Lesson Plan Template (Inquiry)

Teacher Candidate: Melanie Thibodeaux

Subject Grade Level: 2

Central Focus Describe the TSW be learning how to use place value to
important
understandings and determine the relationship of numbers and
core concepts that how to use mathematical symbols to show
you want students to
develop over the that representation.
course of the learning
segment/lesson.
What are they
learning?

Standard: Using the TEKS as TEKS…

guidance, what
standard(s) do you
want your students to 2.2D use place value to compare and order whole
master?) numbers up to 500 using comparative language,
https://tea.texas.gov/
curriculum/teks/ numbers, and symbols (>, <, or =)
Deconstructing/
2.2C generate a number that is greater than or
Unpacking the less than a given whole number up to 500
Standard(s)
Determine key verbs:
Identify and underline
key verbs within the
standard and/or
element(s).

Identify concepts and

skills students will
need to know,
understand, and be
able to do to reach
proficiency.

Objective: Targets must be I can compare 2 three digit numbers by building

aligned to the TEKS
and with the the numbers and comparing the values of digits
assessment(s); targets (symbols and language)
should be stated as
measurable in student
friendly language.
What will students be
able to do? Use “I
can” statements . You
cannot change the
verb or content.
***Reminder - Verb
alignment present in
standard, objective
and assessment***

Sub-Objectives: How will you connect Connection to past learning (previous TEKS)
to past learning? 1.2G represent the comparison of two numbers
What key vocabulary
and/or academic to 100 using the symbols >, <, or =
language needs to be 1.2F order whole numbers up to 120 using place
reviewed or
introduced? value and open number lines; and

ELPS, If applicable - Put
NA if Not Applicable
Language Objective based
on ELPS: (TSWBAT…), If
applicable - Put NA, if not
applicable.
Assessments:
Materials/Technology/Re
sources needed for the
lesson:
If applicable: What
images will you use for Key Vocabulary/Academic Vocabulary to include in the lesson:
key vocabulary? What Compare
sentence starters
might be helpful? Digit
Equal
greater than >
Less than <
Place value
Whole numbers
Include #s, letters and ELPS
full-verbiage Include SW use comparative language to discuss numbers
#s, letters and full-
verbiage given.
https://ipsi.utexas.edu ___ is greater than ____.
/EST/files/standards/
ELPS/ELPS.pdf _____ is less than ___.
____ is equal to/same as ___
Use the format: “ I I can …
can…” N/A
How will you Formal Assessment - Exit Ticket with the same questions as the
formally and pre-assessment
informally assess
student mastery? For
Informal Assessment- I will be walking around the room talking
informal assessment,
just generally with small groups/individual students.
describe what you
will be doing. Specific Plan for Adjusting Pacing - Struggling learners will be put into
questions will be flex small groups with other students at the same level of learning
included later in the to scaffold that learning.
lesson plan. What are
your plans for
adjusting the pacing
of the unit for
struggling learners?
❏ Formal
Assessmen
t:
❏ Informal
Assessmen
t:
❏ Plan for
adjusting
pacing for
struggling
learners
NOTE: The formal
assessment might
not be a part of this
lesson.
Describe the Materials: PVB, Expo markers, White boards, pencils, worksheets,
materials, clipboards
technology, and
resources needed Technology: smart board/projector
for the lesson
Other Resources:
Managing Student ❏ When and Behavior Expectations for the Lesson: Students will be reminded
Behavior Can’t teach how will you throughout the lesson of how we mode throughout the classroom as
them if you can’t reach establish the teacher gives transition directions. “I’m watching for what
them! norms for student can model for me how we walk to the carpet” “I love how
learning _____ is sitting/walking/raising their hand”
and
behavior How engagement will look and sound
during the During whole group instruction students are at voice level 0 unless
lesson? being called on. During small group,

❏ What will it Plan for movement, transitions, or brain breaks, if applicable

look and
sound like if
students are
engaged vs.
compliant in
the lesson?

❏ How will you

allow for
movement,
transitions
or brain
breaks to
capitalize on
engagement
and
performance

Opening (describe ❏ Opening: Opening, if applicable:

activity): What will Coming in from lunch. Students will be putting up lunch tags and
students be lunchboxes as well as using the restroom.
Opening: doing
Estimated time to immediate Engage: 15 minutes
complete’:5-10 minutes ly after the
Structure (whole class, bell rings
collaborative, individual, to kickstart TTW begin by explaining to students that we will be continuing our
etc): whole class class? (bell lesson on Inequalities. “This time we will be using the symbols
ringers, do instead of the words we were using yesterday.”
Focus/Anticipatory nows, seat TTW show a number line with 2 numbers on it.
Set/Hook/Activate work) “What do you notice? What are you curious about?”
Thinking Inequality Morph
Estimated time to TTW show students the video.
complete:5-10 minutes ❏ Engage: TSW think-pair-share their wonder/notices and take turns sharing
Structure (whole class, What will with the class.
collaborative, individual, you do to
etc): whole group, on carpet get
students
excited
about
learning?
Why is this
informatio
n relevant
to your
students
and their
culture and
community
? How will
you
motivate
students to
learn this
material in
the set and
throughout
 the lesson?
Think
about how
this activity
is aligned
to the
standards
and
objectives.
Use
knowledge
of students’
prior
learning,
personal,
cultural,
and/or
community
assets to
“hook”
them.

“Explore’ (Describe Explore Explore Description 15-20 minutes - PVB/HTO Chart

Activity)
Estimated time to complete
‘Explore’’:15-20 minutes
Structure- individualized
small groups
Differentiation
(Enrichment and
Remediation): Tailoring
instruction to meet
individual needs;
differentiating the content,
process, and/or product.
Consider cultural
diversity, gifted, etc.
Accommodation(s)- A
change that helps a student
overcome or work around
the disability:
Modification(s)- A change
in what is being taught or
what is expected from the
student:
Remember, an
accommodation is not
lowering expectations or
teaching below grade level
content/objectives.
ESL Strategies Document
ESL Strategies Matrix
During this part of Group A: Groups of 2-3 students
the lesson, the
students explore TSW grab a handful of PVB and record the number on one side of
through an their white board. Their partner will then grab a second handful and
investigation-type record the number on the other side. Together the student and their
activity. Think about partner will determine which symbol should be used.
the type of questions
that you will ask to Group B: Groups of 2-3 students
encourage students to Students will be working with this worksheet
think through the as the teacher notices the students have circled the correct answers
process and problem the teacher will have students discuss which symbol would be used
solve? (Use Bloom’s based on what they have circled. Frequent teacher check ins.
Taxonomy or Costa’s
Levels of Thinking as TSW be using the worksheet Furniture comparison with PVB to
resources). Students determine which number is larger. After all students in the group
should be working have circled the correct answers on the worksheet TTW direct
together in groups students to discuss with their partners to decide which way the
based on your symbol should be facing. If time allows students will be allowed to
knowledge of their attempt the challenge at the end.
learning styles, or
some other
characteristics.
Differentiation Grouping of students:
“Explore”: I will have students grouped based on an overall look of the 2nd grade
❏ Grouping math pre assessment and my observations of their knowledge of place
of value.
students:
What Differentiation: Enrichment and Remediation:
opportuniti I have my groups set up to where group A is the more rigorous with
es do them generating and comparing their numbers while my group B is
students just comparing the numbers with the opportunity for me to check for
have to their understanding before the symbol comes into play.
work
independe
ntly or Accommodations and Modifications:
together? I currently have 1 student with accommodations that in no way
How are inhibit their ability to do this lesson.
these
groups
designed to
increase
mastery of
 objective?
NOTE: You
may or may
not have
groups
during this
portion of
the lesson.

❏ Differentia
tion -
Enrichmen
t and
Remediati
on: What
opportuniti
es do
students
need to
strengthen
their
understand
ing of the
strategy or
skill
presented?

❏ Accommo
dations
and
Modificati
ons: What
accommod
ations and
modificatio
ns do you
have to
make for
ELL, SPED,
504, and
struggling
students?
How will
these
accommod
ations and
modificatio
ns support
mastery of
the
objective?

Questioning Questions:
“Explore”: What type “What’s the difference between this number and this number?”
of questions can you
ask students to “What number would you have to change to change my
overcome their answer?”....”How would I have to change that number?”
mistakes? What
misconceptions do “What place is this number in [Hundreds, Tens. Ones]?”
you anticipate
students might have?
(Using Bloom’s
Taxonomy or Costa’s
Levels of Thinking,
plan some questions
you will ask student)

‘Explain’ : 5-10 minutes
Estimated time to complete
‘Explain’’:5-10 minutes
Structure (whole class,
collaborative, individual,
etc): Whole group, Carpet
Differentiation
For Differentiation during
the “Explain” portion,
consider if you have any
accommodations/
modifications/ supports
that need to be addressed in
the lesson based on student
need. If not, put NA
(Enrichment and
remediation): Tailoring
instruction to meet
individual needs;
differentiating the content,
process, and/or product.
Consider cultural
diversity, gifted, etc.
Accommodation(s)- (A
change that helps a student
overcome or work around
the disability):
Modification(s)- (A change
in what is being taught or
what is expected from the
student):
Remember, an
accommodation is not
lowering expectations or
teaching below grade level
Academic Feedback Academic feedback stems:
What type of support “Excellent Job on….”
or academic “I am confused by…”
feedback do they “How does….”
need to overcome
such challenges? How
do you plan to reteach
if students are not
mastering content?
Plan at least 3
academic feedback
stems that are aligned
to the learning goal so
that they can easily
identify students who
are meeting those
goals.
Explain(modeling): Have students return to the carpet. The students will
During this part of the
lesson, the students take turns raising their hands and discussing what
should be discussing they discovered as well as any questions they may
what they learned in have. TTW record any relevant information given by
the explore portion..
This is the time when the students on the board.
the teacher/students
will model the
strategy or skill they
are learning. What
content knowledge
are you teaching
students based on
your own
understanding? You
or the students are
literally thinking
aloud. Consider
including both Tier 1
(examples) and Tier 2
(think aloud)
Differentiation for Grouping of students, if applicable:
‘Explain”: N/A
❏ Grouping
of Differentiation: Enrichment and Remediation: N/A
students:
What
opportuniti Accommodations and Modifications: N/A
es do
students
have to
work
independe
ntly or
together?
How are
these
groups
designed to
increase
mastery of
objective?
❏ Differentia
tion -
Enrichmen
content/objectives. t and
Remediati
ESL Strategies Document on: What
opportuniti
ESL Strategies Matrix es do
students
need to
strengthen
their
understand
ing of the
strategy or
skill
presented?

❏ Accommo
dations
and
Modificati
ons: What
accommod
ations and
modificatio
ns do you
have to
make for
ELL, SPED,
504, and
struggling
students?
How will
these
accommod
ations and
modificatio
ns support
mastery of
the
objective?

Questioning: What Questions:

type of questions can “Which side has more dots?”
you ask students to “How do I know x is greater than x?”
overcome their “How could I change the numbers to make this equation true?”
mistakes? What
misconceptions do Plan for calling on students
you anticipate -ask students during small groups if they want to be called on for
students might have? popcorn questions.
(Using Bloom’s -have students raise hands and take turns talking.
Taxonomy or Costa’s - Thumb up/down for understanding
Levels of Thinking,
plan some questions
you will ask student)

How will you make

sure that you are
calling on
volunteers, non-
volunteers, and a
balance of
students? How can
you eliminate bias
when students
share their thinking
and ideas?

‘Elaborate’ (Describe the
Activity)
Estimated time to complete
‘Elaborate’’:5-10 minutes
Structure ( collaborative)
Differentiation
(Enrichment and
remediation): Tailoring
instruction to meet
individual needs;
differentiating the content,
process, and/or product.
Consider cultural
diversity, gifted, etc.
Accommodation(s)- (A
change that helps a student
overcome or work around
the disability):
Modification(s)- (A change
in what is being taught or
what is expected from the
student):
Remember, an
accommodation is not
lowering expectations or
teaching below grade level
content/objectives.
ESL Strategies Document
ESL Strategies Matrix
Academic Feedback: Academic Feedback Stems
What type of support “I enjoyed ____ because ______”
or academic “I think a better choice may be….”
feedback do they “How does…”
need to overcome
such challenges? How
do you plan to reteach
if students are not
mastering content?
Plan at least 2-3
academic feedback
stems that are aligned
to the learning goal so
that they can easily
identify students who
are meeting those
goals.
Elaborate: During TTW will play this Go noodle to give students a brain break while
this part of the lesson, keeping them engaged in math. Once
students are back onto
the teacher will
monitor students’ the carpet. TTW call on students to choose numbers 1-
understanding. 4 and 1-9 to create an inequality and will have the
Students extend or class decide what the answer would be. TTW then
elaborate on what
they’ve learned or change some numbers in the equation to check for
apply what they have misconceptions (0’s location, looking in the 1’s instead
learned to a new
setting. Like the
of 100’s) etc.
Explore, this stage
should also be active,
collaborative, and
hands-on.
Differentiation Grouping of students: n/a
“Elaborate”:
What instructional Differentiation - Enrichment and Remediation:
strategies and
planned supports will Accommodations and Modifications:
you employ to meet
the needs of each
student in order for
each student to
demonstrate learning
and move towards
mastery regarding the
learning target(s)?
❏ Grouping
of
students:
What
opportuniti
es do
students
have to
work
together?
How are
these
groups
designed to
increase
mastery of
objectives?
 ❏ Differentia
tion -
Enrichmen
t and
Remediati
on: What
opportuniti
es do
students
need to
strengthen
their
understand
ing of the
strategy or
skill
presented?

❏ Accommo
dations
and
Modificati
ons: What
accommod
ations and
modificatio
ns do you
have to
make for
ELL, SPED,
504, and
struggling
students?
How will
these
accommod
ations and
modificatio
ns support
mastery of
the
objective?

Questioning Questions:
“Elaborate”: What Check for 0 placement understanding, what number we check first
type of questions can for the answer.
you ask students to
overcome their Describe your plan for calling on students:
mistakes? What Have students raise hands, Give thumbs up/down, call on each
misconceptions do student once before calling on a student a 2nd time
you anticipate
students might have?
(Using Bloom’s
Taxonomy or Costa’s
Levels of Thinking,
plan some questions
you will ask student)

How will you make

sure that you are
calling on
volunteers, non-
volunteers, and a
balance of students
based on ability
and sex?
 Academic Feedback: Academic feedback stems:
What type of support “Excellent observation…”
or academic “ I was wondering if…”
feedback do they “Why is…”
need to overcome
such challenges? How
do you plan to reteach
if students are not
mastering content?
Plan at least 2-3
academic feedback
stems that are aligned
to the learning goal so
that they can easily
identify students who
are meeting those
goals.

Closing - Check for Write your Closure Launch Frame

Understanding (Describe using the Planning a “We started with comparing and ordering numbers yesterday. What
the activity): How will the Discussion was different/the same about yesterday’s comparing and today’s
lesson end and bridge to Framework: comparing?”
learning for the future?
What do you want to Launch Frame Eliciting, Orienting Questions
reiterate to students? Based ❏ Opening “Which place value should you start looking at when trying to
on the pacing of the lesson compare a number?
statement
and feedback from
students, did they master
and Conclusion Frame
the objective? Make sure to question Tomorrow we will continue looking at comparing numbers and using
revisit objectives. to get the these symbols but for now we need to move on to….
discussion
started
(Example,
“We have
been
learning
how to
add
fractions
in this
activity.
What was
an
important
key in
adding
the
fractions
that
helped
you?
What
have we
been
learning
about
today?”)
Eliciting,
Orienting
Questions to ask
During the
Discussion
❏ What
 eliciting,
probing,
and
orientin
g
questio
ns will
you ask
during
the
discussi
on?
Conclusion
Frame
❏ Closing
stateme
nt about
what
they
learned
in the
lesson
and
what
they
will be
working
on next.
(Exampl
e - “We
have
been
adding
fraction
s in this
activity
- In our
next
activity,
we are
going to
continu
e this
work….
or
Tomorr
ow, we
will
begin
subtract
ing
fraction
s.)

Evaluate How will you assess Evaluate

their learning? The same 2 questions from the pre assessment will be used as an exit
ticket for students.