Longwood Lesson Plan Outline

Bailey Nixon/Lucky Charms Graphing/March 15, 2022

1. Academic Standards- list the SOL and/or Common Core Standards that align with
the lesson
● Number and Number Sense
○ K.1 The student will
■ a) tell how many are in a given set of 20 or fewer objects by
counting orally
■ b) read, write, and represent numbers from 0 through 20.
○ K.2 The student, given no more than three sets, each set containing 10
or fewer concrete objects, will
■ a) compare and describe one set as having more, fewer, or the
same number of objects as the other set(s); and
● Probability and Statistics
○ K.11 The student will
■ a) collect, organize, and represent data
■ b) read and interpret data in object graphs, picture graphs, and
tables.
● Communication and Multimodal Literacies
○ K.1 The student will build oral communication skills.
■ a) Listen actively and speak using agreed-upon rules for
discussion.
■ h) Follow one- and two-step directions.
■ j) Work respectfully with others.

2. Instructional Objectives- state what you want the students to beable to do as a

result of the instruction (include the audience, behavior, criteria, and degree)
● The student will be able to individually sort various types of marshmallows
on a graph with 100% accuracy.
● The student will be able to individually color and write the amount of
marshmallows in each category with 100% accuracy.
● The student will be able to discuss their findings using most/least vocabulary
in a group setting with 100% accuracy.

3. Instructional Design- explain how you will guide the learning event, including the
following components:
● Introduction/Motivational Device (how you will engage students and
set the behavioral expectations)
○ The teacher will begin the lesson by discussing behavioral
expectations. They will remind students that they should show
they are ready to learn by sitting up straight, raising their hand if
they have a question, talking when asked a question, and
focusing on the graphing activity
○ The teacher will then ask students what they remember about
Leprechauns and St. Patrick’s Day. They will discuss that the
students will be completing a fun and yummy activity.
● Subject Content/Topics (explanation of lesson goals and what students
will learn)
○ The goal of this lesson is for students to individually sort
different marshmallows from Lucky Charms cereal. They will
observe the different types of marshmallows that they have,
place each marshmallow on the graph under its correct category,
and participate in a group discussion about their graphs.
● Learning Activities/Procedures (explanation of teaching strategies and
outline of implementation; i.e., direct instruction, guided and/or
independent practice)
○ **This lesson will be a combination of individual work and whole
group discussion.
○ The lesson will begin with a review of graphs. The teacher will
point out the various types of marshmallows in the cereal and
the categories on the graph.
○ The teacher will then review some strategies of how to graph
their marshmallows. Some strategies to review are sorting all of
the marshmallows first or placing the marshmallows into their
categories as the students find them.
○ As the students are sorting their marshmallows, the teacher will
walk around the room to assess different student strategies and
answer any questions the students may have.
○ Once students have sorted their marshmallows on the graph, the
teacher will redirect the class to a whole group discussion. The
teacher will discuss that they will now be counting each category
to determine how much of each marshmallow each student was
 given. The students will write the number of marshmallows in
each category on the graph.
○ At this time, students will be directed to take their
marshmallows off of the squares and color in as many
marshmallows that they had in each category.
○ The teacher will then review the vocabulary “least/most”. The
teacher will have students share which categories they had the
least and most of.
● Key Discussion Questions (various questions that foster subject
content and/or assess student learning)
○ What can graphs be used for and why are they useful?
○ How can we determine which categories have more or less by
looking at a graph?
● Closure (how will you wrap-up the lesson)
○ The teacher will end the lesson by discussing why graphs are
important. The teacher will ask students, “Why do we use
graphs?” “How can they help us?”. The teacher will allow
students to share their ideas.
○ Once students have participated in the class discussion, they will
be directed to eat their Lucky Charm mix if they would like.

4. Differentiated Learning Activities- discuss the context of the learners as a rationale

for differentiation:
● Describe important characteristics and diversity of learners in your
classroom: number of learners and gender, race/ethnicity, school
socioeconomic status, special needs, and language proficiency.
○ There are 20 students in the classroom: 6 girls and 14 boys. All
students in the classroom are proficient in English and are not
receiving special needs accommodations.
● Explain the strategies utilized to maximize success for diverse
cognitive, cultural, and/or linguistic learner needs, including the
different ways you will represent the content, engage students in the
learning, and allow students to express what they know.
○ Representation of Content: Present the content in multiple
ways, based on the strengths and needs of students. (Examples:
provision of visual aids, consideration of font sizes, instruction of
content in writing as well as verbal instruction, pre-teach
 symbols and structures, language support, use of multimedia,
activate prior knowledge)
■ The teacher will display the graph worksheet on the
Promethean board in addition to each student’s individual
copy.
■ The teacher will activate prior knowledge by discussing
key components to graphs and discussing the meaning of
“most/least”.
■ Instruction will be presented orally, visually, and with
individual manipulatives.
○ Student Engagement: Embed multiple strategies to engage
students in learning. (Examples: allow opportunities for choice
and autonomy, optimize relevance of content to students’ lives,
embrace challenge and risk, create a safe atmosphere that allows
students to take risks, maintain clear goals and objectives, foster
collaboration between students, focus on mastery-oriented
feedback, student goal-setting, self-regulation charts/graphs,
student self-assessment of progress)
■ Students will be included in a safe environment where the
teacher will remind students of the goals of the lesson and
clear instructions of how to achieve this.
■ Students will be collaborating as a class to discuss graphs.
○ Expression of Understanding: Allow students to express their
understanding in multiple ways. (Examples: flexibility of time,
use of alternatives to pencil/paper, provision of assistive
technologies, use of physical manipulatives, model and scaffold
as needed, provision of checklists to assist students with next
steps).
■ Students will express their understanding orally through
scaffolding questions during class discussions.
■ Students will express their understanding individually
using manipulatives on a graphing worksheet.
■ The teacher will scaffold various ways to graph the
marshmallows, as well as an example of putting
marshmallows on a teacher copy of the graph.
5. Instructional Resources and Technology- list the resources you will need (i.e.,
multimedia, technology, lab equipment, outside expert)
● Lucky Charmers Worksheet
● Crayons/Markers/Pencil
● Lucky Charms Cereal

6. Formative Assessment- how will you give students targeted feedback on their
learning and measure what you have taught them during the lesson
● Throughout the lesson, the teacher will conduct informal observations
of student participation and understanding
● The teacher will use written responses from Lucky Charmers
worksheet to assess understanding of written numerals, “more/less”
vocabulary, and overall graph comprehension.