Teacher: Brianna Ryan
Lesson Title and Grade Level: Pictographs 3rd Grade
Unit Theme: Seasons
Lesson Topic: Making a Pictograph
Context for Learning
Central Focus
Content Standards/Objectives
Complete the chart below to include demographic information including learning needs, number of students and supports
and accommodations pertinent to the IEP goals. Consider the variety of learners in your class who may require different
strategies/supports or accommodations/modifications to instruction or assessment (e.g. students with IEPs or 504 plans,
English language learners, struggling readers underperforming students or those with gaps in academic knowledge,
and/or gifted students needing greater support or challenge).
Learning Needs Category
Number of Students
Hearing Difficulties
1
Supports, Accommodations,
Modifications, and/or Pertinent
IEP Goals
The IEP states that student A has
hearing difficulties. Student A will be
provided with an FM system.
The central focus of this unit is to learn more about seasons. Students will learn why there are seasons, they will discuss
their favorite seasons, and learn what happens in the different seasons.
Common Core Content Standard
Learning Objective
3.S.4 Identify the parts of pictographs and bar
graphs
Given graphing paper, identify all parts of the
pictograph correctly as a whole group.
3.S.5 Display data in pictographs and bar graphs
Given the data collected, construct a pictograph based
on the class vote correctly.
Given the graph created, draw a picture of your
favorite season, and correctly graph it on the class
graph.
Standard 1 Visual Arts: Experiment and create art works, in
a variety of mediums (drawing, painting, sculpture,
ceramics, printmaking, video, and computer graphics),
based on a range of individual and collective experiences.
http://www.p12.nysed.gov/ciai/arts/artstand/visual1.html
Include New York State Learning Standards/Common Core Standards appropriate for grade level/content on the left and
construct a specific/measureable objective that matches the standard in the column on the right.
All objectives must be assessed in the lesson plan. Include at least one objective that addresses academic language
(vocabulary, syntax, discourse). Language functions for art may include:
Vocabulary/Concepts/Language
Rationale
Professor will include academic language from edTPA assessment: register, fluency, language demands.
Pictograph, bar graph, seasons, fall, winter, spring, summer
This lesson is important for students because it helps them use their prior knowledge of pictographs to make their
graph. This lesson is also important because it integrates art into the learning of math.
Essential Questions
(Formative Questions)
How do we use a pictograph?
Why do we vote?
What are the elements of a pictograph?
Assessments:
Type of assessment
Formative or Summative
Description of assessment
The teacher will use formative
assessment by using discussions
and observations at the
beginning of the lesson and
during the lesson. The teacher
will also have an exit activity for
the students to complete about
the lesson.
Modifications to the assessment so
that all students could demonstrate
their learning.
Only list necessary modifications – not all
assessments will require modifications.
Evaluation Criteria - What evidence of
student learning (related to the learning
objectives and central focus) does the
assessment provide?
List specific objectives. All lesson plan objectives must
appear in this column. Provide evidence of the point in
the lesson that clearly identifies instruction (how and
why of the lesson)
Instructional Strategies and Learning Tasks
PLAN IT/TEACH IT LESSON ARE MINI LESSONS (15-20MIN)
Procedure
Teacher will:
Students will:
Anticipatory Set
___5__ minutes
Ask the student if they know
what a season is?
Answer the questions and
discuss the different seasons.
Ask the students what a
pictograph includes?
Students will discuss what a
pictograph includes.
The teacher will play a
YouTube video of the
construction of a pictograph.
The students will watch the clip.
The teacher will go over
the parts of a pictograph.
The teacher will give
each student an example
of pictograph to use for
reference.
The students will ask
questions when they have a
question.
The teacher will provide
all students with a piece
of paper and writing
utensil.
Each student will write his
or her answer to “What is
the best season?” on the
paper provided. The
Brainstorming, Assessing Prior Knowledge, Do
Now, Question of the day, literature,
think/pair/share, group activity, visual or video
Learning Tasks and Instructional
Strategies
__20___ minutes
Demonstration, Guided Practice,
Journals, Critique, Activity, Work Time (for
example)
This section should be separated into individual
rows as needed.
Consider transitions: supply distribution and
clean up.
Modifications (RTI/UDL
Strategies)
Student A will be given an FM
system and will be moved closer to
the teacher. This will help Student
A hear better during this lesson.
The teacher will then
hold a class vote.
students will then hand in
their vote to the teacher.
The teacher will then
read aloud the answers.
The class secretary will
record the answers on a
piece of paper.
The students will go up to
the board when called to
put parts of a pictograph on
the paper.
The teacher will have a
large piece of paper on
the board. The teacher
will call up each student
to draw a piece of the
pictograph.
Independent Practice/Exploration
of Concepts
_25__ minutes
Practice/implement skills; cooperative learning;
group work, etc.
Consider transitions: supply distribution and
clean up.
The teacher will allow the
students to draw and paint
their answer to what is the
best season on a small piece
of paper.
The students will then draw
and paint their answer on a
small piece of paper
provided.
The teacher will then ask the
students one by one to place
their drawing on the correct
part of the pictograph.
The students will put their
drawings on the pictograph.
With any extra time the
teacher will allow the
students to use
http://www.sheppardsoftwa
re.com/scienceforkids/seaso
Closure
__5__ minutes
Share understanding of the concepts (journal,
verbal share-out, exit slips, etc)
ns/paintandmake/paintandm
akerainshower.htm to create
a painted image of a season
online.
The teacher will ask each
The students will share out
student to share out on what about the activity.
they drew and how many
other peers chose the season
they chose.
Instructional Resources, Materials and References: (Including all images used.):
https://www.youtube.com/watch?v=xQmEFez66Es
Paint
Paper
Pencil
Graph paper
Poster board
http://www.sheppardsoftware.com/scienceforkids/seasons/paintandmake/paintandmakerainshower.htm
Rationale and Reflection/Commentary:
1-Rationale Prior to Teaching:
Students will have background knowledge on pictographs and this will be somewhat of a review from the previous lesson. This lesson is
more about putting what they learned to work in making a graph together as a class. Students will connect with peers on why and who likes
the same seasons as them or different seasons. Students will learn teamwork skills, and graphing skills during this lesson. During this
lesson the class will take what they learned in art about painting to paint their own image for the graph. The students will be split into
groups to make transitions easier to handle for the students.
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prior academic learning or prerequisite skills
personal/ cultural/ community connections
anticipated student learning outcomes

management organizational strategies for transitions
2-Reflection/Commentary After Teaching:
After this lesson I learned that my students had a lot of knowledge I didn’t realize about seasons. They enjoyed discussing why their seasons
were their favorite and why they didn’t like other seasons. They also were knowledgeable on pictograph and enjoyed using teamwork to
build a class pictograph on their own votes. After teaching this lesson, I think the students enjoyed the extra activity to paint on the
computer, and I think I need to incorporate more technology into my lessons. I think to have the students more engaged in lessons it would
be beneficial to introduce more technology based activities.
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What influenced your decisions/choices (strategies, materials, activities, assessments, etc.)
What were the outcomes of the lesson/student learning