Professional Documents
Culture Documents
Professor Santacroce
SPED 498.002
Perry Hall Middle School is located in Perry Hall, Maryland. There are 1,895
students total in the school. Out of that total there are eight different races that
make up the student body: 1,013 Caucasian, 445 African American, 281 Asian, 75
Hispanic, 71 Multi-racial, 8 American Indian, and 2 Pacific Islander. There are 599
students in the building receiving free and reduced meal services. Out of all the
students in the school there are 809 in gifted and talented classes and 173 that
receive special education services. Additionally, there are 12 students that are
For these lessons, I am teaching the middle and high groups together. There
are thirteen students in these groups: four in the middle group (one girls and three
boys) and nine in the high group (two girls and seven boys). Among the group there
are three students with Down Syndrome, two with Autism, five with intellectual
disabilities, two with other health impairments (one student has a hearing
impairment due to these health impairments) and one with a specific learning
disability. The student with a hearing impairment has an interpreter and also wears
a hearing aid that has an FM system to help amplify what the teacher is saying.
There is one student that is an ELL student and occasionally has trouble with
understanding what words mean. His oral skills are proficient but he struggles with
reading and writing. In the middle group there are five students with a range of
reading levels from K-first grade. Additionally, their math levels are at about a first
grade level but vary greatly from unit to unit. The high group has seven students and
reading levels are around third grade and below. The math levels of the high group
are at about a first-second grade level for this unit but tend to vary as well.
There were three standards used during the first lesson and various essential
Classify objects into given categories; count the number of objects in each category
and sort the categories by count (limit category counts to be less than or equal to
10.).” The essential skills addressed by this standard are the ability to sort objects by
related to attributes. For this lesson the students were able to sort pictures of
graphs based on similar attributes in order to identify the name of the graph. The
students practiced sorting to prepare us for future lessons that would require them
to sort data and count it based on the category. We did not address the second
represent, and interpret data with up to three categories; ask and answer 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.” The essential skills and knowledge needed to
meet these standards were the students ability to sort data into separate categories,
their ability to display data in appropriate graph, and the ability to answer questions
about the data such as “which has more?” and “which has less?” During this lesson
students were able to sort pictures of graphs based on their attributes. They were
able to identify a bar graph, line graph, pictograph, and pie chart and dictate the
attributes that name these graphs. The students did have prior knowledge about
how to sort objects into categories and how to answer questions about the data. The
students were also able to answer questions about which category had the most and
which had the least when looking at a graph. We did not display data in this lesson
There were two standards used during the second lesson. The first standard was
numbers of objects in each category and sort the categories by count.” There are two
different essential skills that are addressed with this standard. The skills focused on
are the students’ ability to sort objects by a given attribute and their ability to
students were able to count objects that shared an attribute by using tally marks.
The students were also able to sort groups of tally marks and match them with the
correct total. At the end of each lesson for this topic we sorted data about ourselves.
The students were able to sort names of students based on similar attributes, and
count the totals by tally marks. In the second lesson the students practice collecting
data again by recording the number of cards in a category using tally marks. These
lessons and the skills addressed helped prepare the students for future lessons that
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.” There were three skills that this standard focused on and that I used
during my lesson. The skills included the ability to sort data into separate
categories, the ability to display data in appropriate graph, and the ability to answer
questions about the data. At the end of the lessons students sorted data into
different groups based on similar attributes. They were able to determine which
category an object belonged to by analyzing the similarities that it shared with other
objects. The students were also able to answer questions about the data we
collected like which category had the most and which category had the least. There
was one skill that we did not practice during this lesson but we discussed it in order
to prepare for future lessons. The students did not display the data that we collected
during these class periods in a graph. We talked about the different types of graphs
that would be useful to help display the data in order to prepare for the bar graph
There were three common core standards used for the third lesson. The first
categories; count the number of objects in each category and sort the categories by
count (limit category counts to be less than or equal to 10.).” There were two
essential skills that this standard focused on; the ability to sort objects by a given
attributes. During this lesson the students had to sort data into different categories
based on their attributes. Students moved names of each other to a group that
matched the answer they gave when asked a question. There were four categories
that we decided on and each student had to match a name to the correct category.
The second standard used for the third lesson was “CCSS.MATH.CONTENT.1.MD.C.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.” The skills focused on
with this standard are the ability to sort data into separate categories, ability to
display data in appropriate graph, and the ability to answer questions about the
data. During this lesson, students were required to sort our data into different
groups that we decided on. They each had to put a students name in the correct
category based off the answer they gave to a question. The students also had to
display the data we collected in a bar graph that they helped to construct
themselves. Lastly, the students had to answer comprehension questions about the
graph they had made. The students were asked to identify which category had the
most and which had the least, what the title of the graph was, and what the total of
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set
problems using information presented in a bar graph.” The three skills focused on in
this standard are the ability to collect, sort, organize, and graph data, knowledge of
the elements of picture graphs and bar graphs, and the ability to analyze graphs,
answer questions about the data, and make decisions based on the data. During this
lesson, students addressed all of these skills and were able to demonstrate them.
Each student took a turn with collecting, sorting, and organizing the data we were
using to make our graph. I had students use tally marks to count the total number in
each category to help them create the graph. The students were also able to
demonstrate their knowledge about the parts of a graph by identifying where the
title, key, and axes go as well as what we should label them. After we created the
graph the students were able to analyze the graph and answer questions about the
data we collected. Students were able to tell me which category had the most
students and which had the least students. They were also able to determine which
At the beginning of the introduction lesson each day I had the students read
our objectives out loud to the class. The first objective was “students will be able to
identify different types of graphs.” Then I had a different student read the second
objective, which was “students will be able to identify and label parts of the graph.”
Both of these objectives were easy for the students to understand and were easily
measureable. By using the formative assessments, I was able to see which students.
At the beginning of tally marks lessons I had the students read the objectives
to me. The first objective was “students will be able to count using tally marks.” I
then had a different student read the second objective, which was, “students will be
able to collect data using tally marks.” These objectives were clear and easily
measurable for the lesson. At the end of the lesson the students were able to count
tally marks as well as draw the correct number when given a specific number to
draw. One of the activities on day one asked the students to collect data about each
other’s birthdays and record the data using tally marks. On the second day of the
lesson the students were given stacks of cards that they had to sort and record the
data using tally marks. For both days the students were able to achieve the
objectives.
At the beginning of the bar graph lessons, I had students volunteer to read
the objectives to the entire class. The first objective was “students will be able to
identify different types of graphs” and the second was “students will be able to
collect data and record in a bar graph.” Both of these objectives are easily
measurable and were easy for the students to understand. After the conclusion of
the lesson the students would be able to sort data and count it using tally marks. The
students would also be able to graph their data in a bar graph and answer questions
assessments throughout the class periods. These assessments will include verbal
questions, “magic bag” activities, and exit tickets. Judging by the responses that I get
when I ask questions to the class I will be able to determine if I need to spend a
couple more minutes explaining a topic or if we are ready to move on to the next
part. Students will also take turns coming up to the board and participating in the
“magic bag” activity. I will help the students that struggle during this activity by
restating the definitions or asking a question that will help guide them towards the
correct answer. The exit tickets help summarize what we learned about while giving
the students an opportunity for independent work. This also allows me to examine
their answers to try and understand where they are struggled and what I need to
reteach in order to move forward in the unit. In the tally marks activity, students
will demonstrate their ability to draw and count tally marks in their small groups.
The adults running the groups will assist with drawing and counting. The students
will have an opportunity to come to the board and record the data for their group. I
will ask questions to the whole class about the data we collected in order to
compare the results from each group. During the activities in the bar graph lesson,
the students will demonstrate what they have learned so far about the graph making
process. The students will have to sort data about our class and use their knowledge
about tally marks in order to count the data. They will be able to identify the parts of
a graph and create a title. Then the students will have to use the data we collected to
construct a graph.
marks and match the number to the correct grouping as well as match a grouping to
the correct number. The students will also be asked to examine different types of
graphs and answer questions about them. For example, the students will be asked to
analyze a bar graph and determine which category had the most or the least. It is the
same assessment as the pre-assessment and will address the same skills that we will
determine what they learned from the unit. The post-assessment is the same as the
pre-assessment to help measure what the students learned during the unit. The
questions will be about sorting objects based on attributes, different types of graphs,
counting data using tally marks, and analyzing data in a graph. All of the questions
analysis covered a few different topics. The test was seven pages long with twenty-
six questions in total. On the first page the students were asked to pick from four
pictures the one that matched best in a specific category. They were also asked to
label groups of items that had something in common. For example, when shown
pictures of a pen, pencil, stapler, and paper clip, the students would pick “school
supplies” as a label. On the next page the students were asked to count tally marks
and to pick the group of tally marks that matched a given number. So if asked to pick
the answer that had twenty-two tally marks the students would pick the correct
option by counting the tally marks. Then the students were asked to count how
many of a specific coin there were in a group. On the next three pages the students
were asked questions about bar graphs, line graphs, and pie charts. The last page
asked students to identify the prime number out of a group and then questions that
required the students to analyze a chart. Out of the thirteen students that were in
the middle and high groups, six students scored 20-26/26, four students scored
read the objectives to the entire class. The first objective was “students will be able
to identify different types of graphs” and the second was “students will be able to
collect data and record in a bar graph.” Both of these objectives are easily
measurable and were easy for the students to understand. After the conclusion of
the lesson the students would be able to sort data and count it using tally marks. The
students would also be able to graph their data in a bar graph and answer questions
One formative assessment that was used in every lesson was the “magic bag”
activity. This formative assessment required students to come to the board and pick
from the “magic bag” and then place the vocab word the picked in the right spot.
There were two versions of this that were used in every review; one about the
different types of graphs and one about the parts of a graph. Additionally, this
activity was used during the tally marks lesson to assess what the students know
about tally marks. They had to pick a number from the bag and match it to the
correct groping of tally marks. A variation of this assessment had the students pick a
number from the bag and draw the correct number to match the one they chose.
At the end of the first tally marks lesson, the students completed an exit
ticket to see what they learned during that period about counting and drawing tally
marks. On the second day of this lesson they answered questions about our small
group activity in order to assess what they learned about using tally marks to record
data. Following each of the bar graph lessons the students answered questions
about the graph that we made as a class. One day we were not able to complete the
worksheet so the questions were asked verbally. On the other day the students were
able to complete the exit ticket before the end of the period. There was no scoring
tool required to grade the formative assessments during these lessons. The
activities were matching exercises and in order to move on to the next question, the
student must answer the one they are working on. Until the student gets it right
At the beginning of the class period for the introduction lesson, I asked for
student volunteers to read the two objectives for the day. The first objective for the
day was “students will be able to identify different kinds of graphs” and the second
one was “students will be able to identify and label parts of a graph.”
The beginning of the second introduction lesson started with student volunteers
reading the two objectives out loud for the class. The objectives were the same as
the previous lesson: “students will be able to identify different kinds of graphs” and
the second one was “students will be able to identify and label parts of a graph.”
At the beginning of the first tally marks lesson I asked student volunteers to
read the two objectives. The first objective was “students will be able to count using
tally marks” and the second objective was “students will be able to collect data using
tally marks.”At the start of the second tally marks lesson I asked for two student
volunteers to read the objectives for the day. The objectives for this lesson were the
same as the previous lesson. The first objective was “students will be able to count
using tally marks” and the second objective was “students will be able to collect data
I opened the bar graph lesson by having student volunteers read the two
objectives out loud to the entire class. The first objective was “students will be able
to identify different types of graphs” and the second was “students will be able to
collect data and record in a bar graph.” At the beginning of the second bar graph
lesson I asked for two student volunteers to read the objectives out loud to the class.
After analyzing the students’ pre-assessment scores and learning about their
IEP needs, I was able to adapt my lesson to fit their needs. I knew from looking at
the pre-assessments that the students had knowledge about sorting objects and
counting. I also saw that there were some students who understood tally marks and
other students that did not. In order to move forward through this unit the students
would need to learn about tally marks in order to ensure that every student would
be able to collect data. The students also need to know about the parts of a graph in
The students will participate in games that will test their knowledge about the
topic of the day. They will get to come up to the board and use the technology to
complete the activities. During the first day of the tally marks lesson, the students
get to collect data about their birthdays. One of the students had asked if we could
collect data about ourselves and this was a great way to practice collecting data and
using tally marks. The second day of the tally mark lesson has the students break up
into small groups and complete an activity. During the graphing lessons, since the
graphs will be about them, they will have a chance to be a part of the lesson, literally.
Their names will be on the board and each one will be sorted. Each student picks
randomly from the bag so they don’t get their own name. This helps incorporate
social skills and requires the students to interact with each other to complete the
activity.
In each lesson the students will read objectives that will explain what we are
doing that day. I will ask the students if they know about that topic or if they know
any of the words that we will use. In the introduction lesson, I will jump right into
the lesson and start teaching the students about data analysis and the different
types of graphs. Real quick before we start the lessons on the other days, the
students will come up to the board and review what we have already learned. Then I
will introduce the new vocabulary that we will be using during that lesson and
throughout the rest of the unit. After we have talked about the new vocabulary I will
explain the new topic we will be covering. Once we have discussed the new topic,
the students will participate in practice problems to use the new information they
have learned. This will be a chance for me to see what I still need to review and what
activity in order to practice the skill. During the tally marks lesson the students will
practice recoding data and counting using tally marks. In each of the bar graph
lessons, we collected data, counted using tally marks, and then created a graph.
After each activity that we collected data in the students were asked questions about
the data collected. Each homework assignment was additional practice about the
There will be lots of formative assessments used throughout this unit. Each day
will have a review of the types of graphs and the parts of a graph. Students will
practice using tally marks when we are collecting data and will practice creating the
graph. Students will also have to answer questions about the data we collected and
the graph we made. Throughout every lesson, the students will complete formative
assessments at the beginning of the lesson to review the information that we have
already learned. This helped them to practice and helped me to assess what areas
the students were still struggling with. Additionally, at the end of every lesson the
students will complete an exit ticket or answer questions about the lesson we
completed.
In each lesson, I will provide definitions of any new vocabulary that we will be
discussing. I will use videos to explain tally marks in another way and will stop the
in order to help the students make the connection between words. I will also use
sign when possibly during my lesson to assist the student with a hearing
impairment in my class.
When students are struggling during the formative assessments, I will offer
verbal prompts like stating the definition of a graph or asking the students a leading
question. If they are still struggling, I will offer to let them phone a friend and ask for
help from the class. After each student answers one of the questions I will explain
why their answer was correct. I will state the definition or give another example of
In the introduction lesson, students will learn about the four different types of
graphs that we will discuss during this unit. They will learn that a bar graph uses
bars, a line graphs uses lines, a pictographs uses pictures and a pie chart uses a pie
shape. The students will also learn about the important labels on a graph. They will
learn that the title tells you what the graph is about, a key tells you what each color
or picture represents, and which axis goes left to right and which one goes up and
down. During the tally marks lessons students will learn how to draw and count
tally marks. We will also practice collecting and recording data in order to prepare
for our graphing lessons. The bar graph lesson will use all of the information we
have learned so far in order to create our graph. Students will have to collect data
about the class and use tally marks to count each group. Then they will have to label
the parts of a graph and create the title and key. We will also need to label our axes
and create the interval. The students will need to know what type of graph we are
making in order to determine what we will use to display the data on the graph.
At the end of each lesson the students will participate in some kind of formative
assessment. After the introduction lesson, students will answer a series of questions
about the different types of graphs that we learned about and the parts of a graph.
They will also complete a word wall and circle the words that we discussed during
the lesson and put an “x” through the words that we did not discuss. At the end of
the tally marks lessons the students will complete a worksheet on one of the days to
practice drawing and counting tally marks. On the second day the students will
answer questions about data we collected in small groups. After the bar graph
lessons the students will answer questions about the graphs we made. The students
DESCRIPTION:
education class. The class focuses on functional, academic, and life skills of the
students. This math class is a combination of the middle and high math groups,
which are made up of three girls and ten boys. In the middle group there are five
students with a range of reading levels from K-first grade. Additionally, their math
levels are at about a first grade level but vary greatly from unit to unit. The high
group has seven students and reading levels are around third grade and below. The
math levels of the high group are at about a first-second grade level for this unit but
tend to vary as well. In this group of students, there is one student who has a
hearing impairment and wears a hearing aid in one ear. This hearing aid has an FM
system connected to it transmitting the audio into his ear and the instructor wears
the system to amplify what is said. There is another student who is an English
Language Learner (ELL). His parents speak very little English but his language skills
are very good. Most of the students have difficulties staying on task or focusing on
the lesson. The majority of students are very polite and remember to raise their
hand before answering a question, but some still call out. There are some students
that have Behavior Intervention Plans (BIP) to maintain positive behavior during
class periods.
During this lesson, students will be introduced to data analysis. They will
learn what data analysis is and why it is useful. The students will be introduced to
the different types of graphs they may see: bar, line, pie chart, and pictographs. Each
graph will be explained further for when and why it is helpful. The students will
learn how to label a graph and what parts are important to look at when reading a
graph. This lesson is taught over two days to ensure that the students fully grasp the
PREREQUISITES:
understand and can interpret whole numbers. All students took a pre-assessment
about data analysis to see what they knew before we started the unit. This
assessment was found in the PCI curriculum that is designed for students with
questions were about sorting objects based on attributes, different types of graphs,
counting data using tally marks, and analyzing data in a graph. Based off of their
scores the students were placed in a low, middle, and high group.
ESTIMATED TIME:
45 minutes
PURPOSE:
Classroom Instruction
GRADES:
K-6
CONTENT AREAS:
Math
COMMON CORE:
number of objects in each category and sort the categories by count (limit category
three categories; ask and answer 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.
INSTRUCTIONAL GOALS:
At the end of this lesson, students will be able to identify different types of
graphs when shown a picture of a certain graph. Students will be able to label parts
of a graph. They will analyze parts of the graph in order to answer general questions
about the graph. Students will also be able to pick a title that best describes the data
shown.
OBJECTIVES:
Students will be able to identify different kinds of graphs: bar graph, line graph, pie
VARIABILITY:
For this lesson there are thirteen students with different instructional needs
for the class. The majority of the students benefit from color-coding, definitions,
especially when movement or the interactive white board are involved. There is one
so basic sign language is used during the lessons to help convey the information
easily. This is also beneficial for the other students, as well, since there are a few
Addy- Addy is a new member of Perry Hall Middle School and is one of two sixth
graders present during this class time. Addy is frequently eager to engage with the
lesson but can often be overlooked during whole class activities due to other
classroom distractions. Addy responds well to positive feedback and will participate
Alex- Alex is a student who thrives on positions of leadership and is among the most
actively engaged with lessons. Alex struggles with impulsive behaviors, and
frequently requires the attention of faculty members to monitor his behavior. Alex
has a behavior management plan that allows him to receive five minutes of
computer time. Alex will have three sticky notes on his desk labeled one, two, and
three, which are to be removed each time his behavior is deemed unacceptable. If
Alex finishes the Mod with one or more sticky notes on his desk, he will be rewarded
Yousef- Yousef is the most recent addition to the FALS program at Perry Hall
Middle. Yousef struggles with motivating himself to engage with lessons and has
peers. Multiple situations involving Yousef have required a lesson being stalled in
order to address Yousef's behavior. One strategy that has been successful with
Yousef is informing him that a parent phone call will be made if he continues to
misbehave.
Ethan Smith- Ethan is a respectful and organized student who follows directions
well. Ethan is among the quieter students in the class and will wait to be called on
called on before raising his hand. Ethan struggles with oral expression and will be
given opportunities that target this need and support him throughout the
lesson. Occasionally, Ethan will be caught in off-task behavior such as staring at the
wall, playing with clothing or things on the desk, and putting his head down on the
desk. In order to keep him on task he is seated near a teacher or teacher aide.
Xavier- Xavier is especially soft spoken and becomes easily distracted when not
actively engaged with the lesson. Xavier sits in the front of the classroom, which
allows the teacher to direct his attention back to the lesson with a simple tap on the
desk. When asked to answer questions, Xavier can become shy and require some
Madison- Madison is a kind and friendly student who works well with other
classroom behavior, and sets a good example for others. She is very eager to come
Leonard- Leonard is well behaved in the majority of his classes and seems to enjoy
motivation and can become agitated during school due to factors both inside and
outside the classroom. Leonard is not as assertive as others in the classroom, but
will raise his hand when he desires to participate in whole class activities.
Brady- Brady brings a positive attitude to each class. He is ready to learn and
eagerness to please others but can become discouraged by criticism. Brady loves to
to a speech impediment, it can be difficult for his friends and teachers to understand
what he is trying to say. He regularly needs reminders to slow down when speaking
and to put breaks in between each word. Nasir has a behavior plan using "lego
wrestling men" to track and record good behavior. If at the end of the day he has
earned six wrestling men; he is rewarded with a prize of his choice. Nasir also has
William- William is a very capable and kind student. Due to medical complications
that left him deaf in one ear, and partially deaf in another, his teachers are required
to wear an FM system that transmits to his hearing aid. Additionally, some simple
sign language is used during the lessons to relay the message in the event that
Ethan Morris- Ethan is a very kind and respectful student. He always raises his
discouraged and can have some behavior issues when he gets angry or frustrated.
Chris- Chris is a very sweet kid and loves to volunteer to read or answer questions.
He is very polite and makes sure to always raise his hand before answering a