Teacher Candidate: Tatiyana Jefferson
Subject Grade Level: 5th
Central Focus Describe the important
understandings and core concepts
that you want students to develop
over the course of the learning
segment/lesson. What are they
going to learn?
Standard: Using the TEKS as guidance, what
standard(s) do you want your
students to master?)
https://tea.texas.gov/curriculum/
teks/
Deconstructing/
Unpacking the 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 aligned to the
TEKS and with the assessment(s);
targets 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
Mentor: Robyn Banks
Students will be learning how to have
effective conversations with one person
about their reading.
5.1 Developing and sustaining
foundational language skills: listening,
speaking, discussion, and thinking --oral
language. The student develops oral
language through listening, speaking, and
discussion. The student is expected to:
(A) listen actively to interpret verbal and
non-verbal messages, ask relevant
questions, and make pertinent comments;
(D) work collaboratively with others to
develop a plan of shared responsibilities
5.7 Response skills: listening, speaking,
reading, writing, and thinking using
multiple texts. The student responds to an
increasingly challenging variety of sources
that are read, heard, or viewed. The
student is expected to:
(E) interact with sources in meaningful
ways such as note taking, annotating,
freewriting, or illustrating
- Students will need to know how to
keep up with independent reading
annotations and how to share their
thinking with others.
I can prepare for conversations with my
reading partner by utilizing my resources
such as reading notes and notebook
entries.
 assessment***
Sub-Objectives: How will you connect to past
learning? What key vocabulary
and/or academic language needs
to be reviewed or introduced?
If applicable: What images will
you use for key vocabulary? What
sentence starters might be helpful?
ELPS, if applicable: (Put Include #s, letters and full-
NA if Not Applicable) verbiage
https://ipsi.utexas.edu/EST/files/s
tandards/ELPS/ELPS.pdf
Language Objective Use the format: “ I can…”
based on ELPS:
(TSWBAT…), If applicable
(Put NA if Not Applicable)
Assessments: How will you summatively and
formatively assess student
mastery? For formative
assessment, just generally
describe what you will be doing.
Specific questions will be included
later in the lesson plan. What are
your plans for adjusting the
pacing of the unit for struggling
learners?
❏ Summative
Assessment:
❏ Formative
Assessment:
❏ Plan for adjusting
pacing for struggling
learners
NOTE: The summative
assessment might not be a part
of this lesson..
Materials/Technology/R Describe the materials,
esources needed for the technology, and resources
lesson: needed for the lesson
Connection to past learning (previous
TEKS)
- Remind students that we have been
doing stop and jots during
independent reading since the
beginning of the year. Link lesson
to Book, Head, Heart anchor chart.
Key Vocabulary/Academic Vocabulary to
include in the lesson:
- Book, Head, Heart anchor chart
- “Stop and jot”
- Ask, “how does this make me feel?”
“is the problem getting better or
worse?”
ELPS:
- Visuals, modeling, verbal prompts,
oral assessments, use complex
sentences stems, concrete
language, peer interactions, and
explicit instructions
I can plan for conversations with partners
by looking back at my independent
reading novel and sticky notes.
Summative (Formal) Assessment
- Thumbs up if this makes sense
- Use pulling sticks to randomize
student engagement to see if
everyone is understanding, not
just the students raising their
hands
- Walk around during partner work
to check for appropriate
conversations
Formative (Informal)l Assessment
Plan for Adjusting Pacing
- Modeling a different example
Materials:
- Independent reading novel
- Reading notebook

Managing Student ❏ When and how will you
Behavior Can’t teach
them if you can’t reach
them!
❏ What will it look and
❏ How will you allow for
- Sticky notes and/or notebook
entries
Technology
- Classroomscreen.com (for timer,
noise level checker, soft
background music, and partner
randomizer)
Other Resources:
Behavior Expectations for the Lesson:
establish rules for
learning and behavior - Before modeling my think aloud,
during the lesson? letting students know that I am
modeling expectations and that I
sound like if students don’t need my rhetorical questions
are engaged vs. answered
compliant in the
lesson?
- Letting students know what they
are going to be discussing in
partner work and that I will be
movement, transitions
or brain breaks to walking around to check that they
capitalize on are on task
engagement and - Students will be reminded of the
performance
expected volume during partner
work, if they cannot handle being
out of their seats and working with
a partner they will have to return
to their seats and lose their
privilege
- Tell students to be kind and
respectful during partner work,
refer to community contract on
how students treat other students
in the classroom
- When preparing for conversations
students should actively engage in
setting up their notebooks with
important information to be ready
for partner work
How engagement will look and sound
- Engagement will look like all
students participating in partner
conversations
- Engagement will include all
students being prepared to share
their thinking in partner work and
whole group (stick pulling)

Opening (describe
activity):
Opening:
Estimated time to
complete’:_______
Structure (whole class,
collaborative, individual,
etc): _______
Focus/Anticipatory
Set/Hook/Activate
Thinking
Estimated time to
complete:_______
Structure (whole class,
collaborative, individual,
etc): _______
‘I Do’/Content Input
(Direct Instruction –
describe activity):
Estimated time to complete
‘I Do’’:_______
Structure (whole class,
collaborative, individual,
etc): _______
Differentiation:
For Differentiation during
the “I Do” or the “Modeling”
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
Plan for movement, transitions, or brain
breaks, if applicable
❏ Opening: What will Opening, if applicable:
students be doing
immediately after the
bell rings to kickstart
class? (bell ringers, do
nows, seat work)
❏ Hook: What will you do
to get students excited
Hook:
about learning? Why is
this information
relevant? 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.
I Do/Content Input (modeling): I Do:
During this part of the lesson, the
teacher will model the strategy or
skill that students will learn. What
content knowledge are you
teaching students based on your
own understanding? You are
literally thinking aloud. Should
include both Tier 1 (examples)
and Tier 2 (think aloud)
- Partner will have the chance to
take materials to the floor
somewhere in the classroom to
have their partner conversation
- Stretch after independent reading
- Read aloud (10 mins)
- I will ask students what their
absolute favorite book is, or if they
don’t have one, what their current
book they’re reading is. I will ask
them to sum up why it’s their
favorite/reading it.
- I will share a little bit about one of
my favorite books as well to
contribute to the discussion.
- This will allow students to start
thinking about how to talk about
what they read.
- (in between modeling strategy and
hook)
- I will remind students that
we use our reading journals
to stop and jot and help us
remember/record our
thinking, but also to share
our thinking with others.
- I will refer to the
Community Contract we all
signed at the beginning of
the year, specifically the
“how students treat other
students” section, and point
out how we should engage
with each other.
- I will let students know that
throughout the year they
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
will meet with a partner and
discuss their current
reading so they need to be
prepared.
- I will model preparing for a
partner conversation by:
- Showing my current book
and reading notebook with
annotations.
- I will model how to scan
through my book for
important parts and read
through my annotations to
jog my memory on things I
could talk about in my
partner conversation.
- I will model how to read
through my annotations
- “Oh I remember this,
but I think I want to
talk about the time
Abek was acting
super suspicious. Let
me try to find that
part in the book.”
- “How did I feel about
this part of the book?
It kind of confused
me because it
seemed like a plot
twist…”
- I will model how to add
notes in my notebook about
things I would want to
discuss during my partner
conversation.
- “Oh I didn’t have a
sticky note for this,
but I want to
mention it in my
conversation. *quick
note in my notebook,
including page
number*
- I will ask the class, “Did you
see how I quickly skimmed
through my book? Did you
notice how I was looking for
specific parts and reading
 through my stop and jots for
important things I would
want to discuss?”
Differentiation for ‘I do”: Grouping of students, if applicable:
❏ Grouping of students:
What opportunities do
students have to work
independently or Differentiation: Enrichment and
together? How are
these groups designed Remediation:
to increase mastery of
objective? NOTE: You
may or may not have
groups during the I Do Accommodations and Modifications:
part of the Lesson) - I will model all my thinking and
writing under the hovercam so
❏ Differentiation - students can see my exact actions
Enrichment and rather than just hearing me do it.
Remediation: What
opportunities do - This will help students know how
students need to to do it on their own while they
strengthen their
understanding of the
prepare for their partner
strategy or skill conversations.
presented?

❏ Accommodations and
Modifications: What
accommodations and
modifications do you
have to make for ELL,
SPED, 504, and
struggling students?
How will these
accommodations and
modifications support
mastery of the
objective?

Questioning “I Do”: What type of Questions:

questions can you ask students to
overcome their mistakes? What
misconceptions do 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?
‘We Do’ (Guided Practice – We Do (Guided Practice):
Describe Activity) During this part of the lesson, the
teacher and students are thinking
Estimated time to complete aloud together.
‘We Do’’:_______
Structure (whole class,
- I will be asking rhetorical
questions while I model
Plan for calling on students:
- If there’s a question I want
students to actually answer I will
use sticks to make sure everyone
has a fair chance of sharing their
answers. Also that everyone is
actively engaged in the lesson.
We Do:
- I will connect my modeling to doing
a whole group preparation for a
partner conversation
- I will use Love That Dog, our read
collaborative, individual, aloud book, because I know we are
etc): ______
all reading it together
- I will ask students, “What should I
do first to start planning what I
might want to talk about in my
partner conversation?”
- I will use this time to pull
Differentiation sticks to ensure every
(Enrichment and student is engaged
remediation): Tailoring
instruction to meet - We will start by skimming through
individual needs; what we have read so far
differentiating the content, - When we get to a part that we’ve
process, and/or product.
Consider cultural had good discussions about as a
diversity, gifted, etc. class I will ask, “How can I make a
Accommodation(s)- A
new stop and jot for this part of the
change that helps a student book? What can I say about this in
overcome or work around my partner conversation?”
the disability:
- We will discuss something we
Modification(s)- A change wonder, notice, or feel about that
in what is being taught or part of the book and write it down
what is expected from the
student: on a sticky note.
- I will ask students, “What part of
Remember, an
accommodation is not
this activity makes the most sense
lowering expectations or to you? What part seems the most
teaching below grade level difficult?”
content/objectives.
- I will ask students if they have any
ESL Strategies Document questions about their expectations
for this activity before sending
ESL Strategies Matrix
them into independent reading.
Differentiation “We Do”: Grouping of students:
❏ Grouping of students:
What opportunities do
students have to work
independently or Differentiation: Enrichment and
together? How are
these groups designed Remediation:
to increase mastery of
objective?

❏ Differentiation - Accommodations and Modifications:

Enrichment and - I will use the anchor chart as a
Remediation: What
opportunities do reference to the steps we take in
students need to preparing for a partner
strengthen their conversation so that students know
understanding of the
strategy or skill where to look for help when
presented? working independently.
❏ Accommodations and
Modifications: What
accommodations and
modifications do you
have to make for ELL,
SPED, 504, and

‘You Do’ (Independent
Practice/Assessment of Skill
– Describe the Activity)
Estimated time to complete
‘We Do’’:_______
Structure (whole class,
collaborative, individual,
etc): ______
struggling students?
How will these
accommodations and
modifications support
mastery of the
objective?
Questioning “We Do”: What type
of questions can you ask students
to overcome their mistakes? What
misconceptions do 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 “We Do”:
What type of support or
academic feedback do they 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.
You Do (Independent Practice):
During this part of the lesson, the
teacher will monitor students’
understanding through
independent practice.
Questions:
- I will ask students, “What part of
this activity makes the most sense
to you? What part seems the most
difficult?”
- I will ask students if they have any
questions about their expectations
for this activity before sending
them into independent reading
Plan for calling on students
- I will use sticks to ensure everyone
is participating
Academic Feedback Stems:
- For students who aren’t
understanding how to create a stop
and jot for the part of the story they
want to talk about:
- “I like the part of the story
you chose to discuss. Did
you consider how this part
made you feel? Did you
notice the problem getting
better or worse?”
- For students who are
understanding the activity:
- “I enjoyed how you
connected the story to your
own life!”
- “Excellent job on explaining
how you connected this part
of the story to Book, Head,
Heart reading.”
You Do:
- I will instruct students to open
their reading journals to a new,
clean page and title it with the
book they are reading.
- I will ask students to go through
their book and sticky notes and
 repeat the process of preparing for
a partner conversation. They
should choose a part of their book
they want to discuss, add an entry
Differentiation to their notebook, then jot down a
(Enrichment and question or comment.
remediation): Tailoring
instruction to meet
- I will let them know that once they
individual needs; have found something to discuss
differentiating the content, with their partner they may begin
process, and/or product.
Consider cultural to independently read for the rest
diversity, gifted, etc. of the time.
- I will tell students that we will end
Accommodation(s)- (A
change that helps a student independent reading early so they
overcome or work around have a chance to meet with their
the disability):
partner to have their first partner
Modification(s)- (A conversation.
change in what is being - I will encourage adding more
taught or what is expected
from the student): notes/points to their reading
journal as they read independently
Remember, an to have extra things to talk about
accommodation is not
lowering expectations or with their partner if applicable.
teaching below grade level - We will end independent reading
content/objectives.
5-10 minutes early so that partner
ESL Strategies Document conversations can happen.
- Students will work with a
ESL Strategies Matrix
randomized partner, in any spot in
the room (appropriately) for about
3-5 minutes depending on
engagement.
- After, we will come back to the
whole group and debrief the
experience. What was hard? What
was easy?
Differentiation “You Do”: Grouping of students:
What instructional strategies and
planned supports will you employ - I will use a randomizer on
to meet the needs of each student classroomscreen.com to create
in order for each student to partners
demonstrate learning and move
towards mastery regarding the
learning target(s)? Differentiation - Enrichment and
❏ Grouping of students:
What opportunities do
Remediation:
students have to work - I will be walking around during
independently or partner conversations to observe
together? How are
these groups designed discussions. If I feel students aren’t
to increase mastery of understanding the correct
objectives? information they should be talking
about I will use that time to do a
❏ Differentiation - quick reteach about what is
Enrichment and
Remediation: What
important to discuss during
 opportunities do
students need to
strengthen their
understanding of the
strategy or skill
presented?
❏ Accommodations and
Modifications: What
accommodations and
modifications do you
have to make for ELL,
SPED, 504, and
struggling students?
How will these
accommodations and
modifications support
mastery of the
objective?
Questioning “You Do”: What
type of questions can you ask
students to overcome their
mistakes? What misconceptions
do 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 “You Do”:
What type of support or
academic feedback do they 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.
partner conversations to make the
most of their time together.
Accommodations and Modifications:
Questions:
- “What part of your book did you
choose to discuss and why?”
- “Is there another part of the book
that is related to the one you
chose?”
- “If you made a prediction based on
the part of the book you chose, why
did you decide that? What does the
book tell you that helped you
create your opinion?”
- “What was hard about partner
talks? What was easy?”
Describe your plan for calling on students:
- Pulling sticks
Academic feedback stems:
- “I enjoyed your reaction to the
story! It really helped me
understand the plot.”
- “The strongest part of your work is
your connections and
explanations.”
- “One suggestion would be to think
about how this part of the book
makes you feel or what you wonder
about it.”
- “I understand you are summarizing
a part of the story, but did you
consider thinking about how you
reacted to this specific part? What
did you feel? Were you confused?
Happy? Sad?”
Closing - Check for
Understanding (Describe
the activity): How will the
lesson end and bridge to
learning for the future?
What do you want to
reiterate to students?
Based on the pacing of the
lesson and feedback from
students, did they master
the objective? Make sure to
revisit objectives.
Write your Closure using the Launch Frame:
Planning a Discussion
Framework: - We have been learning how to
prepare for a partner conversation.
Launch Frame What were the key steps in getting
❏ Opening statement
ready to discuss our books?
and question to get
the discussion
started (Example, Eliciting, Orienting Questions:
“We have been - What is one way that is helpful to
learning how to add you when preparing for a partner
fractions in this
activity. What was
conversation?
an important key in - How can you choose what part of
adding the fractions the book to write about or include
that helped you? in your discussion?
What have we been - Can it be any part or is there
learning about
today?”) something specific you
Eliciting, Orienting HAVE to talk about?
Questions to ask During the - What is the purpose of talking
Discussion about the books we are reading?
❏ What eliciting,
probing, and
orienting Conclusion Frame
questions will you - Today we used our independent
ask during the reading books to prepare for a
discussion?
Conclusion Frame partner conversation. On Friday,
❏ Closing statement we will be referring back to our top
about what they 4 favorite poems and choosing one
learned in the to use during a partner
lesson and what
they will be
conversation. We will be using the
working on next. same steps to prepare for our
(Example - “We conversations and we will get to
have been adding find some similarities and
fractions in this
activity - In our
differences between talking about
next activity, we novels versus poems!
are going to
continue this
work…. or
Tomorrow, we will
begin subtracting
fractions.)