Teacher Education Lesson Plan: GUIDANCE shortened lesson

Teacher: Jessica Moran Date: 02/06/17 (Monday)

Title of Lesson: What is your favorite? Cooperating Teacher: Alissa Easter

Core Components
Big Idea from Unit: Gathering and displaying data by counting, tallying, and organizing it in
object graphs, picture graphs and tables; answering questions related to the data.
Subject, Content Area, or Topic: Math: Probability and Statistics
Student Population: Title I: EDK 8 boys, 7 girls
Essential Question(s) for Lesson:
How can I count by using tally marks?
How can I gather data?
How can I organize data?
How can I display data?
How can I describe and answer questions about data?
Learning Objectives
SW use problem solving, mathematical communication, mathematical reasoning, connections,
and representations to:
Use counting and tallying to gather data on categories identified by the teacher and/or student
(e.g. favorites, number of days of various types of weather during a given month, types of pets,
types of shoes).
SW display data by arranging concrete objects into organized groups to form a simple object
graph.
SW display gathered data using pictures to form a simple picture graph (e.g. a picture graph of
the type of shoes worn by students on a given day).
Display gathered data in tables, either in rows or columns.
Answer questions related to the gathered data by: Describing the categories of data and the
data as a whole, and identifying parts of the data that represent numerical relationships
(categories with the greatest, the least, or the same and part-part-whole).
TW guide the student in how to gather information using tallying, and how to organize, display,
and discuss their data.
Virginia Essential Knowledge and Skills (SOL)
SOL K.13/ MA K.6.1: The student will gather data by counting and tallying.
SOL K.14/MA K.1-2: The student will display gathered data in object graphs, picture graphs,
and tables, and will answer questions related to the data.
VDOE Technology Standards
C/T K-2.1: Demonstrate an operational knowledge of various technologies (Promethean Board,
Computer, and iPad).
A. Use various types of technology devices to perform learning tasks.
B. Communicate about technology with appropriate terminology.
Materials/Resources
Computer, Promethean Board, pet graph/chart (Mrs. Phelps made a flipchart), sticky notes,
whiteboards and markers
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
1
 Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%

High Impact Learning Strategies

Thinking Prompts
Stories
Experiential Learning
Visible Thinking Strategies

What makes you say that

Think Puzzle Explore
Think Pair Share
Circle of Viewpoints
I used to thinkNow I think..
See Think Wonder
Compass Points

DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE

RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
2 Engage/Explore/Anticipatory Set-
Video: What Pet Would You Like? (YouTube: 1:04)

<1 *State the Objectives/Purpose for Lesson (grade-level terms) Use I Can
Statements
I can gather data by counting and tallying.
I can organize, display, and discuss gathered data in graphs and tables.
2 Explain/Instructional Input or Procedure
TW ask students What do you remember from our surveys last week? How did we
collect data? Do you remember which had more or less on our Do You Like Broccoli
chart?
2
 2-3 Explain/ Modeling-
TW explain that today we will be taking another survey and tallying each others
responses. The class is choosing the class pet they would like most. TTW model
choosing their favorite pet, and voting for it on the flipchart.
TT may choose a lower student to help them model as extra remediation if time.
TTW show an example total with tallies on their own white board.
TTW emphasize that shut the door is the same as the number 5. If time, SS could
model with their bodies and a sentence strip.
<1 *Check for Understanding-
TTW will ask SS to shout what number shut the door is and show it on their hands.
2-3 Extend/Guided Practice-
TT and SW vote on which animal they would like as a pet.
5-7 Extend/Independent Practice-
TSW count the responses and record the tallies on their personal whiteboards. TSW
transfer the total onto their graph with crayons.
TT and TTA will work closely with struggling students to help them count and form
tallies (perhaps offering a sheet with tallies to trace), recording anecdotal notes for
necessary remediation.
ongoing Evaluate/Assessment
TTW record anecdotal notes to design flex group remediation with TT and TTA.
Summative: Friday 10, 2017: Animals at the Zoo (curriculum)
1 *Closure
TSW share with a tablemate which animal had the most and the least votes.
Differentiation Strategies (are you differentiating content, process, or product and how are you
differentiating by readiness, interest, learning modality).
-Providing levels of assistance with the tallying, such as a worksheet with pre-printed tallies that
the SS fill in (counting out loud) until they reach the correct total with the TT or TTAs assistance.
-Sharing product with table mates.
-Visual/kinesthetic modeling.
Classroom Management Issues (optional)
-PBIS rules on the carpet.
-Separate A & M.
-Pre-separate SS to get a quick visual assessment while they record tallies.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

3
 Teacher Education Lesson Plan: GIFTED led by Ms. Clifton shortened lesson

Teacher: Jessica Moran Date: 02/07/17 (Tuesday)

Title of Lesson: What is your favorite? Cooperating Teacher: Alissa Easter

Core Components
Big Idea from Unit: Gathering and displaying data by counting, tallying, and organizing it in
object graphs, picture graphs and tables; answering questions related to the data.
Subject, Content Area, or Topic: Math: Probability and Statistics
Student Population: Title I: EDK 8 boys, 7 girls
Essential Question(s) for Lesson:
How can I count by using tally marks?
How can I gather data?
How can I organize data?
How can I display data?
How can I describe and answer questions about data?
Learning Objectives
SW use problem solving, mathematical communication, mathematical reasoning, connections,
and representations to:
Use counting and tallying to gather data on categories identified by the teacher and/or student
(e.g. favorites, number of days of various types of weather during a given month, types of pets,
types of shoes).
SW display data by arranging concrete objects into organized groups to form a simple object
graph.
SW display gathered data using pictures to form a simple picture graph (e.g. a picture graph of
the type of shoes worn by students on a given day).
Display gathered data in tables, either in rows or columns.
Answer questions related to the gathered data by: Describing the categories of data and the
data as a whole, and identifying parts of the data that represent numerical relationships
(categories with the greatest, the least, or the same).
TW guide the student in how to gather information using tallying, and how to organize, display,
and discuss their data.
Virginia Essential Knowledge and Skills (SOL)
SOL K.13/ MA K.6.1: The student will gather data by counting and tallying.
SOL K.14/MA K.5.1-2 The student will display gathered data in object graphs, picture graphs,
and tables, and will answer questions related to the data.
VDOE Technology Standards
C/T K-2.1: Demonstrate an operational knowledge of various technologies (Promethean Board,
Computer, and iPad).
A. Use various types of technology devices to perform learning tasks.
B. Communicate about technology with appropriate terminology.
Materials/Resources
Computer, Promethean Board, Goldfish Data flipchart, Goldfish crackers/graph/sorting sheet,
crayons, white boards, markers
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

4
 Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%

High Impact Learning Strategies

Thinking Prompts
Stories
Experiential Learning
Visible Thinking Strategies

What makes you say that

Think Puzzle Explore
Think Pair Share
Circle of Viewpoints
I used to thinkNow I think..
See Think Wonder
Compass Points

DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE

RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
4 Engage/Explore/Anticipatory Set-
Video: Finn and Friends: The Great Outdoors (YouTube: 3:46) - OPTIONAL

<1 *State the Objectives/Purpose for Lesson (grade-level terms) Use I Can
Statements
I can gather data by counting and tallying.
I can organize, display, and discuss gathered data in graphs and tables.

5
 2-3 Explain/Instructional Input or Procedure
TTW review the survey from yesterday.
Why is it important to ask each person what they think? (Vocabulary survey)
How do we collect data?
TTW guide students in discussing how we use data to make graphs.
Lets review how to make a graph: Video: Toy Theater Fruit Fall (YouTube: 0:43)
2 Explain/ Modeling-
TTW explain that today SW be making a graph by sorting, counting, and graphing
goldfish crackers by color. TW model with a couple of goldfish, and remind SS that
the goldfish may be eaten later.
SW make predictions for which color they think will have the most and the least on
their graph.
1 *Check for Understanding-
SW touch their nose if they understand, and touch their neighbors shoulder if they
need further explanation. The SS neighbor can assist them.
3-4 Extend/Guided Practice-
SW sort and count about a handful of multi-colored Goldfish crackers. SW record the
tally on individual white boards.
TT and TTA will assist the SS in counting properly as numbers over 10 may be
difficult.
3-4 Extend/Independent Practice-
SW make a graph to show the number of each color.
Struggling students will be given the sheet with pre-printed tallies for assistance
with the TA OR the TT and TTA will assist the SS in counting properly as numbers
over 10 may be difficult.
TT and TTA will work closely with struggling students, recording anecdotal notes
for necessary remediation.
ongoing Evaluate/Assessment
As SS work, TT and TTA will circulate among students to determine whether SS
understand how to place tallies in the correct place and cross the 5th mark.
TTW record anecdotal notes to design flex group remediation with TT and TTA.
Summative: Friday 10, 2017: Animals at the Zoo (curriculum)
1-2 *Closure
SS will answer questions about their graph with their tablemates or in partners
Which has the most? Which has the least? Which color has one less than the one
with the most? How do you know?
If less time, TT can select a couple of students to share with the class.
Differentiation Strategies (are you differentiating content, process, or product and how are you
differentiating by readiness, interest, learning modality).
Number/counting scaffolding, pre-printed tally worksheets if necessary for scaffolding,
cooperative sharing.
Classroom Management Issues (optional)
-How to deal with/handle goldfish crackers (such as do not eat them until we are done with the
activity).
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

6
 Teacher Education Lesson Plan:

Teacher: Jessica Moran Date: 02/08/17 (Wednesday)

Title of Lesson: What is your favorite? Cooperating Teacher: Alissa Easter

Core Components
Big Idea from Unit: Gathering and displaying data by counting, tallying, and organizing it in
object graphs, picture graphs and tables; answering questions related to the data.
Subject, Content Area, or Topic: Math: Probability and Statistics
Student Population: Title I: EDK 8 boys, 7 girls
Essential Question(s) for Lesson:
How can I count by using tally marks?
How can I gather data?
How can I organize data?
How can I display data?
How can I describe and answer questions about data?
Learning Objectives
SW use problem solving, mathematical communication, mathematical reasoning, connections,
and representations to:
Use counting and tallying to gather data on categories identified by the teacher and/or student
(e.g. favorites, number of days of various types of weather during a given month, types of pets,
types of shoes).
SW display data by arranging concrete objects into organized groups to form a simple object
graph.
SW display gathered data using pictures to form a simple picture graph (e.g. a picture graph of
the type of shoes worn by students on a given day).
Display gathered data in tables, either in rows or columns.
Answer questions related to the gathered data by: Describing the categories of data and the
data as a whole, and identifying parts of the data that represent numerical relationships
(categories with the greatest, the least, or the same).
TW guide the student in how to gather information using tallying, and how to organize, display,
and discuss their data.
Virginia Essential Knowledge and Skills (SOL)
SOL K.13/ MA K.6.1: The student will gather data by counting and tallying.
SOL K.14/MA K.5.1-2 : The student will display gathered data in object graphs, picture graphs,
and tables, and will answer questions related to the data.
VDOE Technology Standards
C/T K-2.1: Demonstrate an operational knowledge of various technologies (Promethean Board,
Computer, and iPad).
A. Use various types of technology devices to perform learning tasks.
B. Communicate about technology with appropriate terminology.
Materials/Resources
Computer, Promethean Board, Big Book Graphing, How Do You Play? Tally and graph
(Tunstall, 2013) sticky notes, pencils, dry erase markers, white boards, crayons
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

7
 Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%

High Impact Learning Strategies

Thinking Prompts
Stories
Experiential Learning
Visible Thinking Strategies

What makes you say that

Think Puzzle Explore
Think Pair Share
Circle of Viewpoints
I used to thinkNow I think..
See Think Wonder
Compass Points

DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE

RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
2 Engage/Explore/Anticipatory Set-
Video: Favorite Thing to Do on the Playground (YouTube 1:54)

<1 *State the Objectives/Purpose for Lesson (grade-level terms) Use I Can
Statements
I can gather data by counting and tallying.
I can organize, display, and discuss gathered data in graphs and tables.

8
 5 Explain/Instructional Input or Procedure
TTW review the vocabulary: survey, data, tally chart, etc. The TT can use a student
to teach the class what these words mean.
Why is it important to ask each person what they think? (Vocabulary survey)
How do we collect data?
TTW guide students in discussing how we use data to make graphs.
TW read the big book: Graphing
TTW pause throughout the book to ask open-ended/visible thinking questions
(such as What makes you say that? or How do you know?)
1-2 Explain/ Modeling-
TTW show students the WS How Do You Play? TW explain that today SS will survey
each other to see which recess activity they like the best.
TTW model a couple of examples to show asking, tallying, and starting the graph.
1 *Check for Understanding-
TTW ask a student to teach the class the directions.
4 Extend/Guided Practice-
TT can help SS collect the data: SS will turn to a partner to ask them which is their
favorite activity. The SS will record their partners answer either on the flipchart or on
a post-it note. TTW help SS record the data, and get their WS started.
5 Extend/Independent Practice-
TSW count the responses to tally and graph them on their individual WS.
TT and TTA will work closely with struggling students to help them form their tallies
and record their data.
SS who finish early may write a sentence or draw a picture (preferably lower
students) about their class at recess on the back of the sheet.
ongoing Evaluate/Assessment
As SS work, TT and TTA will circulate among students to determine whether SS
understand how to place tallies in the correct place and cross the 5th mark.
TTW record anecdotal notes to design flex group remediation with TT and TTA.
Summative: Friday, January 10: Animals at the Zoo (curriculum)
2-3 *Closure
Have one person at each table share a fact about their class at recess:
What do kids like to play the most? The least? How do you know?
Differentiation Strategies (are you differentiating content, process, or product and how are you
differentiating by readiness, interest, learning modality).
-Structuring questions, number/tally scaffolding, TT can pre-stage the WS to be color coded or
prepared with pencil drawn tallies for the SS to trace, writing a sentence or drawing a picture,
sharing cooperatively.
Classroom Management Issues (optional)
Model behavior on the carpet while rewarding those who are sitting quietly.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

9
 Teacher Education Lesson Plan:

Teacher: Jessica Moran Date: 02/09/17 (Thursday)

Title of Lesson: What is your favorite? Cooperating Teacher: Alissa Easter

Core Components
Big Idea from Unit: Gathering and displaying data by counting, tallying, and organizing it in
object graphs, picture graphs and tables; answering questions related to the data.
Subject, Content Area, or Topic: Math: Probability and Statistics
Student Population: Title I: EDK 8 boys, 7 girls
Essential Question(s) for Lesson:
How can I count by using tally marks?
How can I gather data?
How can I organize data?
How can I display data?
How can I describe and answer questions about data?
Learning Objectives
SW use problem solving, mathematical communication, mathematical reasoning, connections,
and representations to:
Use counting and tallying to gather data on categories identified by the teacher and/or student
(e.g. favorites, number of days of various types of weather during a given month, types of pets,
types of shoes).
SW display data by arranging concrete objects into organized groups to form a simple object
graph.
SW display gathered data using pictures to form a simple picture graph (e.g. a picture graph of
the type of shoes worn by students on a given day).
Display gathered data in tables, either in rows or columns.
Answer questions related to the gathered data by: Describing the categories of data and the
data as a whole, and identifying parts of the data that represent numerical relationships
(categories with the greatest, the least, or the same).
TW guide the student in how to gather information using tallying, and how to organize, display,
and discuss their data.
Virginia Essential Knowledge and Skills (SOL)
SOL K.13/ MA K.6.1: The student will gather data by counting and tallying.
SOL K.14/MA K.5.1-2: The student will display gathered data in object graphs, picture graphs,
and tables, and will answer questions related to the data.
VDOE Technology Standards
C/T K-2.1: Demonstrate an operational knowledge of various technologies (Promethean Board,
Computer, and iPad).
A. Use various types of technology devices to perform learning tasks.
B. Communicate about technology with appropriate terminology.
Materials/Resources
Computer, Promethean Board, Candy graph/chart, sticky notes (optional), white boards/markers,
Math Journal Vol. 2 p.325 (optional)
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
10
 Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%

High Impact Learning Strategies

Thinking Prompts
Stories
Experiential Learning
Visible Thinking Strategies

What makes you say that

Think Puzzle Explore
Think Pair Share
Circle of Viewpoints
I used to thinkNow I think..
See Think Wonder
Compass Points

DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE

RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
2 Engage/Explore/Anticipatory Set-
Video: Kids Answer: Favorite Candy? (YouTube- 1:42)
<1 *State the Objectives/Purpose for Lesson (grade-level terms) Use I Can
Statements
I can gather data by counting and tallying.
I can organize, display, and discuss gathered data in graphs and tables.

11
 2-3 Explain/Instructional Input or Procedure
TW review selected pages from yesterdays Big Book Graphing.
Why do we survey/collect data? Why do we graph? How does it help?
TTW tell SS that today we will be taking a survey and tallying each others
responses about our favorite candy.
1 Explain/ Modeling-
TTW model the worksheet and that SS can choose either gum, chocolate, gummy
worms, or lollipops.
1 *Check for Understanding-
TSW whisper to a partner what the directions are, and show TT a thumb up if they
understand or a thumb down if they need help.
2-3 Extend/Guided Practice-
TTW show an example with their personal favorite candy, and pretend the class has
voted with an example. TSW model making their tallies on a white board alongside
the teacher, and TTW emphasize where the 5th mark goes.
5-7 Extend/Independent Practice-
TSW ask their partner what their favorite candy is, and record it either on the
flipchart or on the post-it (TT can have the candy words displayed on the board).
TSW count and tally on their individual white boards.
TT and TTA will work closely with struggling students to help them form their tallies
and record their data.
SS who finish early may write a NUMBER sentence (if 3 more students liked gum,
how many pieces would there be?) or draw a picture (preferably lower students)
about their class favorite candy.
ongoing Evaluate/Assessment
As SS work, TT and TTA will circulate among students to determine whether SS
understand how to place tallies in the correct place and cross the 5th mark.
TTW record anecdotal notes to design flex group remediation with TT and TTA.
Summative: Friday, February 10th: Animals At the Zoo (curriculum)
2-5 *Closure
*If time, SW complete p. 325 in their Math Journals (Vol.2) TTW give SS coins to
count, tally, and graph as a table.
If less time, SS will share a fact about our class candy preferences with their table,
and perhaps take the Math Journal page home to do with a family member.
Differentiation Strategies (are you differentiating content, process, or product and how are you
differentiating by readiness, interest, learning modality).
Scaffolding with tallying/graphing WS, partner work, writing a number sentence/drawing a
picture, cooperative learning, extension activity
Classroom Management Issues (optional)
PBIS rules for partner/group work, not partnering certain SS together/TT chooses partners to
place higher/lower SS together
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

12
 Teacher Education Lesson Plan:

Teacher: Jessica Moran Date: 02/10/17 (Friday)

Title of Lesson: What is your favorite? Cooperating Teacher: Alissa Easter

Core Components
Big Idea from Unit: Gathering and displaying data by counting, tallying, and organizing it in
object graphs, picture graphs and tables; answering questions related to the data.
Subject, Content Area, or Topic: Math: Probability and Statistics
Student Population: Title I: EDK 8 boys, 7 girls
Essential Question(s) for Lesson:
How can I count by using tally marks?
How can I gather data?
How can I organize data?
How can I display data?
How can I describe and answer questions about data?
Learning Objectives
SW use problem solving, mathematical communication, mathematical reasoning, connections,
and representations to:
Use counting and tallying to gather data on categories identified by the teacher and/or student
(e.g. favorites, number of days of various types of weather during a given month, types of pets,
types of shoes).
SW display data by arranging concrete objects into organized groups to form a simple object
graph.
SW display gathered data using pictures to form a simple picture graph (e.g. a picture graph of
the type of shoes worn by students on a given day).
Display gathered data in tables, either in rows or columns.
Answer questions related to the gathered data by: Describing the categories of data and the
data as a whole, and identifying parts of the data that represent numerical relationships
(categories with the greatest, the least, or the same).
TW guide the student in how to gather information using tallying, and how to organize, display,
and discuss their data.
Virginia Essential Knowledge and Skills (SOL)
SOL K.13/ MA K.6.1: The student will gather data by counting and tallying.
SOL K.14/MA 5.1-2: The student will display gathered data in object graphs, picture graphs,
and tables, and will answer questions related to the data.
VDOE Technology Standards
C/T K-2.1: Demonstrate an operational knowledge of various technologies (Promethean Board,
Computer, and iPad).
A. Use various types of technology devices to perform learning tasks.
B. Communicate about technology with appropriate terminology.
Materials/Resources
Computer, Promethean Board

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
13
 Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%

High Impact Learning Strategies

Thinking Prompts
Stories
Experiential Learning
Visible Thinking Strategies

What makes you say that

Think Puzzle Explore
Think Pair Share
Circle of Viewpoints
I used to thinkNow I think..
See Think Wonder
Compass Points

DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE

RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
2-3 Engage/Explore/Anticipatory Set-
Video: Kids at the Zoo Compilation (YouTube 5:42 do not have to show the entire
video) shows children interacting with their favorite zoo animals.
<1 *State the Objectives/Purpose for Lesson (grade-level terms) Use I Can
Statements
I can gather data by counting and tallying.
I can organize, display, and discuss gathered data in graphs and tables.

14
 2 Explain/Instructional Input or Procedure
TTW talk to students about how they did many surveys, collected, and organized
their data this week.
SW TTP about their favorite survey and why.
2 Explain/ Modeling-
A student will teach the class about collecting data using a graph/chart from a
previous day. TTW guide conversation using the appropriate vocabulary.
TW model the Animals At the Zoo Assessment.
1 *Check for Understanding-
SW put a thumb up if they understand, and will touch a neighbors shoulder for help
if they are not sure.
1-2 Extend/Guided Practice-
TW help get SS started with the assessment and provide any extra help for
struggling students.
10 Extend/Independent Practice-
SW complete the Animals at the Zoo Assessment
TT and TTA will work closely with struggling students, offering prompting and
recording anecdotal notes for necessary remediation.
SS who finish early may write 1-3 sentences about the assessment.
ongoing Evaluate/Assessment
TTW record anecdotal notes to design flex group remediation with TT and TTA.
Summative: Animals at the Zoo Assessment
1 *Closure
SW share their work with a partner.
Differentiation Strategies (are you differentiating content, process, or product and how are you
differentiating by readiness, interest, learning modality).
Scaffolding or prompting if necessary for struggling students, extension for SS who finish.
Classroom Management Issues (optional)
Remind SS how to behave during a test inside voices, let your friends focus.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

15
16