edTPA Lesson Plan

Name Elana Taubman

Lesson #, Lesson Title Scatter Plots

Date and Day of the Week June 20, 2017

Grade Level and Class 8th Grade Statistics
Period and Length 1st period- 5 minutes
Materials Needed Projector, Laptop, paper and pen

Standards and Objectives

Standards: 8.SP: Statistics and Probability
Investigate patterns of association in bivariate data.
1: Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two
quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear
association.

Learning Objectives: SWBAT interpret scatter plots

Central Focus: Students will understand patterns of association with bivariate data

Academic Language Demands:

Scatter Plot
Averages
Linear Model
Bivariate data

Instructional Strategies and Learning Tasks that Support Student Needs

Time Action Rationale

Launch (Motivation) I chose to begin with this because

it connects to yesterdays lesson, as
Do Now: students have learned how to
What is the general pattern of the graph below? Draw a line of best fit on interpret scatter plots and look for
patterns.
the scatter diagram and explain your reasoning.
5 mins

This gives students the opportunity

to write.

It also prepares students for

todays lesson, which is an
introduction to finding information
using these graphs

10 mins Instructional Procedure (Explore) I chose to teach about scatter plots

by having students discover the
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 correlations themselves, without
being lectured to. Through a series
What does this graph show? of true/ false statements and
questioning them on other aspects,
Are the statements true or false? If false, how can we change them to
students can feel like they are self-
be true?
taught. There is scaffolding as
The scatter diagram shows positive correlation between the scores on needed in our discussion and
Test A and the scores on Test B. (T / F) allows students to write as much as
they want to.
The lowest score on Test A is lower than the lowest score for Test B. (T
/ F)

The range of scores on Test B is 25. (T / F)

The student with the highest score on Test A also has the highest score
on Test B. (T / F)

[Assessment during Instructional Procedure]

Refer to Lesson Plan Guide for clarification.

Structured Practice and Application During this portion of class,

students are partnered with elbow
15 mins partners. This is a good point for
the application of what we jut
learned, It is scaffolded because
there are no numbers so it does not
require number sense, and just
checks for understanding of what
we just learned.

We then can go through together to

add more information or data
points.
Students work in partners to answer the following questions, then
we go over together.

1. Which point shows the heaviest bag? _______(D)_____

2. Which point shows the cheapest bag? _______(B)_____

3. Which points show bags with the same weight? ___(C and E)_______

4. Which points show bags with the same price? _____(A and C)____

5. Draw a point that is very expensive for the weight.

6. Which point- F or C gives the best value for money? _(C)_______

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 7. How can you tell? (price weight is smallest ratio)

8. Is there a correlation?

[Assessment during and/or after Structured Practice]

Refer to Lesson Plan Guide for clarification.

Closure- Exit Ticket This reviews some of the types of

scatter plots from the previous
1. What is the correlation of the graph below? _________________ lesson, and allows students to
demonstrate their knowledge. It is
scaffolded so the questions
increase in difficulty, allowing
students to feel successful or
demonstrate more knowledge but
then be challenged as well (outlier
will be mentioned in class but is
not written on the sheet, students
2. Draw a scatter plot with a weak positive correlation:
will have to write it down- so I will
see if this stuck and go over it
again tomorrow)

3. Draw a scatter plot with no correlation:

4. Plot an outlier on each of the two graphs above.

PLANNING COMMENTARY

Describe your students. (What they know and can do related to the Central focusinclude students culture,
experiences, language background, practices and interests This is your context for learning.

How does this lesson connect to and build on prior learning or previous lessons?

How will this lesson prepare students for subsequent lessons?

edTPA 12/15/16 p. 3
Teacher Self-Assessment and Reflection
Explain how your lessons build on each other to facilitate student understanding
Describe how you meet the needs of your diverse learners.
Predict areas where you might have problems in the lessons. Explain how the scaffolds and strategies work to mitigate
misunderstandings.
Discuss the research and/or theories that support your learning tasks. CITE your sources.
Explain how your assessments and activities are differentiated and provide evidence of learning objective (goal).

edTPA Lesson Plan Guide

Name
Lesson # and Lesson Title
Date and Day of the Week
Grade Level and Class
Period and Length
Materials Needed

Standards and Objectives

Rubric 1 CCSS (list number of the standard(s) and write out the portion of the standard(s) addressed in this
lesson)

Rubric 5 List concrete, specific and measurable (observable) learning objectives for the lesson [what will
be learned]

Rubric 1; Central Focus

Glossary What is the big idea (or central focus) for the content of the learning segment?

Rubric 4 and Identify Academic Language Demands (vocabulary, symbols, syntax, and discourse) and Language
14 Functions (students will analyze, define, explain, justify, etc.) [the how]

Identify and list academic language, particularly words/phrases that are essential to understand the
context of this lesson.
What language function do you want students to develop in this lesson? Keep Blooms Taxonomy in
mind.
What must students understand to be intellectually engaged in this lesson?
What content specific (vocabulary) do students need to support learning of the objective(s) for this
lesson?
What specific way(s) will students need to use language (reading, writing, listening, and/or speaking) to
participate in learning tasks and demonstrate their learning for this lesson?
What are your students abilities with regards to the oral and written language associated with this lesson?
How will you support students so they can understand and use the language associated with the language
function of this lesson and other demands involved in meeting the learning objective(s) of this lesson?

You should write in a general way about your methods and strategies

edTPA 12/15/16 p. 4
 Assessments Related to this Lesson
Context for The Assessments
Learning; Provide evidence of full range of subject specific understanding
Are differentiated for all learners, IEP/504 Plans, Struggling Students, Gifted and
Rubric 5 Talented, ENL
Allow for meaningful student feedback (rubrics, self-assessment, teacher feedback)
Should be based on research

Assessment Type Purpose/Objective

(formal/informal)
Rubric 5; Description of What evidence of student
Task 3 Assessment learning (related to the learning
Modification to the objective(s) and central focus)
assessment so that all does the assessment provide?
students demonstrate Evaluation criteria/rubrics related
their learning to this lesson (Rubric will be the
Tools/Procedures used one you develop to make sure
in this lesson to that students have met your
monitor students learning goal.)
learning of the lesson How will you know whether your
objective(s) students are making progress
Is this assessment for toward your learning goals(s),
instructional strategy or and/or how will you assess the
structured practice? extent to which they have met
your goal(s)?

Thread these assessments throughout your lesson plansuse at least 2 per lesson.

Instructional Strategies and Learning Tasks that Support Diverse Student Needs
Context for Activities are sequenced (This is where you plan, step by step, what you will be doing in the
Learning; classroom)
Rubric 2 Explicit questions for students are carefully worded to facilitate high-level inquiry and
discussion. Write out the questions the way you would ask them.
Planned supports are evident (if students do not understand this, then I will)
Scaffolds address varying students language needs

edTPA 12/15/16 p. 5
 Infuse Technology to promote engagement and support various learning modalities
Diversity is acknowledged. Measures are developed to meet the needs of the students
Diverse students include: ICT/SPED, ENL, SES, College and Career Ready, Gifted and
Talented, races/ethnicities, religions, sexual orientation, etc.

Time Instructional Strategies and Learning Tasks Rationale

Launch (Motivation) Why have you chosen the motivation

that you have chosen? It should be
How will you start the lesson to engage and motivate students in based in research.
learning?

Rubric 3 Instructional Procedure (Explore) How will you engage students to help
them understand the concepts?
What will you do to engage students in developing
understanding of this lessons objective(s)? How linking new content (skills and
What will you say and do? concepts) to students prior academic
What will the students do?
learning and their person/cultural and
What questions will you ask? (Make a list of the questions you
are going to ask and phrase the questions as you would ask community assets facilitate learning?
them).
What are the learning tasks for this lesson that are appropriate
for your students?
Assess learning!
How are you supporting your diverse students?

Think about theoretical principles and/or research-based best

practices and explain more fully in the Planning Commentary.
Cite the research that best supports your pedagogical decisions.

How will you determine if students are meeting the intended

learning objective(s)? (Before you move onto structured
practice, you must make sure that your students are getting
the learning objective. You need to do a check for
understanding.)

Structured Practice and Application

How will you give the students the opportunity to practice so Discuss the rationale for your methods
you can provide feedback? (Create an activity where students (i.e. group work, text rendering,
work individually, in pairs, or in a group). accountable talk, etc.)
How will students apply what they have learned?
How will you determine if students are meeting the intended Discuss the reasoning for how you
learning objectives? structured the activity (individual
How will you structure opportunities for students to work with
work, pair work, or group work). (If
partners or in groups?
What criteria will you use when forming groups? group work, what kind of grouping
procedures did you use? Base in
research.

Make sure you include supports and

strategies for whole class, individuals,

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 and/or groups of students with special
needs.

Assess learning of objective!

Closure Sometimes its good to revisit the

objective and reframe it as a closing
How will you end the lesson? question

Complete this portion before and after lesson planning:

PLANNING COMMENTARY

Rubric 2 Describe your students.

How can you relate your students experiences, culture, language background, practices and interests to
the Central Focus of your lesson?

Rubric 1 How does this lesson connect to and build on prior learning or previous lessons?

What knowledge, skills, and/or academic language must students already know to be successful with this
lesson? (What do your students know and what can they do that is related to the Central Focus?)

What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the
learning of the objectives, skills, and concepts for this lesson?

What are the common errors or misunderstandings of students related to the central focus of this lesson?

How will you address them for this group of students?

What supports and strategies have you planned that are appropriate for whole class, individuals, and/or
groups of students with specific needs?

Rubric 5 & How will this lesson prepare students for subsequent lessons?
15

How do these lessons connect with and build on the previous lesson(s) and succeeding lesson(s)?

How do you expect to build on these lessons in subsequent lessons?

Rubric 5; Teacher Self-Assessment and Reflection

Task 1
Explain how your lesson activities build on each other to facilitate student understanding.

How did you meet the needs of your diverse learners?

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 Predict areas where you might have problems in the lesson. (Problems may include but is
not limited to slow or fast pacing). Explain how your scaffolds will help you respond to
potential misunderstandings.

Discuss the research and/or theories that support your learning tasks. Cite.

Explain how your assessment(s) and activities are differentiated and provide evidence of
addressing the learning objective (goal). (Use research-based practices and cite them.)

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