California Baptist University School of Education

GENERALIZATION LESSON PLAN RUBRIC

Favorite Candy Survey

Survey
Lesson Number 3
1. MATERIALS (5 points)

List in bullet form, all of the materials you will need to accomplish this lesson.
5 types of candy to taste:
m&m
skittles
sweet tarts
reeses pieces
mike and ike
survey chart
stickers
Vocabulary and definitions to be listed on the classroom whiteboard.
Survey: Examine and record the area and features of (an area of land) so as
to construct a map, plan, or description.

2. OBJECTIVE (10 points)

The objective will state the learning that the students will attain by the end of the
lesson.
State the objective in behavioral terms, as follows:
1. A=Audience, 3rd grade class
2. B=Behavior, Complete survey on favorite candy
3. C=Conditions, Teach lesson
4. D=Degree of accuracy needed to achieve the objective. Complete with
100% accuracy
The key question to ask: Can this objective be assessed and what will the
student be able to think, say, or do when the objective is accomplished?
Students can record results in journal after determining the classs most liked
candy.
Note: In this lesson plan, the objective will include the following words: finding
generalizations that are supported by data.
SAMPLE OBJECTIVE: After the lesson on using data to support generalizations,

students in grade ___3__will apply this knowledge and develop generalizations

concerning the topic of __completing a survey__ with accuracy.

State level on the Cognitive Taxonomy in Bold Type

Synthesis and Evaluation
List the Math standards met by this objective.
CCSS.MATH.CONTENT.3.MD.B.3
Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories. Solve one- and two-step "how many more" and "how many
less" problems using information presented in scaled bar graphs
List ELD and ELA standards
ELD B. 5. Listening actively to spoken English in a range of social and
academic contexts
ELA CCSS.ELA-LITERACY.SL.3.1.D
Explain their own ideas and understanding in light of the discussion.
3. ASSESSMENT (10 points)

Describe clearly how you would assess student performance in this lesson.
Student will complete a KWL chart on surveys
Label your method of assessment as authentic, formal, or informal.
Formal: KWL Chart
Clearly state where/how this assessment will be kept (portfolio, gradebook)
The assessment will be kept in the students journal.
Include rubric, checklist, or other tool that will be used to assess each
objective.
K (What we know)

W (What we want to learn)

L (What we learned)

How will this assessment be used? (part of final grade, to adjust teaching
strategies, as part of a portfolio, etc.?)
This assessment will be used as part of final grade, and to be a part of their
portfolio.

4. PURPOSE (5 points)

Have a clear definition in your own mind of the reason for teaching this lesson.
Where does this fit into the overall curriculum?
It is important for students in the 3rd grade to take data and record it onto the

chart according to the CCSS. This will provide a fun way to put this concept into
practice.
Fully script, in words you will use with the children, why it is important for each
student to learn this lesson. How does this affect a students lifelong learning?
Why will the student benefit from this learning?
Today we will be learning about taking and completing a survey. We will each
take turns tasting 5 different candies. After each of you finish tasting the candy
we will all share and record your favorite candy onto a chart. After filling out the
chart we will then make a graph to show the results of our survey. This will affect
a students lifelong learning because it is a fun and exciting approach to
completing and graphing a survey students will learn more and also remember
this concept. Students will benefit learning this concept because it is part of our
standards and it will also be used plenty of times as they continue their
education.
MUST ANSWER WHY?
It is important to complete this concept because students are expected to
know this concept according to CCSS.

5. ANTICIPATORY SET/Motivation for Learning (5 points)

You begin by doing something to get the students interest hooked into what you
are about to teach. Ask leading questions. Describe related activities or
experiences they have had before. Remind them of previous learning. Use
artifacts, hands-on math or science activities, photographs, costumes, hats,
sounds, music, videos, books, etc.
I will first ask students who loves candy. I will then explain that they will be given
a chance to taste 5 different candies and pick their favorite one.

6. LESSON BODY (25 points)

Provide a rationale for your choice of strategies.
Ive chosen to model the lesson first then after completing the activity well discuss the data that we
have collected. This way the students fully understand the activity and concept that we will be
completing then discuss and review what way completed to ensure they grasped the concept.

Note: The inducing-a-generalization technique helps pupils arrive at an

explanatory generalization by applying their own logical thinking skills. The
teacher begins by selecting a well-validated generalization and finding
specific examples that support its truth. The learners are presented only with
this evidence. They are challenged to develop an explanatory generalization
that is consistent with the evidence. These steps are typically followed:
Step 1. Pupils look at evidence the teacher has made available such as

lists, data charts, artifacts, videos and science demonstration

activities.

Model ways to get started, as needed. For example:

Class, what do you see about the things or the data we have in
front of us? (script their answers)
How do you think we might organize this information? (Student
answers)

Step 2. Pupils compare or contrast data, discuss and note relationships

and general trends. Script the discussion.
Some ideas are as follows. If necessary use Mind Talk (where
teacher speaks out loud so students can follow the thinking) here to
help them get started:

Lets see, what do we notice about the information we have ?

Give student answers.

Step 3. Finally, ask students to develop generalizations based on the

Information discussed. Encourage them to analyze the data, then
use their analysis to form an educated guess or hypothesis. Model
as needed.

Is there anything we could say about how this could apply in a

similar situation or in another place? ( Ex. .What kinds of boats
are used to transport oil, coal, wheat, etc in our country or in the
world).

Write the students generalizations on the board or on an overhead

transparency as they think of them. Accept all that are suggested. In
your lesson plan, be sure to script possible responses from your students.
Add the list here.
Bullet responses:
M&Ms have the most likes.
Reeses Pieces have the least likes.
Skittles and Mike and Ikes are tied for 3rd.
Sweet Tarts got 2nd place.
Have students consider each of the proposed generalizations. Is each
generalization supported by the data? Script this discussion.
7. CLOSURE (5 points)

Ask the students to state here, in their own words, what they learned about the use of
data to form generalizations. It is here that you pull them back together as a class for a
moment.
Ask:

What did you learn from the data today concerning __Surveys__?
What have we learned about using facts/data/evidence to solve problems
(generate new ideas, form conclusions, etc.)
The issue here is to help students learn the PROCESS as well as to develop the
PRODUCT. They should be able to express in their own words the learning they
acquired.
Ask them if they have any other comments. Script possible responses.
Teacher should restate the learning one last time in another way.
Fully script what you will say as well as possible student responses.

Today we will be learning about taking and completing a survey. We will each
take turns tasting 5 different candies. After each of you finish tasting the candy
we will all share and record your favorite candy onto a chart. After filling out the
chart we will then make a graph to show the results of our survey.
8. INDEPENDENT PRACTICE (5 points)
Provide a rationale.
After creating our chart I will ask students to record the results from 1 st to last place and the number of
likes for each candy. I will have them attempt it without me saying them allowed but the chart will be
up there for assistance if needed. Then we will review the results together.

The list of generalizations will still be visible on the board or a chart and students
can also list them in the journal. Some will need the reference and others wont
need it at all but you have taken care of a diverse range of writers and thinkers.
Assignment must be valuable and further support the learning stated in the
objective.
How will this assignment be assessed? Is the assessment tool/rubric included
in the overall assessment plan? KWL chart
Where will the product/ homework assignment be placed? Will it be part of a
journal, a portfolio, on display on the bulletin board, etc.? You must have a plan.
KWL chart and data will be recorded in students journal.

After several sessions of this type of lesson, students should be able to

analyze another set of data and formulate generalizations on their own.
Some other possibilities could include a journal entry regarding the process
as well as the focus generalization developed, a reflection on the
generalization itself, further research to support the generalization, forming
additional questions of interest for further research.

9. DIFFERENTIATION /ADAPTATION OF INSTRUCTION (10 points)

How will you meet the learning needs of all students in the group? Provide specific strategies
that might be used for each type of learner. Provide a rationale by answering How and Why for
each student group. Attach Student List with descriptions of the 3 key students you are
addressing below.
Color highlight the strengths, weaknesses, and your adaptation

Red - Weaknesses
Green Strengths
Blue - What you are doing about both strengths and weaknesses.

Describe EL Focus Student

Include several (at Least 3) of the following data points:
Linguistic Background, home language, approx. level of lang. proficiency, learning style/modality preferences, personal interests and
any other behavior or cultural factors to consider in planning instruction. What did the student do that gave you this impression?
Matthew is a six year old male student who is an ELL. During Pre-K-Kindergarten, he was kept in a bilingual classroom
that allowed him to speak primarily in Spanish. As such, he did not develop academic language proficiency in English
alongside his English-speaking peers. Writing seems to be his weakest area, but his struggles could probably be
classified more generally as difficulties with academic language. His basic interpersonal communication skills (BICS) do
not appear to be lacking. He is an active participant in classroom activities and confident in social situations.

Prescribe /Describe Three Potential Adaptations for Instruction

Link each adaptation to specific characteristic of this students needs. Link to specific parts of standard /objective.
1. Because the student ____struggles with writing____I will ____provide sentence frames____.
2. I will provide him with a transcript of the portions of the videos that we watch during the lesson.
3. I will provide him with Spanish translations of the new vocabulary words from the lesson.

Provide Rationales for each Adaptation

Link each rationale to each of the three adaptations and student characteristics you mentioned concerning this students learning. Be
specific so that reader can easily see the connections between your decisions and the student needs. (You can include links to
theory/frameworks, or text resources if appropriate.)
1. Because the student is weak in this particular skill of writing, which is linked to CCSS standard L.6.2, I selected this particular
instructional focus of sentence frames. It has the potential to lower the affective filter in the classroom, and with the opportunities for
frustration reduced, the student can focus more fully on word meanings and main ideas.
2. Because the student is weak in the area of academic language, I selected this particular instructional focus of providing a transcript
for the videos we watch during the lesson. This will allow the student to monitor the accuracy of his own listening skills while
improving his comprehension of the content.
3. Because the student is weak in the area of academic language, I selected this particular instructional focus of providing Spanish
equivalents of the new vocabulary terms found in the lesson. This will enable him to connect his L1 with her L2, thereby increasing
his opportunities for literacy growth in both languages.

Rational for making Adaptations Sentence Frame

Because the student(s) is/are weak in this particular skill of ___writing___which is linked to ___L.6.2___standard or
standard concept, I selected this particular instructional focus of ___sentence frames___.
Because the student has strength in _social skills_ I choose this adaptation. Because several students are weak in this
_social skills_ I am selecting the strategy of _working in groups__.

Describe Focus Student Presenting Instructional Challenge

Include several (3+) of the following data points:
Linguistic Background, home language, approx. level of lang. proficiency, learning style/modality preferences, personal interests and

any other behavior or cultural factors to consider in planning instruction. What did the student do that gave you this impression?

Nathan is a six year old boy who has been diagnosed with ADHD and has been prescribed
medication to help calm him down. Although he takes medication, however Nathan still has
difficulty at times focusing in class and is also easily distracted. Nathans home and only language
is English and enjoys reading. Nathan is exceptional in his reading and writing. Because of
Nathans difficulty in focusing he is a kinesthetic learner. Nathan is able to focus and learn if he is
given the opportunity to learn with a hands on activity. Although at times Nathan has difficulty
transitioning to new activities and can often act out in anger. Nathans personal interests include
soccer and playing with dinosaurs.
Prescribe /Describe Three Adaptations for Instruction
Link each adaptation to specific characteristic of this students needs. Link to specific parts of standard /objective.
1. Because the student __throws tantrums in transitioning___I will __give Nathan a few warnings that our time on the subject is
coming to an end___.
2. Because the student _enjoys reading_ I will give him _a five minute break to read a book if having a hard time focusing or feeling
upset_.
3. Because the student _is a kinesthetic learner_ I will give _him more hands on activities_.

Provide Rationales for each Adaptation

Link each rationale to each of the three adaptations and student characteristics you mentioned concerning this students learning. Be
specific so that reader can easily see the connections between your decisions and the student needs. (You can include links to
theory/frameworks, or text resources if appropriate.)
1. By providing Nathan with a few warnings before transitioning to the next activity it will help him to not be surprised and more
prepared to transition.
2. By providing Nathan a break to do something he enjoys doing (reading) it will give him the break he needs to calm down or
regain focus in class.
3. By providing Nathan with more hands on activities he will be able to focus on learning longer because he is a kinesthetic learner.

Rational for making Adaptations Sentence Frame

Because the student(s) is/are weak in this particular skill of ___listening___which is linked to ____1.1A__standard or
standard concept, I selected this particular instructional focus of __class lecture/discussion__.
Because the student is strong /has strength in this particular area __reading__ I choose this adaptation. Because several
students are weak in this skill__reading___ I am selecting this strategy __reading breaks___.

Describe Advanced Focus Student

Include several (3+) of the following data points:
Linguistic Background, home language, approx. level of lang. proficiency, learning style/modality preferences, personal interests and
any other behavior or cultural factors to consider in planning instruction. What did the student do that gave you this impression?

Noelle is a six year old girl who is currently receiving all As in each subject. Noelle is born and
raised here in Moreno Valley and speaks English. Noelle is naturally gifted in each subject but
shines in reading, writing, and mathematics. Noelle enjoys dancing and playing academic games on
the computer.
Prescribe /describe Three Adaptations for Instruction
Link each adaptation to specific characteristic of this students needs. Link to specific parts of standard /objective.
1. Because the student__is advanced in writing__I will __ask the student to write more and add more detail__.

2. Because the student _is advanced in math_ I will _provide extra mathematics problems to solve_.
3. Because the student _is advanced in reading_ I will _provide extra books that are at the students reading level_.

Provide a Rationale for each Adaptation

Link each rationale to each of the three adaptations and student characteristics you mentioned concerning this students learning. Be
specific so that reader can easily see the connections between your decisions and the student needs. (You can include links to
theory/frameworks, or text resources if appropriate.)
1. By having Noelle write more and add more detail she will be able to write at her level.
2. By providing Noelle additional mathematics questions she will have extra problems to work on while other students are trying to
finish the normal amount of problems.
3. By providing Noelle with books at the appropriate reading level Noelle will be able to continue to grow in her reading.

Rational for making Adaptations Sentence Frame

Because the student(s) is/are strong in this particular skill of ___reading___which is linked to ___1.15___standard or
standard concept, I selected this particular instructional focus of ___higher level reading____.
Because the student is strong /has strength in this particular area _reading__ I choose this adaptation. Because several
students are weak in this skill__reading___ I am selecting this strategy ___reading groups___.

10. THEORETICAL OVERVIEW (10 Pts.): Provide an overview of the theoretical

basis for this lesson model and a rationale for why you have selected this content for
this lesson model. Link your rationale to the specific lesson objective/standard cognitive
level and corresponding descriptive words (i.e., evaluate, generalize).

Structure of Knowledge

Cognitive Level

Rationale for using this Lesson Model in relationship to the cognitive level.

Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge

Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your
thinking.
I used the Generalization lesson for this standard because students will meet the evaluation level by
completing a chart and graph.
I used the Generalization lesson for this standard because students will meet the synthesis level by
creating a hypothesis of which candy will win as the favorite.

Example: I used a Direct Instruction lesson for this standard because..

11. ATTACHED STUDENT WORK (10 points)

Attach the work you have assigned for independent practice. You must do the
assignment just as if you were a student in your class. Use the appropriate paper,
print, and line size suitable for the developmental level of the class.

Lesson Summary of Instructional Preparation

Adaptation Features for Focus Students
Link all Adaptations to Lesson Objective/Standard
Select and explain only what you used in each box and why. Delete the unused ideas.
Preparation
o Adaptation of
Content
Demonstration
o Strategies Used
Class Discussion,
Independent Work

Scaffolding
o Modeling
Creating chart, graph
o Guided Practice
Journal writing,
completing chart and
graph
o Independent Practice
Completing KWL chart,

Grouping
o Whole group
Discussion,
demonstration
o Works
Independently
KWL chart, recording
results in journal

Adaptation
o Advanced
Record results
without assistance
o EL
One on one time

Integration of
Processes
o Writing
KWL chart, journal
data
o Speaking
Class discussion
o Vocabulary
Vocabulary terms

recording data in journal

o Comprehensible
Input
Vocabulary terms
Application
o Hands on
Tasting candy
o Meaningful
Tasting candy
o Engaging
Tasting candy, class
discussion

o Active Learning
Discussion, completing
graph and chart

Assessment
o Rubric
Used to assess
objective
o Group
Discussion
o Written
KWL chart, recoding
data in journal
o Oral
Class discussion
o Summative
KWL chart
o Test
KWL chart

Objective
o Linked to
Standard
3.MD.B.3
o Integrated with
Language Arts
Discussion, KWL
Chart
o Age Appropriate
Using Grade 3
standards