Name: Ian Cockburn Cohort: C1

Lesson Plan

Lesson Title: Yes or No Questions with Mr. C Grade: 1 Date: 11/30/2017

Subject/Strand: Math/Data Management Unit: Graphing Location: Fred C Cook PS Times: morning
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big
ideas/essential/enduring understandings?)
1. Today I am teaching students to gather and organize data through generating a “yes/no” question.
2. This is lesson 2 of a possible 6 lessons within data management. (This lesson will be divided over two days as per AT’s request)
3. Connecting mathematical ideas to real-world situations through learning activities can enhance students’ appreciation of the
role of mathematics in human affairs, in areas including health, science, and the environment.
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
Mathematics: Data Management and Probability
1st bullet: collect and organize categorical primary data and display the data using concrete graphs and pictographs, without regard
to the order of labels on the horizontal axis;

Ontario Curricular Specific Expectations and Achievement Chart Categories

(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of
expectations (1 or 2), connect to assessment. Indicate category in brackets beside specific expectation :Knowledge and
Understanding( K ) Thinking (T); Communication (C); Application(A)
2nd bullet: collect and organize primary data (e.g., data collected by the class) that is categorical (i.e., that can be organized into
categories based on qualities such as colour or hobby), and display the data using one-to-one correspondence, prepared templates of
concrete graphs and pictographs (with titles and labels), and a variety of recording methods (e.g., arranging objects, placing stickers,
drawing pictures, making tally marks) (Sample problem: Collect and organize data about the favourite fruit that students in your class
like to eat.).

Thinking: Use of processing skills – carrying out a plan (e.g., collecting data, questioning, testing, revising, modelling, solving, inferring,
forming conclusions).
Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be
able to do, in language that students can readily understand.)
Today I will learn:
- to generate a “yes/no” question
-organize the data into a graph
STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ x ] FOR [ ] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess
student’s learning: evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that
students can readily understand). Indicate the Achievement Chart criteria.
Today I can:
-generate a “yes/no” question
-organize and submit my data on a graph

Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their assess; Record Keeping format
learning?
Do: the students will submit their Graphic organizer.
“yes/no” graph to me after they have The students will be completing a graphic
completed their data collection organizer.
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
-an understanding of graphs
-the understanding of one to one correspondence

I.E.P. program implications: Accommodations, Modifications

-the EA will work with Ben to develop his “yes/no” question
-sample “yes/no” questions will be available for those who require the extra help
Differentiation: Content, Process, Product, Environment, Assessment
-students have the ability to ask as many or as few classmates as they would like
Learning Skills/Work Habits: [x ] responsibility, [x ] organization, [ x ] independent work, [x ] collaboration, [ ] initiative, [ ] self-
regulation
Responsibility: takes responsibility for and manages own behavior
Organization: establishes priorities and manages time to complete tasks and achieve goals
Independent work: follows instruction with minimal supervision
Collaboration: works with others to resolve conflicts and build consensus to achieve group goals
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Graph, organize data etc…
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of
student worksheets used and teacher support material that will support communication of instruction. Include the use of Information
Technology (ICT) in your lesson plan where appropriate.

Graphic organizer, pencil, clipboard, anchor charts, Smartboard and dry erase markers/erasers

Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide
lesson.

***Discussion with Mr. Randy resulted in this lesson being

changed to a two-day lesson due to complexity and schedule***

Prior to the lesson I will have printed copies of the graphic

organizers we will be using for this class. I have also placed the
graphic organizers in their clipboards. I have loaded the
overhead with my graphic organizer. I have also written down
the steps for the hands on and have raised the anchor chart for
the students to observe as well as starter sample questions.

The students sit on the carpet in a circle.

“Good morning class, thank for completing your bell work so

quickly. I like how ____ is sitting ready to learn. Our goal for the
next two days is going to be to learn how to generate a yes/no
question and how to organize the data. I will know you have
succeeded for when you hand in your worksheets. For today’s
lesson, we are going to play a game. And this game is called “5 Q
with Mr. C”. Who here has ever played this game?“
-the students shake their head no
“This game is quite simple… I am going to think of an object in
the class, something in the room, and you have 5 questions to
figure out what it is I am thinking about. I am going to keep track
of the number of your questions using my worksheet. I am going
to pick students who are sitting quietly, and they will be able to
ask me a question and as a class, you are going to try and figure
out what it is I am thinking about. Does everyone understand?” -the students nod their heads yes

I choose students who are sitting quietly, and I write their names
on the white board to keep track. After 5 questions if they still -the students raise their hands and ask their questions
have not guessed it, I will give them more questions.

The students ask questions and when they ask a question that is They will ask questions as:
not a yes/no question I stop them. -is this something on the walls
-this this something on the carpet
“Well isn’t that a funny question, what color is it? You see, I -is it hanging on by tape
didn’t clarify the rules of the game. The only questions you are -what color is it
allowed to ask are yes/no questions. Who here knows what a
yes/no questions is?” -the students put up their hand and tell me what a yes/no question
is
“That’s right, it’s a question that only has a yes or a no as an
answer. Moving forward, all your questions must be a yes/no
question.”
The students continue their questioning:
The students keep asking…. -is it the smartboard
-is it the windows
“Well you are asking some very specific questions. Before we -is it the door
keep asking questions, who can tell me what they know about
what it is I am thinking about?” -as a class we discuss what we know

“That’s right, so try to think of some more general questions

then get more detailed.”
The students continue:
They continue.. -is this something that the teachers write with
-is this something that students use
I continue to help with questioning until they arrive that I was -is this something that the teachers use
thinking of Mr. Randy’s laptop. -is it plugged into the wall
-is it Mr. Randy’s laptop…… YES!

“Excellent questioning class. But what did we just do? Or more -“we found out you were thinking of Mr. Randy’s computer.”
importantly, what did you just do? What did you find out?”

“And how did you find out I was thinking of Mr. Randy’s -we asked questions
computer?”

“What type of questions” -yes/no questions

“That’s right. Why do we as questions?” -to find out information/to learn something etc…

“Great, I like that answer: to learn something. That is what we

are here to do at school, is to learn! So, what I want you to do,
is take the next few minutes, and ask some questions to your
friends. I want you to find out something new about your friends
and then we will come back as a class and see what we have
learned. You can ask them a mix of yes/no questions and
regular, open ended questions. If you are having some troubles -the students walk around asking each other questions
thinking of some questions, please look to my color-coded chart
on the board. It has some starter questions such as: have you,
would you, do you etc…I am putting two minutes on the timer
so you can start asking your questions now.” (I put two minutes
on the timer)

I walk around the room listening to questions and keeping track

of who will be a good student to ask to share their questions to
the class.

“Two minutes has gone by so why don’t we come back to the

circle. Now we will share some of the information we found out.
I will start. I asked Mr. B if he had a sister and I found out that -Mr. B answers that he found out that I also have a sister
Mr. B does have a sister. Mr. B. what did you find out?”

“Who else would like to share what they found out?”

I choose a few students who are sitting quietly, and they share
what they have learned.

“Great, so as you can see, we can gather a lot of information, or

a lot of data, by asking questions, and in particular, yes/no
questions. Now, I didn’t get the chance to ask you a question -the students share what they have found out
when we were walking around the room. So I am going to ask
you now. I want you all to look at the overhead. You can see I
have my worksheet and we start by writing our name (I write my
name) and then I think and write my question. And my question
to you is going to be the same one as I asked Mr. B. Does anyone
remember what my question to Mr. B was?” -do you have a sister?

“That’s right, so I put my question at the top of the page (I write

my question). And then I am going to ask you my question.” I ask
the students my question and take note of their answers.

“Looking at the smartboard, we have my name, my yes/no

question and all of my tallies. Now what you will be doing as a
class, is heading to your desk and coming up with your own
yes/no question. This is a question that you will be able to ask
all of the class. I’ve left my chart on the wall to help you come
up with your question which you will be asking the class. I am
going to get the star of the day to call students by name to head -the star of the day chooses students and they head to their desk.
to their desk and come up with their yes/no question. When you
have come up with your question, I’d like you to come back to
the carpet.”

I walk around the room prompting students:

-what do you want to know about your classmates?
-how can that be turned into a yes/no question
-what is something you’d like someone to know about you?
-how can you ask them that question?
-what interests you? Would you like to know if someone else
thinks the same way or feels the same way as you?
Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 30-45 minutes(Indicate time breakdown of instructional
elements)

As the students come back to their desk, I am reviewing their

question and ensuring their name is on the sheet.

“Well done class, it looks like everyone did an excellent job

coming up with their own yes or no question. Now we get to ask
the class our questions. I am going to put 10 minutes on the
timer and I want you to walk around the room, asking your
question and ensuring you keep track of the answers and who
you have asked. Very similar to what I did earlier. I will ask a
student my question and write down their answer. But how will -the students tell me that I need to ask the people who haven’t
I know who to ask?” answered, or the people on the page who don’t have answer.

“Excellent. Do I need to ask the same friend twice? No, exactly,

so I want to make sure you are asking the people who you
haven’t asked yet. After we are done asking everyone in the
class, or everyone who is here, I want you to come back to the
carpet and sit in a circle so we can discuss. Does everyone -the students walk around the room and ask their questions
understand? Ok, great. So go ask your questions!”

I put 10 minutes on the clock. I walk around the room ensuring

students are asking their questions and keeping track of their
answers.

Once the 10 minutes is up, I bring the students back in. -the students come back to the carpet

“We’ve had 10 minutes to ask our questions so whatever data

we’ve collected is going to be good enough for the next steps.
What I want you to do now, is count all the yes’ in one column
and all the no’s in the other. There is space for your totals on the
worksheet like I have here (I refer to my own worksheet).”

“Who would like to share their question and some results with I choose students who give their questions:
the class?” -do you like dogs
-do you like cats
I encourage and applaud the questions and ask follow up -do you play x-box
questions: -do you play Nintendo gamecube
-what made you want to ask this question -do you like hockey
-how many yes’ did you get -have you eaten pizza etc…
-how many no’s did you get
-what does that mean to you if ____ got more tallies than ____
-did you expect this etc…

“Now that we know the numbers of yes’s we received and the

number of no’s, now we can put this information into a graph!
What is the first thing we need when getting ready to organize a
graph? Mr. B told you we need a…… That’s right. A title, so I will
put my title here (I write my title down). What else do I need?” -The students answer title and categories
“Excellent, so I will write my categories, or labels, here which
are…who can tell me?” -students answer yes and no

“Correct (I write the categories). And now I count my yes’, count

them with me. And I take that number and where does it go on
my graph? Under which category? Correct. And I do the same -students count me yes and tell me the number of yes’ go under
thing with my no’s.” the yes category.

“Now it is your turn, you will head to your desks, write your
name, write a title, write your categories and then tally the yes’s
and the nos. If you get lost or are not sure what to do, please
look and use the chart to help you. When you are done, please
submit your graph and read independently until your classmates -the students head to their desk, complete their work and then
are done.” (I put the anchor chart up on the wall) return to the carpet once work is complete.

I walk around the room helping students with their title:

-what was your question, so what should your title be?
-use the word wall to help you spell words
-sound out the word to help you spell words

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: 0-5 minutes (Indicate time breakdown of instructional
elements)

“Wow, am I ever impressed. Over the past two days, we

generated a yes/no question, asked our question to the class,
AND organized the data. That is a lot in one lesson. Our goal was
to generate a yes/no question and to organize the information -the students return to the carpet for consolidation
into a graph. Did all of you do this?”

“You all did an amazing job over the past couple of days and I
am very proud of all your work. What did you learn from our -the tell me they learned that asking questions can help them
lesson?” learn, or find more information, that there are different types of
questions etc…
“Well done everyone. For our next activity, I want you to turn
your attention to Mr. Randy.”

-some students raise their hands and want to share their graph
Extension Activities/Next Steps (where will this lesson lead to next)

The next activity will be investigating surveys.

Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions should
vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of expectations?
2. How did my lesson transform students from “passive
listeners” to “active participants”?
3. Was my behavior management technique effective?
Why?
4. Were students able to transition to the next activity
successfully?
5. How does the lesson provide a meta-cognitive
opportunity for students to address their own learning?

Instructional Strategy
1. Was my motivational technique (hook) effective? Why?
2. What will I do to improve questions? Was a balance
between teacher and student talk evident?
3. How did the task provide a Rich Performance
opportunity or other way of actively demonstrating
knowledge?
4. How did I provide modeling, guided &/or independent
practice?
5. Was my behavior management technique effective?
Why?
6. Were students able to transition to the next activity
successfully?

Professional Educator
1. What factors may have influenced the success of this
lesson? Did I note and respond to these elements
appropriately?
2. How might I improve the effectiveness of my teaching
for my next lesson?
3. What additional proactive management step(s) should
be considered for subsequent lessons? Why?
4. What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5. How is my growth as a professional being
demonstrated?