Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Priyanka Prasad Date: August 2021

Context for Learning (edTPA)

Where is the school where you are teaching located? City: _______ Suburb: x Town:_______ Rural: ______

Grade level: 1 Number of students in the class: 23

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your
instruction in this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals
1 ● Chunking work and providing breaks
Developmental Delay ● Providing extra time to complete
● Access to an iPad for visuals
● Fidget toy during lesson
● 1:2 educational assistant support in classroom
● Math IEP Goal: Student will be able to identify the terms
“more” and “less” using visual representations.
1 ● Chunking work and providing breaks
Autism Spectrum Disorder ● Providing extra time to complete
● Use of a first → then board, visual aids
● Social IEP Goal: Student will be able to work in a
small-group, with some adult support, for at least 5
minutes displaying socially appropriate behaviors.
● Fidget toy and tactile seating cushion during lesson
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
2 ● “Purposeful pairings”
ELL Learner (Hindi speaking, and Arabic speaking) ● Extra time for work
● Activate background knowledge
● Use visual aids

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 ● Students meet with the ELL resource teacher 3 times a
week for 40 minutes each visit

Students with Other Learning Needs

Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
CRLI (Culturally Responsive and Linguistic Responsive)- 6 ● Small-group activities
diverse group of students ● Sentence Frames
● Increased use of song and multiple platforms for
instruction

Lesson 1 of a 5 Day Learning Segment

Subject and Lesson Topic: Math: Graphing

Grade Level: 1 Lesson Duration: 30 minute instructional lesson

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within
the curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
Students will develop an understanding of how to collect and analyze data using a survey and use the information to create a pictograph.
Knowing Your Learners
Using Prior Knowledge
What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

Most of the students are entering first grade directly from our in-school Kindergarten program, where they completed 2 years. Most of the class
began Kindergarten at our school, however we have two students in the class who are new to the country and speak little English. Math in our
classroom begins with a fun “bell work brainteaser” every morning, to allow students to start thinking about math more frequently. Usually these
questions are related to math concepts being taught currently, but with a silly twist to it, using students' names. For example, last month while
working on patterning, there was a bell ringer as follows: “Ms. Prasad was putting toppings on her ice-cream sundae but only wanted it to be in a
pattern. Using sardines, jelly beans, flies and sprinkles, help her create her sundae pattern”. This is an engaging way to get students collaboratively
thinking bright and early. At the end of the day, students are engaged in a whole class discussion, where I take up the morning bell ringer question,
while they engage in critical thinking and whole class discussions. Not only does this promote student engagement, but also builds a
community of learners. Students are familiar with the different numeracy block expectations and have their 100s chart and number line located
on their desk. In September, I conducted an initial assessment to gain a basic understanding of students’ academic levels in patterning, number
sense, geometry, measurement and money/telling time. Although most students were somewhere close to approaching at grade level, there were a

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few that struggled with measurement and data analysis concepts. Students have participated in class-wide voting for books and movies, and have
some background knowledge of tally marks. Students have learned about tally marks in their number sense unit, where they learned subitizing and
how to show numbers in a variety of ways. This needs further review, and most students have not yet been introduced to bar graphs or pictographs.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

By having this knowledge, I will have a better understanding of where to begin my graphing lesson, and where to expect students to be. Through the
use of the mini activities, I will be able to consistently monitor and observe student understanding. I will be using the information about my students
by differentiating instruction to meet their diverse needs and incorporating a review of tally marks and the basic graphing concepts. I will also begin
the day with students answering the question “What is your favorite ice-cream flavor?” for the daily morning sign-in. This will later be used to
interpret data. I will also introduce graphs to them through a morning “bell ringer” activity, as the task is something familiar to them. The lesson will
begin by a thorough introduction of tally marks through a read aloud book, Tally O’Mally. I will then ask students questions that will guide them to
start thinking about the tally marks, review key vocabulary that will be necessary for students’ success, and then begin an inquiry based discussion
on analyzing graphs. I will be providing students with support as they think and discuss by reinforcing effective analytical behaviors and prompting
them to engage in problem solving strategies. For their morning bell ringer activity, I will also pose a question asking students to determine how to
show the number 55 using tally marks.
Using Student Assets
What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

Since the school is located in a suburban geographic location in the GTA, the class is diverse and many of my students are from South Asian or
Carribean households, while living with parents, multiple siblings and grandparents. When asked how many students have seen their parents fill out
surveys, most of the class answered no. This class is full of busy body students who enjoy being provided opportunities to work with their peers in
group activities. The students however show less confidence in engaging in classroom discussions and as such, we try to do them more often to build
a safe community space for the students. The class enjoys having hands-on learning opportunities. Approximately 70% of our students are at grade
level, while the rest are either greatly below, or just below grade level in terms of their math skills. We have 2 students that have difficulties because
of ELL and spend 40 minutes 3 times a week with the English Language Learner Teacher (mostly out of class). Our class also participates in a
Reading Buddies program, where we meet bi-weekly with our 4th grade friends and engage in building and STEM activities. While it took a while
for students to warm up, they now enjoy it as they get to learn and interact with older students while working on innovative STEM challenges. We
have two students on an IEP, both who have sensory needs but enjoy being social and working with their peers. One student needs constant
reminders on how to act socially appropriate, but often is excited to work in groups. Both students enjoy math and drawing.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

Using the knowledge gathered from my students, I will choose materials and resources that are explicitly culturally responsive so that students can
relate to material and use engaging and meaningful activities to help students develop a strong understanding of tally marks, and how to create a bar
graph. Recognizing that my students enjoy being social and working in groups, I will be including several opportunities for group work and
whole-class discussions which I will facilitate to build student confidence. In addition, I will also incorporate brain break music, for the diverse
learner needs in the classroom. I will also introduce this concept to my ELL students on a day where they will be meeting with the ELL resource
teacher, to be able to further break it down with her as well. Since my students have little home exposure to surveys, I will be providing several
examples and extending the discussion. I will also be providing a lot of scaffolding by beginning with whole class activities, then moving towards

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small group activities and ending with independent activities, to slowly build our lower level students’ confidence and math skills. I will also make
use of our reading buddies, by having the 4th grade students assist in recording the students’ final submission.
Curriculum Standards
Ontario Math:
D1.2 collect data through observations, experiments, and interviews to answer questions of interest that focus on a single piece of information;
record the data using methods of their choice; and organize the data in tally tables.
D1.3 display sets of data, using one-to-one correspondence, in concrete graphs and pictographs with proper sources, titles, and labels
D1.5 analyse different sets of data presented in various ways, including in tally tables, concrete graphs, and pictographs, by asking and answering
questions about the data and drawing conclusions, then make convincing arguments and informed decisions

New York State:

1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how
many in each category, and how many more or less are in one category than in another.

ISTE:
3c. Knowledge Constructor: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts
that demonstrate meaningful connections or conclusions.
5b. Computational Thinker:
Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving
and decision-making.
6b. Creative Communicator: Students create original works or responsibly repurpose or remix digital resources into new creations.
6c. Creative Communicator: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as
visualizations, models or simulations.
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements that Using formal and/or informal assessment tools, how If applicable, explain how you will adapt
identify what students will be able to do by the end of will you evaluate and document your students’ assessments to allow students with specific needs to
the lesson and are aligned to the standards identified progress on each of the objectives? demonstrate their learning.
above. (edTPA Task 1, Prompt 5b)
Students will be able to use data analyzing Informal Assessments include: ● Students are grouped according to
strategies to answer questions about how many ● Teacher observations heterogeneous grouping/”purposeful
more and how many less in categories of a ● Oral text-based questions and group pairing” for the small-group activity.
pictograph with at least 90% accuracy. discussions ● I will model strategies for interpreting
● Carousel group inquiry activity data.
observations ● We will review graph properties, and
tally table properties, prior to engaging
Formal Assessment includes: in the inquiry-based activity.
● Students will be graded on completing a ● Sentence frames will be provided for
graphic organizer that analyzes a given our ELL students for answering the
pictograph, in their small groups. text-based questions sheet.
● Think/Pair/Share for students to think
about the discussion questions.

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 ○ Students on the IEP: will also be ● The students with an IEP will be
working in the small groups to provided with 1:2 EA support
complete the activity. ● The students with an IEP will be given
visual choices for answering their
analyzing questions. - modification use
of technology (SAMR Model)
Students will develop an understanding of the Informal Assessments include: ● I will model appropriate use of Wixie
data collection process using surveys and tally ● Teacher observation being used, on an as-needed basis.
charts, and how to create a pictograph using ● Conferences with students during data ● We will review the Wixie and Explain
Wixie, which will be scored using a rubric. collection period. Everything app so students understand
how to use it when creating their final
Formal Assessment includes: product.
● Students will be graded on their final ● Think/Pair/Share - students will get an
pictograph, using a rubric. opportunity to do a think/pair/share
● Student will be graded on their final with their Reading Buddies to work on
discussion of the data from their graphs, their final pictograph.
using a short response rubric ● The 2 students with an IEP will be
● The student with an IEP will be asked to provided with 1:2 EA support
answer the question: Which category ● The 2 students with an IEP will have
has the most? Which category has the access to technology to create their tally
least? chart for their surveys, and will receive
prompting and redirection to
complete the survey.
● The ELL students will be provided with
in-class ELL resource teacher support,
using visual cues and Google
Translate to further break down the
activity.

Academic Language Demands Instructional Supports

(edTPA Task 1, Prompt 4c) Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Function
Looking at your standards and Develop: Through this multi-lesson learning segment, students will
objectives, choose the one Develop develop the foundational skills needed to collect data through
Bloom’s word that best surveys, and develop their own graphs using Wixie. Students will be
describes the active learning provided opportunities to interact with different graphs and surveys,
essential for students to develop
to be able to develop the skills required in developing their own
understanding of concepts within
your lesson. graph, using survey results. I will be providing them with modeling
to show students how to collect, analyze and use data to create a

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 pictograph. Students will also be provided with direct instruction,
visual strategies, cooperative learning activities, and strategic
questioning to think critically about data and graphs. I will also
provide hands-on learning opportunities for students to further
develop these skills. Through the use of a variety of media including
videos, songs, books and group discussions, students will be provided
with differentiated learning.
Vocabulary ● Analyze ● Direct Instruction/ Academic Vocabulary: I will be
Key words and phrases students ● Tally reviewing the words with students in the introduction piece
need to be able to understand of the lesson, and then further reminding students of the
● Survey
and use vocabulary as they continue on to the other parts of this
● Pictograph
lesson.
● Graph ● Inquiry-Based Learning: during the inquiry-based activity,
● Data students will get an opportunity to use the vocabulary and
● Information further develop an understanding of these terms.
● “More than” ● Encourage group discussions while doing the read aloud.
● “Less than” ● Notebooking: Students add the new words to their “My Math
● “Most” Dictionary”which they create in a portfolio-type style, as they
add words from September, throughout the year, adding new
● “Least”
words that we either discuss in math.
● Word Splash: for the words “data” and “pictograph”
● Visuals: for our ELL and IEP students
● Augmentation: use of technology to create pictographs
Syntax The class will work collaboratively during ● Whole-class discussion: To develop an understanding of the
Describe ways in which students the whole class discussion to talk about data vocabulary.
will organize language (symbols, and graphing. They will also engage in ● Small-Group Inquiry: to use real-life examples to give
words, phrases) to convey analyzing graphs and surveys to further meaning to the vocabulary
meaning. understand the meaning of the math ● Independent Video Activity: Students will create a video
terminology related to this lesson, including analyzing the data of their own graphs, to be able to show an
“most” and “least”. Students will also understanding of the important language in this lesson.
organize language in their independent ● Visuals: For our ELL and IEP students to be able to have
activity, where they will be asked to use the visual representation to understand the meaning of certain
vocabulary taught to interpret their own terms.
graphs.
Discourse The whole class will begin the lesson by I will facilitate and support small group discussion and provide
How members of a discipline talk, engaging in a read aloud about tally marks, students with language/sentence frames to help support questions
write, and participate in which will then lead us into a whole class during the group discussions and also provide guiding questions
knowledge construction and discussion about surveys. Following this, and a word splash activity. I will also be reinforcing effort and
communicate their we will take a brain break about a providing recognition for students as they attempt to participate in
understanding of the concepts
graphing song. This will introduce group discussions, as the students in our class are more reluctant to

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 important words and concepts to students, participate in whole-class discussions. I will also be incorporating
which we will then discuss in greater detail Gardner’s Theory of Multiple Intelligences, by using different
through both think/pair/share and whole types of platforms for my diverse learners- including visual,
class discussions. We will also watch a kinesthetic and auditory learners.
Brain Pop video on surveys and graphs, to
promote differentiated learning. We will Hands on learning: The student with an IEP will be provided with
then do a Word Splash for the words “data” “Yes” and “No” picture cards to help them visualize the questions.
and “pictograph”.
“Explain Everything” Collaborative Mind Map: helps students
Students will work in small groups to organize their thoughts during the small-group activity and share
conduct an inquiry-based activity to their thinking with their peers.
examine a pictograph and analyze the
results, which they will share with the class Small-group inquiry: This will provide students an opportunity
on Explain Everything.
Augmentated Technology- using digital tools to create a pictograph
The class will then individually create and a video discussing the analyzed results
surveys of their own interest for their class,
conduct the survey using pencil and paper,
and then turn it into a pictograph using
Wixie. After creating a digital pictograph,
students will create a video analysis on the
data from their pictograph, with the help of
their Reading Buddies.
Instructional Process Accommodations and/or Modifications
and/or Supports
Anticipatory Set/Motivator ● Visual lights to show the volume
● Attention Grabber: Get students’ attention after the first nutrition break: “ABC!” meter for the small-group activity
Students reply: “Easy as 1, 2, 3”. noise levels.
“Welcome back from nutrition break everybody. I hope everyone had a good snack and a nice ● Fidget toys available at the front of
break outside. the classroom for the students on an
IEP to sit through the lesson and
● Objectives: For our math lesson today, our objective is to understand what data is, collect our story.
own data using a survey, create a graph using a digital tool and then analyze the information ● Reminders and poster:
from our graph. expectations for classroom carpet
time.
● Behavior Management Reminders: Before we begin, I want to remind all of us of our carpet ● Whiteboard: lesson objectives
rules. Our eyes are looking, our ears are listening, our hands are in our laps, we are sitting written.
criss-cross applesauce and if we have something to share, we raise our hands. When we move
to our group work, we will be working at a voice volume of 3 because we will get to work and

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 share ideas with our group members.

● Introduction: I want us all to think back to this morning when we came into our classroom
and signed in. Does anyone remember the question for today’s sign-in? *Favorite Ice-cream* -
This morning, I asked everybody their favorite ice-cream flavor. Who here likes ice-cream?
Who here LOVES ice-cream? I definitely do! I am going to share with you which flavors
everyone chose this morning. *Bring chart paper up front*. Now, there are a lot of names on
here. Begin math conversation:
○ What is one thing you notice when you look at this sign-in?
○ What kinds of flavors do you see here?
○ Is this helpful information?
○ Why might I want to know this information?
○ Does anyone know another name for the word information? Has anyone heard the
word data before?
○ Data is another way of saying collected information. Our sign-in from this morning has
data on it. Can we all say that new math word together? There are a lot of different
ways we can collect our own data. There are even ways we can collect data without
having to write out our names, using something called tally marks. Who remembers
tally marks from when we learned about different ways to show numbers? We are
going to begin by reading a book about a girl who collects all kinds of data! As we
read, I want us all to think about the different types of data she collects.

Instructional Procedures ● Chart paper: during the discussion,

using large print writing for students
● Whole-Class Read Aloud: Next, I will introduce the text. Today, we are going to start by reading sitting far away and for the visual
a book called “Tally O’Mally. This book is written by Stuart Murphy and Cynthia Jabar. learners
○ Discussion questions: What do you think this book will be about? Who remembers ● Group discussion: to promote
what a tally mark is? Can someone help explain what a tally mark is, and when we thinking and collaboration.
may use it? ● Video: Visual learners and
○ Point out tally page picture: How many of you have ever seen this before? Think back interactive
to when we were doing activities about showing numbers in different ways. ● Brain Break Song: Movement for
○ Read book - have follow-up discussion the kinesthetic learners and those
○ We can also use tally marks when we take a survey. How many of you have heard the who need a break.
word survey before? Surveys are a way to collect data. For example, this morning I ● Screencast-O-Matic Recording: for
took a survey by asking you all what your favorite ice-cream was. students to refer back to the lesson
on taking data and creating a
● Brain Pop Video: We are going to take a look at how else we can use tally marks. For this, let’s pictograph at a later time, if
watch a video. https://www.youtube.com/watch?v=EdsQFrufMd4 necessary.
○ Follow-up questions: What did we learn about surveys from this video? How can we ● Increased wait times: for responses
use surveys ourselves? What are some examples of surveys we could take? What is a for ELL learners during discussion.
● Google Translate: ELL learners

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 graph? What does a graph do? ● Hands-on Learning: providing
students with a number of
● Brain Break Song: opportunities to see real-life uses of
○ Before we get into our own pictograph, let’s take a quick brain break stretch while we graphs and working with peers.
listen to this song all about Graphs! ● Go slowly: pace the lesson and
https://www.youtube.com/watch?v=yZJR2MzkBrU&t=1s continuously check for
understanding and any need for
● Introduction to Wixie Technology: This morning, we had students sign in using their favorite clarification.
ice-cream flavor. We are going to take that data that I collected, and turn it into a tally chart,
and then create a pictograph using our data.
○ We are going to use Wixie to try to create a pictograph to show the information. We
have explored with Wixie before, when creating narratives in ELA. But today, we will
get to see some fun ways to use it in math too.
○ Point out features to create a chart, how to erase, how to search for images for the
graph and how to add in text. *Create pictograph using Wixie and have a discussion
on how to use Wixie and the development of our graph*
■ What do you notice about our pictograph?
■ Which was the most favorite flavor?
■ Which was the least liked flavor?
■ What are some things you notice about Wixie? What is one thing we might
find challenging when trying to make our own pictographs?
■ Why is a title so important in our surveys and graphs?
■ How is using Wixie different from making a graph using paper?

● Small-Group Inquiry Activity:

○ I’d like everyone to head back to their own desks to work on a small-group activity. In
this activity, you will be asked to look at the graph assigned to your group. What is the
graph about? What do you notice about it? You will have 10 minutes to examine the
graph and discuss with your group members before we share as a class. When you are
ready to share, please add your group’s work under the appropriate graph on the
Explain Everything whiteboard.
○ Use the following link: https://expl.ai/LMCSRQRG

● Monitor: Make sure students are where they need to be and have the materials needed to be
successful. Float around to have discussions and answer any questions students may have.

● Student Discussion: Now that you have added your 2 points for each graph, let’s go around
and talk about the different types of data that each pictograph represents. (Class discussion).
○ What do you notice that is similar about all of the graphs? What are some things that
are different?

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 ○ How do you know which category has the most or the least?

● Independent Work: Student Assignment “You will be creating your own surveys and graphs in
the next few days, independently. As you begin to start thinking about your survey, think
about questions that might interest you. What do you want to know about your classmates?
As you start to come up with ideas, start thinking about how you can create a survey question,
and how you will organize your information. For the rest of the class, I want us to begin
thinking of one question you would like to ask in your survey, and what pictures you might
use when creating your pictograph. When you are ready, you can create the survey, and start
asking your classmates. Please remember to ask everyone to participate in your survey.”
Sample: https://www.wixie.com/u2233596

Closure
I will wrap up the math block by reviewing things that went well and things that we could improve on
as a whole class.
● “We all did a great job of working together to solve problems and learn about data collection
today. I noticed friends were helping each other, being inclusive and having great discussions.”
● “I also really liked the way we used classroom resources instead of coming to me right away. I
saw students asking 3 before me and also looking back at our class example. Excellent work!”
● “What were some of the things you enjoyed during today’s math block? What was one thing
you found challenging?”
● Possible Answers: I liked our movement music and then getting to work with our friends. It gave
us a chance to walk around and talk but also do math. But using Wixie it was hard to make some
of the lines in the beginning.
● “I’m glad you enjoyed being able to walk around and work with friends. We can also learn
from them and we can also be teachers too. Yes, sometimes technology can be tricky to figure
out. The great thing is we have used Wixie before for literacy. Remember that it just takes
some time and patience and we can learn new features everyday.”
● Before we get cleaned up for music, can we go over the important concepts we learned today.
Can someone tell us what the word data means? - “collected information through
observations” and can someone explain to us what a survey and a pictograph are? - a survey
is one way of collecting data by asking people questions. A Pictograph is a type of graph that
can be made from data collected in a survey. It uses pictures or symbols to tell us information.

“Everybody did a great job of working hard today! Don’t worry if you haven’t finished your survey yet.
We will get some time tomorrow to work on it. Remember, we will work on these activities for the
rest of the week and then have our Reading Buddies help us record a video of our data. You will have
lots of time to work on this. Can we all put our things away and get ready for music class? We have 5
minutes, I’ll put our visual timer on for 5 minutes.”

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List all materials and/or technology tools required for the lesson.
Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and interactive
white-board images.
Tally O’Mally book
Chart paper for discussion and examples
Chart paper for word splash activity
iPads (classroom set) for Wixie and Explain Everything
Pictograph images for small-group activity
Computer/Projector: for showing how to create a survey and graph

Resources attached on the next page.

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