Katie Marple
T&L 413
Language Objective: SWBATuse comparative language to orally describe their yes/no graph to
their table group.
Assessments: Oral interviews, and yes/no graph project
Strategies:
Small groups and partners
Manipulatives and strategies
In my original lesson students work individually throughout the lesson plan, such as when
theyre making their yes/no graph on their own. In order to introduce the strategy of small
groups and partners into my lesson I will change several aspects of the grouping. When the
students are sitting on the carpet and we are talking about what a yes/no graph is and what a
yes/no question is, Ill have students turn and talk with a partner several times throughout the
discussion. When I ask a question like, What do you think a yes/no graph is? Ill have students
turn and talk to someone next to them about what they think it is, and maybe an example of
one. If a student feels uncomfortable about talking to someone, or their cultural differences
and beliefs prevent them from that, they may come and talk to me about the question. In
addition to the partner work on the carpet, I will have students work in their small table groups
when they are constructing their own yes/no graph. Each student will have to have a job, and
when they turn their yes/no graph in they must write on the back each group members name
and what they contributed. If a student or group in general is at a lower level, they can tell me
what each person in the group did when they turn their paper in instead of writing it down. Just
like on the carpet when turning and talking to partners, if a student doesnt want to work with a
group because of cultural reasons, they may work on their own or with a partner. I would like
to have everyone work with at least one other person to practice group work and collaboration,
however if the student has a valid reason they may work alone or with a partner instead. In
order to incorporate the strategy of manipulatives into my math lesson plan, I will have
students do another activity within the lesson. After we have our initial discussion on the carpet
about yes/no questions and what a yes/no graph is, students will go back to their table groups
and I will pass out manipulatives to each table group. The manipulatives will consist of two
different colors, or two different shapes, as long as theres two distinctly different types. Each
table group will be handed a paper with a yes/no question on it, and information about it. For
example, one paper will have the question, do you ride the bus home? and then below that it
will say how many people responded yes to the question and how many people responded no
to it. After reading the prompt, students will divide the manipulatives into a yes and no pile to
represent the information given on the sheet of paper. They will decide which manipulative
represents yes and which represents no. Once everyones had time to use the manipulatives,
table groups will trade papers until everyone has tried every prompt with their manipulatives.
During this time I will walk around and offer help to students or groups who are struggling, and
to make sure everyone is participating. Working within groups will be helpful for ELL students
as they will have help with words they dont understand. Also, if students are unable to read
the prompt, I will help them read it. Using manipulatives will help students to understand the
concept of yes/no graphs better and how to interpret them, and it will also introduce the
concept of grouping to them which will be a math lesson later on. Once again, if students are
uncomfortable working with groups they may practice using manipulatives on their own,
depending on their circumstance.