LESSON PLAN
Teacher Name
Subject or Course/ Unit / Day
Lesson Topic
Colorado Academic Standard(s)
Addressed
Connection to 8 Keys of
Excellence/ Habits of Mind
Essential Question
Learning Objective
Instructional Materials/ Resources
What evidence will you bring to the Independent Practice Scores & Topic Assessment Scores at the
formal observation
post-conference or PLC to
demonstrate student learning?
Anticipatory Set (Hook)
Connection / Purpose
Leah Marty – Kelley Hoover, cooperating teacher
Math / Graphs and Data / 2.15.22
15-5: Draw Conclusions from Graphs
2nd Grade, Standard 3: Data, Statistics, and Probability
2.MD.D. Measurement & Data: Represent and interpret data.
Students Can:
Generate measurement data by measuring lengths of several
objects to the nearest whole unit, or by making repeated
measurements of the same object. Show the measurements by
making a line plot, where the horizontal scale is marked off in
whole-number units. (CCSS: 2.MD.D.9)
Draw a picture graph and a bar graph (with single-unit scale) to
represent a data set with up to four categories. Solve simple
put-together, take-apart, and compare problems (see Appendix,
Table 1) using information presented in a bar graph. (CCSS:
2.MD.D.10)
Failure Leads to Success - self correcting mistakes
This Is It - staying on task during all parts of math time
How can line plots, bar graphs, and picture graphs be used to
show data and answer questions?
I can draw conclusions from graphs.
I can compare information from graphs.
EnVisions Math Curriculum
Online workbook
end of the unit
Time Description
12:00 - 12:07 Review of Topic 15 Essential
Question and I Can Learning
Target
- Students are asked about
what we have learned so
far that answers the
essential question, then we
review what we still have yet
to learn
Build Background / Activate Prior
Knowledge (What do students
already know?)
Lesson Progression
Gradual Release of Responsibility
(used flexibly as a scaffold to
ensure students meet the learning
objective)
● Teacher Model: What skills
need demonstrated using a
metacognitive think- aloud?
● Guided Practice
● Independent Application
AVID WICOR Strategies
Time Description
12:07 - 12:20 Students are asked the following
questions to provoke their thinking
for the day:
What kinds of questions can we
answer from these graphs?
What type of information can we
find on these graphs?
Solve and Share Problem via
EnVisions Mathematics
- Read problem together
- Pick out important
information by circling and
underlining the actions it is
asking us to complete
- Students are released and
given 3 minutes to do
problem completely
independently
Stand, Share, Sit: 5-7 minutes
- All students stand behind
their chair and whiparound
explaining their answer and
how they got it for about 5-7
minutes.
- Then any different answers
are examined closer by
table groups and students
collaborate to find mistakes
until everyone agrees on the
same answer
Students come back to carpet and
we go over problem whole-group,
clarifying any questions or wrong
answers
Time Description
12:20 - 12:30 Visual Learning Bridge:
*teacher think alouds
*turn and talks
*cold calls
- Video with provided pause
points and integrated
questions reviewing topic of
the day
- Stop and discuss questions
and answers whole group
until video is finished,
including doing any “try it”
practice problems
embedded in it

Closure
Check for Understanding
Formative Assessment
How do you know students met
the learning objective?
12:30 - 12:40 Guided Practice
*Guided problem reading and
annotating
*Think/processing time
- Problem is chorally read
- Students are given 1-2
minutes to think and
mentally solve the problem
- Student is randomly chosen
from a spinning wheel to
come up and complete the
problem with thinking aloud
while all other students are
critiquing their work
- Whole problem is reviewed
together with time for
questions and clarifications
- Check for understanding
with thumbs up/down rating
12:40 - 1:00 Independent Practice:
*Productive struggle
- Students are provided with 5
problems to complete that
are varied and
comprehensive of the unit
for the day to work on
independently
- Small group of students may
be pulled to the carpet to
do with more
support/guidance based on
check of understanding at
the end of guided practice
Time Description
12:45 - 1:00 List of things to do when
independent practice is completed
and turned in:
- Google Classroom 15-5
quick check and any other
Topic 15 unfinished
assignments on GC
- Topic 15 Practice Packet
(Keep Up or Extension)
Time Description
12:40 - 1:00 Independent Practice problems
are graded and students that get
below 70% are taken note of and
allowed to do corrections
independently the next morning
 What are the criteria for success
students must demonstrate in order
to meet the learning objective?
Differentiation
Lesson Extensions
Small Group Instruction
Criteria for Success
Students should be able to answer
questions fully and correctly asking
them to complete a graph,
identify data on a graph, or
compare information from a
graph.
Time Description
12:40 - 1:00 Lesson extensions are provided via
Google Classroom practice and
individually created and assigned
topic packets.
Small group intervention is offered
during independent practice for
4-5 students
Results
Based on the lesson objective(s), sort the students’ formative assessments into the following categories based
on the established criteria for success.
Far but Possible Close Got It
Student Names: Student Names: Student Names:

Ellie Mikah Payson

Arya Braydon Kaiden H.
Joshua Grayson Alex
Evan Charlie Kaden C.
Emerson Caroline Ethan
Harper Gunnar Kellan
Lucie Landon
Liz
Phee