EFFECTIVE INSTRUCTIONAL DESIGN – STANDARDS-BASED LESSON PLAN
Hannah Finegan: Using a Bar Graph: Skittle Style
Elements of the Lesson
I. Standard (Common Core State Standards, Or Essential Elements)
II. Objectives/Targets and I can statements
What am I going to teach?
What will the students be able to do at the end of the lesson?
What formative assessments are used to inform instruction?
What challenges might students encounter?
III. Lesson Management: Focus and Organization
What positive strategies, techniques and tools will you see?
What ideas for on task, active and focused student behavior?
IV. Introduction: Creating Excitement and Focus for the Lesson Target
What will you do to generate interest?
How will you access prior knowledge?
What will you practice/review?
H Evidence that Documents the Elements
EE.8.SP.4: Construct a graph or table from given categorical data,
and compare data categorized in the graph or table.
I can create a bar graph to show how many skittles I have in my
bag of skittles. I can also separate the skittles by color.
Students will be able to create and appropriately color in the
right number of sections on a simple bar graph based on the
number of candies present. Students will understand that a
graph represents actual objects/items.
I will see positive participation in this activity. My students are
currently working on participating positively in academic areas. I
will use specific praise to help them want to participate.
To gain interest, I ask the students to answer a question and relate
it to graphing. I will project a blank bar graph onto the board so
that the class can see. I will tell everyone that I am going to ask
them a question, but I do not want an answer yet. I will ask the
participants the following: If you had to choose between
hamburgers or pizza, which would you pick? I will tell the
participants you want them to only choose one of those foods. I
 will then have students who chose hamburger raise their hands. I
will count how many students and then graph that number by
coloring in the squares that correspond on the graph paper. I will
count out loud as you color in each square. I will explain that each
block represents one student that raised their hand.

V. Input: Setting up the Lesson for Student Success For the Webb’s Depth of Knowledge, the majority of the lesson
will be in the Skills/concept section of the wheel because they are
Webb’s Depth of Knowledge
creating and analyzing the data given to them in their skittle bag.
 Recall/Reproduction
Accommodations: If students need extra assistance to count and
 Skills/Concept sort, I may pair them up with another student or the teacher aid. If
the students are paired, they can combine their skittles.
 Strategic Thinking

 Extended Thinking
Materials/Integrated Technology:
Accommodations: Differentiating to meet students’ needs
Fun Sized skittle bags (one bag per student)
 Remediation/Intervention
Graph paper
 Extension/enrichment
Colored pencils
Methods, Materials and Integrated Technology
Graph paper projected onto the board
 Instructional techniques
Colored whiteboard markers
 Engagement strategies

 Materials and Integrated Technology list

VI. Modeling: I Do My modeling portion of this lesson will also be the introduction. I
am showing the students what a bar graph is, what it can be used
SHOW/TELL (Visual/Verbal Input)

HOW/WHAT (Questioning and Redirecting)
VII. Checking for Understanding
Samples of questions to be asked
Ways in which students will respond and be engaged
Formative assessment strategies to be implemented
VII. Guided Practice: We Do
What do the teacher and student do together?
How will a gradual release of responsibility be accomplished?
IX. Collaborative (You Do Together) and/or Independent Practice (You
Do)
What practices will be demonstrated/modeled?
X. Closure
How will the ‘I can’ statement(s) be reviewed?
for, and how it is completed. This will be done by using the
hamburger verses pizza question.
Students will be asked numerous kinds of questions to make sure
they are engaged or are comprehending the material.
 What is a bar graph used for?
 What does each box represent in the graph?
 What other comparisons could you use for a bar graph?
(ex: how many people wear single color tennis shoes vs
multicolored?)
Together, my students and I will complete one graph together.
We will split up the skittles, by color, and graph the amount of
skittles per color on the board. This will show students exactly
what I want them to do on their own.
Students will each get a fun size packet of skittles. On their own,
students will separate the skittles by color. The students will then
graph each color of skittle, by using grid paper provided to them
and colored pencils that correlate to the color of skittle. Students
will match the number of boxes colored in to the number of
skittles there were.
I will have students check their own graph by placing the candies
into corresponding boxes on the graph they colored. Is there one
 How will students be involved? candy per square? If so their graph is correct and they may eat
their candy.
What connections to future learning will occur?

XI. Assessment
What evidence supports that the objective(s) were met?
What do my students know, understand and are able to do?
What formative assessments will be used to inform instruction?
Were the students able to correlate the number of skittles to the
number of boxes colored in? Were the students able to separate
the skittles by color and represent each skittle as a box colored in?
If my students can complete this task, they will have each skittle
counted for and graphed in the correct column. I will collect their
graphs for further assessment.

Reflection Will be completed after the lesson is given.

How do you know that the objective(s)/target(s) was met? What is

your Evidence?

Based on the data gathered, what will you do next?

How well did the students perform/respond? How did students show
they were engaged? What evidence do you have?

What aspect of the lesson was particularly challenging for students?

What will you do to help the student(s) who struggled?

What will you do to extend the learning for those students who met
target?

Were there any surprises? What would you do if you taught this lesson
again?
(Edited by Elementary Team, 2014)

Revised July 2016