Subject: Math Grade: 8th (Period 1)

Lesson Topic: Social Skills/Graphing

Candidates Name: Alison Hutchins
Site Supervisor: Michael Waldinger University Supervisor: Martie Omeara

Introduction: (Identify relevant IEP goals and Content Standards, CSTP, focus learner, create
bridges from past learning, behavior expectations, provide rationale)
Learning Expectations: Rationale:
This lesson ties into CCSS standards
CA Content Standards and CSTP: regarding functions as well as introducing
some statistics that will be learned later in the
CCSS.MATH.CONTENT.8.F.A.1 year. Students will be asked if the graph
Understand that a function is a rule that presented represents a function. This should
be a review of earlier learning in our function
assigns to each input exactly one unit. Students will also work together to
output. The graph of a function is the set create a scatter plot of data from a survey on
of ordered pairs consisting of an input introvert vs. extrovert and optimistic vs.
pessimistic data. They will evaluate the data
and the corresponding output.1 to see if there is a correlation between these
two quantities for our class.
CCSS.MATH.CONTENT.8.SP.A.1
Construct and interpret scatter plots for
Additionally several TPEs will be
bivariate measurement data to demonstrated. In particular, TPE2. This class
investigate patterns of association encompasses a wide range of activities and
between two quantities. Describe level of motivation from math work. All
students need to be supported in an effective
patterns such as clustering, outliers,
environment.
positive or negative association, linear
association, and nonlinear association. This lesson was designed being mindful of
students EL levels and IEP goals.
Information will be presented using multi-
Standard 1: Engaging and supporting all sensory approaches such as auditorily and
students in learning visually. This lesson also has a strong
Standard 2: Creating and maintaining kinesthetic element, where students will move
effective environments for all learners across the room. There will be some far point
TPE 1, 2, 4, 5. Focus on TPE 5 copying, however students have the
opportunity to sit closer to the board or
receive a copy of the notes if necessary.
Focus Learners, EL Level, & Relevant IEP
Goals: Strategies used to engage EL students
include activating background knowledge with
Select students are EL, although. the minute math, pre-teaching academic
Many students have IEP goals directly tied to vocabulary, purposeful grouping in a
ELA. Goals include reading, comprehension, heterogeneous classroom, and the
and writing goals. The lesson will address development of a safe space to practice their
language skills. Strategies for reflecting
goals for a large number of students.
needs based upon IEP goals include frequent
checks for understanding, visual aids, verbal
Additionally behavioral IEP goals on areas and nonverbal reminders to stay on tasks,
such as attending, flexibility, impulsivity, task and placement of students neer peer models.
initiation, and tolerance also apply to our
This activity will directly tie into previous
lesson. Reading and writing is a non-prefered
learning.
task for a number of students.
Behavior expectations for this activity is
slightly different than our standard math
Create Bridges from Past Learning: lesson lesson. There will be more movement and
draws upon previous learning from our participation required and less individual
function unit. There will also be ties into work. Behavior expectations will be
emphasized before the lesson begins.
statistics from math 7 and below. This section
will be a preview of future learning, providing
background knowledge that can be activated
when they are introduced fully to the statistics
unit. .

Behavior Expectations: This activity will

require more movement and teamwork than
previous activities. students will remain
seated unless asked to leave seats, use
appropriate noise levels based upon the
activity, students will respond to call and
response if noise level becomes excessive.
Students will follow directions, following
prompts, reading along with their book when
necessary, participating in classroom
expectations, or participating in individual,
small group, or whole class work.

2. Learner Outcomes/Objectives: (What will students learn from this lesson? How will you
measure mastery of the outcome? Include objective and subjective data to show outcomes.)

The lesson will begin with a brief minute math Rationale: The lesson will begin with a review
to review skills and begin the lesson with to reinforce existing skills and provide a
concepts that allow the students to positive mindset to the students. Students will
demonstrate success. practice using their knowledge of functions
and graphing as they collect data on
Students will work on social skills, identifying themselves.
if they are an introvert or extrovert or an
optimist or a pessimist. From there we will
talk about different ways students learn and
how this will affect them as they are working
together. Students should leave the lesson
with a brief insight into how they work and
relate to others. This will also provide
 information to the teachers who can be
mindful of the students styles while selecting
small groups for group work.

Students will also receive practice graphing,

which is an area where most students do not
currently display mastery. Students will graph
their data and will collectively create a scatter
plot which they can then analyze.

3. Pre-assessment activity: (determine students abilities to achieve the Learner Outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,
content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development.)

Some new learning will be incorporated into Rationale:

this lesson, such as scatter point graphing will
be introduced in an I do, we do format. We
will introduce new topics and activate
background knowledge for items
This lesson is deviates a bit from our current
unit on functions. We will incorporate
information from previous assessments
based on functions to help gauge student
success during the function portion. We will
also use previously ascertained information
on how well students work together in groups,
tolerate activities that involve noise levels,
and their needs for a social skill activity.

4. Differentiation, adaptations & accommodation strategies: (Based on the IEP goals, pre-
assessments, modify Learning Activities based on learner characteristics to meet the needs of
all students including ELL, special needs students, highly achieving students and low achieving
students).

Information will be provided both auditory and Rationale:

visually to allow for different student
processing styles. Students will be provided
with a survey, which will be read aloud as well
as presented in a hard copy format. Multiple
checks for understanding will be employed
throughout the lesson to allow for mid-lesson
reteaching. Students will be called to
participate throughout the lesson, but there
This lesson was designed to be mindful of
different student learning modalities and the
importance of audio, visual and kinesthetic
learning styles. Additionally, during lesson
pre-planning the teachers will anticipate
common mistakes and use those to guide the
discussion and ask prompting questions.
 will be an emphasis that effort and Being mindful of students OWLs are a
participation is valued most. researched based instructional method and
will ensure the most cognitively demanding
Also looking into the optimal window of tasks are presented when students are best
learning (OWL), we will provide the most able to absorb this information.
cognitive demanding activities at the
beginning and the end of the class with a dip
in the middle of the class for review. We will
review old concepts and introduce new
concepts during these periods.

Some students struggle with activities

involving movement and more potential for
loud noises. We will work with the students to
support them, reminding the entire class of
the expected behaviors, such as voices at a
reasonable level and no running when
moving between areas of the classroom.

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill
level)

Rationale:
-Attitude worksheet Students will use a large sheet with a
-Masking tape prepared graph to create a scatter chart with
-index cards their responses. Additionally, tape will be on
-pens/pencils the floor so students can physically graph
-stickers themselves to allow for multiple
-Poster paper/flip chart representations.

6. Learning Activities: Explicit teacher instruction - (Explain, Model, Demonstrate, Check for
Understanding)

-Teachers will explicitly teach concepts such Rationale:

as scatter charts, which students may have
used previously but that have not been
incorporated into math learning so far this
year.
-Additionally teachers will explain concepts
such as introvert/extrovert and optimist and
pessimist.
-We will model graphing and participation
through our entries on the chart.
-We will also employ frequent checks for
understanding especially when introducing
concepts such as the scatter chart.
We will explicitly teach vocabulary to ensure
all students have access to instruction. We
have EL students, who require pre-teaching
of academic vocabulary and activation of
background knowledge.
We will employ frequent checks for
understanding. Students have varying
degrees of self-advocacy during challenging
instruction. Frequent checks for
understanding help help ensure students
have access to the material.
7. Learning Activities: Guided Practice / Collaborative Practice (Check for understanding and
provide feedback and re-teaching)

Students will graph through guided and
collaborative practice. Students will be in
charge of their graphing but in a supportive
environment with adult and peer support.
Students have experience graphing, but
typically use standard graph paper and not
oversized graph paper or an activity involving
human graphing. Through providing a
supportive environment, we will help ensure
students can generalize their graphing
knowledge to a new environment.

8. Independent Practice: (provide practice that supports the learning outcome. Note:
independent activities are assigned assuming that students understand the concept well enough
to work on their own)

Students will work largely independently Rationale:

when answering survey questions about the
optimist and pessimist and introvert and
extrovert scales. They will independently
graph their results on their paper before they
transfer these results to the collaborative
graphs. Adults will be available for extra help
for students who require additional support.
All students have some experience graphing
and can plot a point on the graph will minimal
adult support. Additionally, due to the nature
of the activity, collaboration will classmates
will be welcomed for students who require the
additional peer support.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students
learning. Describe differentiating assessment strategies you will use for ELL, special needs
students, highly achieving students and low achieving students. Link the assessments to the
stated Student Outcomes.)

Students will create a self-assessment of Rationale:

some of their skills as a learner through Frequent checks for understanding tie in with
assessing themselves as an introvert or. an students IEP goals and provide opportunities.
extrovert and an optimist or. a pessimist.
Students will also work on a self-assessment
Additionally students will be evaluated on through evaluating their own learning style.
their ability to generalize their knowledge of
graphing for an oversized and a person
graphing opportunity. Students will receive
varying degrees of support based on their IEP
accommodations, EL status, and individual
needs.

Students will also be assessed on their ability

to work collaboratively during a group activity.
Once they are in their groups, they will have
the opportunity to work together on an exit
 ticket.

10. Closure: (Describe how students will reflect on what they have learned.)

Students will work together in a group of Rationale:

students with a similar learning style. They
will understand their learning style and work
to solve exit ticket problems. Later lessons
will discuss learning styles and how students
work together.
Students understanding of their learning style
will transcend this lesson. They will be
encouraged to think about their learning style
when working together in groups throughout
the semester.

11. Lesson reflection/assessment: (Collect student learning data to determine: What went well?
What needs to be changed? Were learning outcomes met? What activities will you add, change,
modify in the future? What can be done to follow up on the learning from the lesson? Who
needs additional help? Who needs enrichment or higher level work?)