Pathwise lesson plan adapted from ETS, Educational Testing Service Instruction and Reflection Profile .
FOR EDA/EDE/EDM 300; EDE 379, 380; EDM 350/352/354/356; EDA 301, 302, 303, 304; EDS 303; ALL
STUDENT TEACHERS
Student Teacher:
Subject:
Math
Hedy Laverdiere
Topic:
Date:
Skippy Jon
Thursday, July 23, 2009
Grade Level:
4/5
# students:
10-15
Jones, Mexico
Instructional plan:
Goal: (Broad, long-term student learning outcome) (Ask your cooperating teacher why s/he has asked you to address this
objective.)
The objective of this lesson is for the students to graph jelly beans (frijoles) and interpret the results of the data.
To which Ohio Academic Content Standard/s is this objective linked? National Standards? Indicate source, e.g.,
NCTM/NSTA/NCSS/IRA/NCTE, and write out the standard/s.
OH
Grade 4. Data Analysis and Probability Standard.
Represent and interpret data using tables, bar graphs, line plots, and line graphs.
Grade 5. Data Analysis and Probability Standard.
Read, construct and interpret frequency tables, circle graphs, and line graphs.
NCTM
Behavioral objective/s (observable and measurable) for: (For EDL 210, include behavior, conditions, and
level of performance):

Students not yet meeting grade-level expectations will: achieve 70-79% mastery in order to have achieved mastery.
Students achieving 69% or less will require a revised worksheet providing a sample of data results. Students will be
provided with more opportunities in graphing through consecutive lessons in order to achieve a minimum of 80%
mastery.

Students meeting grade-level expectations will: achieve 80% or better on the assessment in order to have achieved
mastery.

Students working beyond grade-level expectations will: achieve 90% or better on the assessment and achieve 80% or
better in the extension activity.
Why have you chosen to teach these objectives now? (Ask your cooperating teacher why s/he has asked you to address this
objective.)
The Ohio Content Standards address data collection and interpretation as a goal for 4th and 5th grade students.
Student grouping:
How will you group the students for instruction?
Whole group for direct instruction on collaborative in-class activity and modeling a sample of activity to get students
started.
Small groups 2-4 for collaborative work.
Why is this method of grouping more effective for student learning than another type of grouping for this lesson?
Whole group instruction is ideal for direct instruction as it provides all students with necessary information for the lesson in
a timely manner.
Small cooperative groups provide students to develop the skill of team work and learn from their peers, as well as providing
more support through group work versus independent practice.
Methods: What teaching method(s) will you use for this lesson? (Direct Instruction OR Guided Discovery,
Experimentation, etc: Indirect Instruction)
Direct instruction for lesson objective and what students are expected to do. Guided discovery showing students how to start
their activity of creating a graph of jelly beans.
Why is this method most effective for student learning?
Direct instruction to introduce the lesson is necessary to provide students with background knowledge for the
activity.
Guided discovery provides guided instruction on how to implement the activity, with students more active in
their learning.
Materials: What materials will you use and how will you use them?
Material
Book – Skippy Jon Jones
Purpose
Reading of the story. Provide information of the story
to the students.
Projector – overhead or LCD
Project a transparency and model creation of a graph.
Vis a vis markers
Write on overhead transparency.
Crayons
Students color their graphs with crayons.
Graph paper
Students create graphs on graph paper.
Jelly beans, Skittles, M&M’s, other small candies OR
Jelly beans in several colors for students to predict,
variety of beans
count, then graph on graph paper.
A. Identify the learning steps of this lesson.
B. Code each step using one or more of the following codes: (II)Instructional Input (M)Modeling
(GP)Guided Practice (CU)Checking for Understanding (IP)Independent Practice
C. Identify and name at the end of the Description of Step the intelligence and/or critical thinking level
for a minimum of three steps.
D. Provide time needed for each step.
Step
Code
Number
Description of Step
Time
Needed
1
(II) Show the students the front cover of the book Skippy Jon Jones.
1 minute
2
(II) Refresh the students’ memories of the “holy frijoles” in the story, re-reading the excerpt
5 minutes
Gain Attention
Review
from the text.
Previous
Learning
3
The story is read in character, using Spanish language inflections to motivate the students.
Part of 2
4
The objective of our lesson today is to sort and count the different colors of jelly beans,
1 minute
Motivation
Statement of
then create a graph showing the colors and their amounts.
Objective to
Students
5
The student will . . . listen to the reading of the story.
5 minutes
6
The student will. . . predict, sort and count jelly beans by color.
10 minutes
7
The student will. . . graph jelly beans data by color.
20 minutes
Closure: How will you bring closure to your lesson? Refer to the statement of your objective when bringing
closure to your lesson.
Review the bean element in Skippy Jon Jones. Today while reading Skippy Jon Jones, we learned about the
“holy frijoles,” sorted and counted jelly beans, and created a bar graph using our own frijoles.
Provision for exceptionality: What accommodations will you make for students with special needs (learning
disabilities, autism, physical needs, academic talent, behavior needs)? (Look at each step of your plan, and ask
yourself what students might need to accomplish the step.) How do these accommodations allow you to
differentiate instruction?
Low – provide larger graph paper and place student with a buddy.
High – provide a “If you finish early” activity. Students use an extension worksheet to collect data from
classmates of the totals of one color of the jelly beans for each group, and then create a graph with the results of
the classes’ data for one color of jelly beans.
Physical Needs – if any students have dietary restrictions, ie. Diabetic, substitute non-edible dried beans in
various colors in place of jelly beans.
Assessment:
What was your objective (address for each differentiation)? (This is what you are assessing.)
The mid level objective is for students to sort, count, and graph their data. The assessment is the completed
graph.
The low level objective is for students to achieve 70-79% mastery of the mid level objective.
The high level objective is for students to complete the mid level objective plus the extension activity of
collecting and graphing data from their classmates’ results. The assessment is the completed graph of the
classmates’ data showing one color of jelly bean.
How will you determine the extent to which each student met the objective? Include a blank copy of the
assessment tool and completed work samples of one student who is not yet meeting grade-level expectations, one
who is meeting grade-level expectations, and one who is working beyond grade-level expectations. (During field
experience, discuss with cooperating teacher options beyond worksheets whenever possible.)
If the student met the objective, they will have scored an 80% or better to have achieved mastery of graphing
their data.
Self-evaluation: Analyze your lesson in light of Pathwise© (please use specific examples)
Domain A: Organizing Content Knowledge for Student Learning
1. Becoming familiar with relevant . . . Ohio content standards for 4th and 5th grade.
2. Articulating clear learning goals . . . stating objective at onset of lesson.
3. Demonstrating an understanding of the connection . . . connecting state standards of math and language
arts and making it relevant to students
4. Creating or selecting teaching methods . . . multimodal learning to address all learners – visual,
kinesthetic, auditory, tactile.
5. Creating or selecting evaluation strategies . . . evaluate student product, bar graphs for accuracy and
completion.
Domain B: Creating an Environment for Student Learning
1. Creating a climate . . . lesson is organized and well thought out. Poster of Skippyjon Jones.
2. Establishing and maintaining rapport . . . friendly, explanatory, guided teaching.
3. Communicating challenging learning expectations . . . state objective.
4. Establishing and maintaining consistent standards. . . objectives and expectations are clear and consistent.
5. Making the physical environment . . . use visuals and manipulatives to engage students.
Domain C: Teaching for Student Learning
1. Making learning goals and instructional procedures clear. . . objective and learning expectations are
stated.
2. Making content comprehensible . . . explain what students are expected to do, offer alternatives for
students with exceptionalities, re-teach if needed.
3. Encouraging students to extend . . . offer extended learning opportunity.
4. Monitoring students’ understanding of content. . . continually check for understanding during instruction,
while students work.
5. Using instructional time . . . time and materials are organized, learning steps planned.
Domain D: Teacher Professionalism
1. Reflecting on the extent . . . lesson reviewed for standards, thoroughness.
2. Demonstrating a sense of efficacy . . . showing fairness to all students.
3. Building professional relationships . . . communication with professors and cooperating teacher.
4. Communicating with parents . . . through weekly newsletter and activity results sent home.