Mensendick Weekly Lesson Plan- Sample A (Math)
WHOLE Objective
Performance Objective
Monday
Tuesday
Wednesday
Standard: 2.1. PO 1. Solve
problems by selecting,
constructing, and interpreting
displays of data including
multi-line graphs and
scatterplots
2.1. PO 1. Solve problems by
selecting, constructing, and
interpreting displays of data
including multi-line graphs and
scatterplots.
PO 2. Interpret trends in a
data set, estimate values for
missing data, and predict
values for points beyond the
range of the data set.
Standard: 2.1. PO 3. Identify
outliers and determine their
effect on mean, median, mode,
and range.
Standard: 2.1 PO 4.
Distinguish between a simple
random and non-random
sample.
Students will construct and
interpret multi-line graphs by
reading data, constructing a
correct scale, plotting data points,
and using data to answer
questions about mean, median,
mode, and range. Learner
evidence will be a multi-line graph
completed correctly and data
analysis questions answered
correctly.
Students will construct and
interpret a scatterplot by
setting up a scale, plotting
points, determining correlation,
and using line of best fit to
estimate values. Learner
evidence will be a correctly
constructed and interpreted
scatterplot.
Students will identify outliers in
data set and determine their
effect on central tendency by
identifying outliers on graphs or
in sets of data, calculating central
tendencies with and without
outliers, and using calculations to
draw conclusions about outliers
and data sets. Learner evidence
will be correctly identified
outliers, calculated central
tendencies, and conclusions
about 1 set of data.
Students will identify, define,
and interpret data with
random and non-random
samples by looking for bias in
the data, identifying the bias,
and determining differences in
central tendency from biased
and unbiased samples.
Learner evidence will be a
correctly identified random
and non-random sample, data
interpreted from a random and
non-random sample, and
central tendency interpreted
from the random and nonrandom sample.
End of
Lesson
Assessment
Subobjectives
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
Define mean, median, mode,
and range
Calculate mean, median,
mode, and range
Construct line graph
Construct multi-line graph
Interpret multi-line graph
Correctly drawn multi-line graph
and correctly answered questions

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

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Define scatterplot
Construct a scatterplot
Identify and define
correlation
Determine line of best fit
Interpret scatterplot
Correctly drawn scatterplot
and correctly answered
questions



Thursday

Define bias
Identify outlier in data sets 
Define sample
Calculate central

Identify and define
tendencies with and
random sample
without outliers

Interpret data from a

Interpret central tendency
random and non-random
data with and without
sample
outliers
Correctly identified outliers,
Correctly identified samples
correctly calculated central
and correctly drawn conclusions
tendencies, and correctly
about samples.
drawn conclusions about data
set.
Define outlier
Friday
No School
Mensendick In and Out Coaching Lesson Plan- Sample B (Language Arts)
Standards: WS3C6: Write an information report that includes: a focused topic, appropriate facts and relevant details, a logical sequence, a concluding
statement, a list of sources used. WS2C2: Develop a strong beginning or introduction that draws in the reader.
Writing Elements #1b. An organization that develops a strong beginning or introduction that engages the reader with some relationship among ideas present,
and uses transitional or signal words and appropriately placed details.
Objective: SW analyze a variety of introductory paragraphs and justify why they are effective. LE: SW find 7 – 10 effective hooks, and justify why they are
effective by using our “menu of effective hooks.”
Sub-Objectives
SW recognize good “hooks” and bad
“hooks.”
SW justify what makes a good
“hook.”
Teacher Actions
*TW read introductions from
(anonymous) students’ essays from first
Writing Benchmarks.
*TW make an anchor chart using these
introductions, listing common “boring”
ones.
*TW read “interesting” hooks (students
and authors)out loud and ask the
following question: What makes this
hook interesting?
*Based on students’ conversations,
teacher will make a “menu” of
strategies to use in effective hooks
(interesting information, quote,
question, etc) on an anchor chart.
SW analyze different hooks.
*TW pass out worksheet that students
will use for justification, and model
how to analyze books for interesting
or boring hooks.
Student Actions
*SW sort introductions into
“interesting” and “boring” by
discussing with their partner which
column they belong in.
Check for Understanding
*Organization of hooks into
categories as a class.
*SW work with their partner, and
answer the question using this
frame:
S1: This hook is interesting because
__________________.
I like how the author uses
___________________________.
S2: You think the author used
__________________ to make this
hook interesting (in your own
words).
I agree/disagree. I think the author
used ________________ to make it
interesting.
*Listen in on discussion and create
“menu” anchor chart with students.
*SW get their writing notebooks and
gather a variety of different texts
with their partner.
* SW read introductory paragraph
and determine whether it is interesting
or boring. They will justify their
answer by using the “menu” of
strategies on worksheet.
*SW record 3-4 interesting hooks in
their writing notebook to use as
examples in the future.
*Choice of introductory paragraphs
and justification.
Mensendick In and Out Coaching Lesson Plan- Sample B (Science)
Standard: S1, C1, PO 1:
Identify how diverse people and/or cultures, past and present have made important contributions to scientific innovations.
Lesson Objective 1: Describe the creation of the periodic table and explain how Mendeleev’s table
allowed for the prediction of future elements.
Vocabulary: Dmitri Mendeleev, Periodic Table, elements
Big Question: How did the periodic table created by Mendeleev allow for prediction of future elements?
Set:
Recreate the process Mendeleev followed by organizing characters in numeric order and by personality traits.
S: Organize so cards are logical vertically and horizontally. Chart out on notebook paper. Explain your process and problems you ran into.
T: Give strategies, point out flaws, Model/metacognate ONE solution on board after students are finished. How are they organized vertically?
Sub 1
Why was Dmitri Mendeleev’s work important? Students will connect the process Medeleev used to develop his table to the sorting process used
above.
Activity: Read article on Dmitri Mendeleev. Summarize each paragraph in one detailed sentence for a total of 4 sentences, then connect what we just
did to Mendeleev. Then, share with a partner and add details.
Questions: What was Mendeleev’s process? How is his periodic similar to our periodic personalities? What did they have in common going
across/down? What patterns did he find? What could Mendeleev’s table do that none others could?
Check: Notes written on back of summary answering questions
Accommodations: Allow ELD/SpEd students to read together, any to illustrate/label instead of summarizing each paragraph.
How was periodic table organized? Students will describe the organization of the periodic table.
Activity: Given 4-10 element cards, organize a table the way Mendeleev did. Join with another group and add their elements in, join with a third, and
so on until whole class
Questions: What patterns do you notice? How do you know when to start a new row? How do you know which ones should be grouped together in a
family/column? Why are there some gaps in the periodic table? (IE between H and He). How does this connect to our personalities? What can you
predict about the missing elements?
Check: Group answers written/shared.
Sub 2
Check
Quiz. Going back to the periodic personalities, what would the missing people’s characteristics be? What was Mendeleev’s process in creating the
periodic table? My friend says today’s periodic table is complete, explain why you agree or disagree.
Materials: Story on Mendeleev, Periodic Personality pieces, scissors, envelopes,
Notes: