fine arts and PE.

3B.
STUDENT INFORMATION: Students w/ Special Needs
There are 6 Students with
special needs –
1.) Readiness Level: All of these 6 students are at different levels but are ready for this
activity. Tim, Sam and Jake are at the grade level in math and only
need extra time for writing. Kyle and John are two grades below in math but
are ready for introduction to graphs. Their academic coaches always stand by
to help them.
2.) Learning Profile: All except Connor are
visual and kinesthetic preferences. Sometimes, Connor needs to be given and
repeated instructions orally.
3.) Interest: Most of them like to
socialize and participate in groupactivities. Only Connor likes to work
alone or one on one with his teacher/academic coach.

4.
RATIONALE
A. Enduring Understanding:
Students need to understand the basic components
of graphing system. Their ability to understand the graphs and identify the
variables and relationship between them helps the students to interpret the
data and graphs they come across in their daytoday lives. With this
knowledge, they are better equipped with skills to derive useful information
from graphs and make informed decisions in life.
B. Essential Questions:
How
are graphical concepts and language used in our daytoday lives?
How
can we use and interpret graphical data representations to solve real life
problems?
C. Reason for Instructional Strategies
and Student Activities: Lesson will introduce the coordinate graphing system to the students.
It will also incorporate all three major learning preferences to address
different learning needs.


5. CONTENT STANDARD(S)
Grade 8 Standard 1:
Students understand
that the slope (m) of a line is a constant rate of change, so that if
the input or xcoordinate changes by an amount A, the output or
ycoordinate changes by the amount m·A

6. ELD STANDARDS
Standard 5EA (Listening and Speaking)
Participate in and initiate more extended social
conversations with peers and adults on unfamiliar topics by asking and
answering questions and restating and soliciting information.

7.
LEARNING GOALS  OBJECTIVES
A. Cognitive
After
reviewing the basic components of graphs on the white board, the students
will draw and label all the graph components using the key terms like quadrants,
xaxis, yaxis, perpendicular, number line, origin and coordinates on the
graphic organizer.
B.
Affective
After completing this activity, the
students will have a basic understanding of how a coordinate graphing system
is arranged, and be able to identify its parts using the correct mathematical
terminology
C.
Language Development
After completing this lesson, the students will
learn correct mathematical terminology related to coordinate graphing system
and be able to identify and use these terms in appropriate context.

8.
ASSESSMENTS
A. Diagnostic/Entry Level
I will ask the students specific questions about
number line, horizontal and perpendicular lines.
B. FormativeProgress Monitoring
The
students will participate in discussion with their partner.
I will monitor the discussions to check that
Daisy is participating by asking and answering questions to learn about the
words/terms she doesn’t know. I will ask her question to make sure that she
can restate the information.
C. Summative
The students will draw and label different graph
components and write their definitions on activity sheet.

9A.
EXPLANATION OF DIFFERENTIATION FOR
ENGLISH
LANGUAGE LEARNERS
1.)
Content/Based
on Readiness, Learning Profile or Interest
Content of the assignment is aligned with Daisy’s
readiness. It includes simple terminology explained with visual and working
with a partner.
2.)
Process/Based
on Readiness, Learning Profile or Interest
This
is a small lesson including lot of visual aid, drawing activity and some
writing. The instructions on the worksheet are simple and small and will be
read aloud in the class to make the task simpler for Daisy.
3.)
Product/Based
on Readiness, Learning Profile or
Interest
A
drawing of simple graph and labeling its components are tangible products
which are based on Daisy’s readiness, interest and learning profile.

9B.
EXPLANATION OF
DIFFERENTIATION FOR
STUDENTS
WITH SPECIAL NEEDS
1.) Content/Based on Readiness, Learning
Profile or Interest
Content
of the assignment is aligned with the readiness and interests of all six
students. It includes working with a partner and simple terminology explained
with visual. Connor can choose to work alone or with his coach.
2.) Process/Based on Readiness, Learning
Profile or Interest
This
is a small lesson including lot of visual aid, drawing activity and some
writing. The instructions on the worksheet are simple and small. It is based
on the readiness of all students.
3.) Product/Based on Readiness, Learning
Profile or Interest
A
drawing of simple graph and labeling its components are tangible products
which are based on readiness and learning profiles of all students.

10. INSTRUCTIONAL STRATEGIES
A. Anticipatory Set/Into
I
will ask the students to review/recall number line, horizontal and
perpendicular lines. I will walk around the room while they thinkpairshare
for a quick check that all of them understand these terms. After 2 min. I
will ask the students to raise their hands and show me with 1 finger if the
understand what the terms are and a zero if they are not sure. I will review
these if more than 4 students are not sure.
B. Instruction/Through
I will explain the components of coordinate
graphing system one at a time one at a time and show the definition on the projector simultaneously.
C. Guided Practice/Through
I will project all components of graph on
the board and call on a pair of students, one at a time to come on board –
one of them will label the correct component and the other will explain what
it is. I will guide them at any step they are struggling.
D. Independent Practice/Through
I will walk around the room, monitoring the
students’ work and check on Daisy and Connor if they need extra help with
instructions or content.
E. Closure
I will display all the definitions on
the projector while the students finish their Graphic organizer.
F. Beyond
I
will show a couple of graphs from newspaper or article and ask the students
to relate them to the basic coordinate graphing system, identify all the
components they learned today and interpret the graph using these terms. I
will encourage them to interpret any graph they come across in their lives in
these terms.

11. STUDENT ACTIVITIES
A. Anticipatory Set/Into
The
students will review number line, horizontal and perpendicular lines through
thinkpairshare.
B. Instruction/Through
The
students will look at the board and take notes on definition sin their own
words.
C. Guided Practice/Through
The students will come to the white board
and work in pair to identify and label a component of graph and explain what
it is.
D. Independent Practice/Through
Each student will work quietly and independently
on the graphic organizer/activity sheet to identify, label and define the
components of graphing system.
E. Closure
The students will finish their activity
sheets taking help from the display of definitions on the board.
F. Beyond
The
students will familiarize with the basic coordinate graphing system and
whenever they see a graph, they should be able to identify all the components
they learned today and interpret the graph using these terms.

12.
RESOURCES
Graphic
Organizers and vocabulary list used in this lesson are attached as separate
files.

No comments:
Post a Comment