Lesson Planning Waynesburg University Pre-Instructional Planning: The thought process that leads to the development of quality, meaningful

lesson plans
Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students) 6th grade math students in an inclusive classroom setting

Who (if anybody) will assist with the presentation of this lesson, and what will their role be?

The special education teacher will be present in the room and he/she will float around the room with me to ensure that all of the students understand how to use Excel to make a graph.

What is the long range goal(s) that is tied to this lesson?

Over 2 class periods the students will use Excel to input data from a survey then use the data to create a bar or pie graph.

What is the specific learning objective(s) for this lesson?

The students will utilize technology (Excel) to represent data in the form of a graph.

What prerequisite skills/knowledge will students need to effectively access and participate in this lesson? Background knowledge in Excel Background knowledge in graphs and charts Survey results

When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning maintenance lesson, or learning generalization lesson?) Acquisition lesson

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?) Multiple day lesson

Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab) AND what materials will be needed?

Location- computer lab Materials- computers, survey results, Excel software, Smartboard, pencils, tablets,

Why are you planning to teach this lesson? Why must this information/skill be presented to the students? Excel is a program utilized for many different reasons at many different jobs therefore it needs to be taught in school. I am planning to teach this lesson because it makes a real world connection between graphs and surveys through Excel.

How does this lesson relate to the PA Academic Standards?

M6.E.1.1.2: Choose the appropriate representation for a specific set of data (graphs)

How does this lesson relate to the previous lesson? How does this lesson relate to future lessons?

The previous lesson- I showed the students an example of two graphs that I made in Excel. The actual lesson-students construct a graph in Excel. The future lesson- consists of all of the students sharing the graphs that they completed in Excel.

How will you determine if students have met the lesson objective? (Think assessment) Students will be given a rubric as a guide for the assignment and that is how they will be graded.

How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group activities, cooperative learning groups)

1st Whole group-instruction Then individual work with one on one assistance provided by the regular and special education teachers.

Lesson Planning Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action _____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement)

M6.E.1.1.2: Choose the appropriate representation for a specific set of data (graphs)

Lesson Objective(s) (Stated in observable and measurable terms) After the step by step instructions shown on the Smartboard, the students will take their data and input it into an Excel chart then create a bar or pie graph.

Assessment Plan (What will be done to determine if lesson objectives have been met?) A rubric will be provided to the students assessing the final product (graph) along with their presentation manner.

Materials: computers, survey results, Excel software, Smartboard, pencils, tablets

Inclusion Techniques for Students with Special Needs: Two teachers available to assist in the lab.

Survey data will be provided and in Excel already. The focus will be converting the data in Excel to a graph.

Enrichment Techniques:

Create a line graph for that weeks weather forecast. (5 day, 14 day, etc.)

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson): Survey data already in Excel Step by step instructions handed out One on one help provided

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:

You tube video clip introducing graphs

Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) Take Attendance Take the students to the computer lab room 109 Log onto the computer and use the Smartboard to play an introductory video on graphs

http://www.youtube.com/watch?v=YgvdxkP7aCo
Open the Excel document labeled Favorite Ice-cream Cones Review the data from the survey taken on everybodys favorite flavor cone Show them how to convert the info on the chart to a pie graph and a bar graph For help use this website as a guide Take any questions

http://www.internet4classrooms.com/excel_create_chart.htm

Guided Practice/Independent Practice/Assessment Activities Hand out the step by step instructions reviewing what you just modeled Hand out rubric Monitor and provide assistance as needed If students finish have them make a line graph representing the weather for that week or let them help another student

Closure: Emphasize that they must save their work Have the students say one thing that they learned before the bell rings for the next class period