Lesson Plan Template (Direct)

Teacher Candidate: Marilyn Ornelas

Subject Spanish Grade Level: 8th Mentor: Elaine Britt

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?
Students will have already read the story “
Nosotros,No (Not us)” and have learned
new vocabulary and explored their
meaning. In today’s lesson students will
express their opinion and talk about the
effect of technology on people and society.
Today, I will lead students in their creation
of a persuasive poster about the
advantages or disadvantages of
technology related to the Story
Nosotros,No. Students will choose a side of
the story: if they are going against it or if
they agree. The purpose of this poster is to
persuade the community to accept or
reject the injection in an imaginary world.
Students will also practice the skill of using
their previous knowledge and learning to
make connections between what they’ve
learned about Technology and Science
and how it can impact a community or a
culture. The purpose of this lesson in
general is to guide students to practice
their persuasive skills and lead students in
the realm of presentation so they can
broaden their skills and become more
comfortable. Students will present their
poster in front of the class to improve
presentation skills.

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
TEKS…114.40(c)(1) Interpersonal
communication: Speaking and writing.
The student negotiates meaning through
the spoken and written exchange of
information in rehearsed and unrehearsed
situations in a variety of contexts. The
student uses a mixture of short
statements and sentences with
appropriate and applicable grammar
structures and processes at the specified
proficiency levels.

Lesson Objective: Targets must be aligned to the TEKS and with I can explain the importance of inventions
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
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 NA if Not Applicable)
Include #s, letters and full-verbiage
https://ipsi.utexas.edu/EST/files/standards/ELPS/ELPS.pdf
Language Objective based on ELPS: (TSWBAT…), If
applicable (Put NA if Not Applicable)
Use the format: “ I can…”
How will you summatively assess student mastery?
NOTE: The summative assessment might not be a part of this
lesson..You might describe your post-assessment here if it is
different from your IP.
How will you 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.
and basic vocabulary related to science
and technology.
I can understand how inventions can
affect people and the various ways in
which technology can impact a
community or a culture.
I can create a persuasive poster of my
understanding of the story titled “
Nosotros,No (Not Us)” by giving my own
opinion of the story.
Connection to past learning (previous TEKS)
Students will have already read the story “
Nosotros,No (Not us)” and have learned
new vocabulary and explored their
meaning.
Key Vocabulary/Academic Vocabulary to include in the
lesson:
Predecir, milagros, latitudes, conquistar,
inyección, garantiza, descomponer,
organismo, universo, ingenua,
comprender, suicidarse, perpetua,
estanque, verdugos, carcomiendo,
renacuajos, desprecio, súbitamente,
marginados, ondear, asilo, surtir, senectud,
milagros, teletipos, tintinear.
ELPS
NA
I can …
NA
Summative (Formal) Assessment
Students will create a persuasive poster
about the advantages or disadvantages of
technology related to the Story
Nosotros,No. Students will choose a side of
the story: if they are going against it or if
they agree. The purpose of this poster is to
persuade the community to accept or
reject the injection to become immortal in
an imaginary world.
Formative (Informal) Assessment
I will ask questions to recall previous
knowledge. Before the lesson and as a

What are your plans for adjusting the pacing of the unit for
struggling learners?
Materials/Technology/Resources needed for the lesson:
Describe the materials, technology, and resources needed
for the lesson
Managing Student Behavior Can’t teach them if you can’t
reach them!
❏ When and how will you establish rules for learning
warm up I will ask students what they
think of technology and their opinion on
how it can affect a community or a culture.
I will also be walking around the students'
tables to answer any questions that they
might have during the activity.
Plan for Adjusting Pacing:
If students are struggling in
understanding the objectives of the
lesson, I will stop and explain the lesson by
providing more examples of sentences
that can persuade the audience or a
community. I will review previous learnings
to make connections with the new lesson.
If there are only a few students that don't
understand how to express themselves, I
will work with those students and explain
more examples for them.
I will provide sentence stems for students
to learn how to answer using writing and
speaking in complete sentences.
If students are understanding the lesson I
will then continue with the teaching.
If we are running out of time, students will
then have the opportunity to continue the
next day where only 10 minutes will be
allowed to finish the project.
Materials: Poster paper, markers, color
pencils.
Schoology, Students will have
Technology:
the opportunity to vote in real time using
this website www.menti.com
Reading story of “Nosotros
Other Resources:
No” will be available in Schoology. New
vocabulary charts and sentence stems will
be displayed on the wall.
Behavior Expectations for the Lesson:
Students should put away their phones as
soon as the lesson begins. Students will
 and behavior during the lesson?
❏ What will it 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
❏ What will you use for an attention signal?
know their assigned seat and as soon as
they sit down they will start with their
warm up activity.
How engagement will look and sound
● Students will be expected to listen,
participate with their partner,
engage in the activity.
● I will communicate instructions on
details of the activity at the
beginning of the lesson.
● I will also remind them of the
expected behavior throughout the
lesson.
● Engagement will be evidenced by
students talking to their partners
and working together to create a
poster.
● Students that pay attention and are
engaged will be rewarded with
Dojo Points Vs students that are
unengaged will not get rewarded
and will have a scheduled one on
one.

Plan for movement, transitions, or brain breaks, if

applicable
● Students will be paired with a
partner from their table.
● Attention signal “ if you can hear
my voice clap once”

Opening (describe ❏ Opening: What will Opening, if applicable:

activity): students be doing
immediately after the Students will have a warm up by
Opening: bell rings to kickstart
Estimated time to class? (bell ringers, do
imagining that they are in the story. They
complete’:_______ nows, seat work) will decide if they are willing to accept or
Structure (whole class, reject the injection that will make them
collaborative, individual, immortal. They will write a benefit or a
etc): _______ ❏ Hook: What will you
do to get students disadvantage of accepting or rejecting this
Focus/Anticipatory excited about learning? injection. 5 min
Set/Hook/Activate Why is this information
Thinking relevant? How will you
Estimated time to motivate students to Hook:
complete:_______ learn this material in Students will vote if they accept or reject
Structure (whole class, the set and throughout
collaborative, individual, the lesson? Think about the injection in the link provided. 1 min
etc): _______ 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
(Direct Instruction –
describe activity):
Estimated time to complete
‘I Do’’:_______
Structure (whole class,
collaborative, individual,
etc): _______
I Do/Content Input (modeling):
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)
I Do: I will start by explaining the
requirements of the activity. For example, I
will mention that it needs a creative title.
It's requiere to use a minimum of three
opinions this means three full well
explained sentences. Students are
expected to use at least 5 new vocabulary
words from the chart list. Also, an image
needs to be included in the poster. 2 min

Differentiation for ‘I do”: Grouping of students, if applicable:

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
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
❏ Grouping of students:
What opportunities do Students will be grouped with different
students have to work
independently or
skills. For example, one student that is
together? How are strong in writing with another one that
these groups designed needs to improve or practice more of that
to increase mastery of skill. Or one student that is strong in
objective? NOTE: You
may or may not have speaking with an introverted student or
groups during the I Do has anxiety around public speaking. The
part of the Lesson) purpose of grouping is that every student
has the opportunity to improve their
❏ Differentiation - presentational skills in front of class.
Enrichment and
Remediation: What Differentiation: Enrichment and Remediation:
opportunities do
students need to
The use of small groups is an opportunity
strengthen their for every student to practice teamwork
understanding of the and at the same time feel supported while
strategy or skill presenting in front of the class. These
presented?
practices are important to make them
ready for college.
❏ Accommodations and
Modifications: What
accommodations and Specific accommodations and Modifications:
modifications do you
have to make for ELL, I will provide sentence stems and a chart
SPED, 504, and with the new vocabulary that will be
struggling students? displayed on the wall for students’
How will these
accommodations and
guidance.
modifications support
mastery of the
objective?
Questioning “I Do”: What type of (2 min)
Questions:
questions can you ask students to
overcome their mistakes? What
How many years will citizens be able to get
misconceptions do you anticipate a booster injection?
students might have? (Using
Bloom’s Taxonomy or Costa’s Who would get the injection?
Levels of Thinking, plan some
questions you will ask student)
How old a person needs to be in order to
How will you make sure that you get the injection?
are calling on volunteers,
non-volunteers, and a balance

‘We Do’ (Guided Practice –
Describe Activity)
Estimated time to complete
‘We Do’’:_______
Structure (whole class,
collaborative, individual,
etc): ______
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
of students based on ability What is transmission of images?
and sex?
Besides immortality, will humans gain
other benefits? Give examples?
What do you think the author thinks about
immortality?
According to the story, what young people
think about their parents?
What does the expression 100 ml mean in
the story?
What is the genre of this story?
Plan for calling on students
● I will ask for volunteers to answer
these questions.
● I will ask students from different
sides of the classroom to answer
some of the questions.
● I will ask for volunteers to read the
objectives.
We Do (Guided Practice): We Do
During this part of the lesson, the Students will answer some questions to
teacher and students are thinking
aloud together.
recall previous knowledge and to recall
information about the text.
Differentiation “We Do”: Grouping of students:
❏ Grouping of students: Students will work in groups of two or
What opportunities do
students have to work
three to complete the poster and then
independently or present it in front of the class.
together? How are
these groups designed
to increase mastery of Differentiation: Enrichment and Remediation:
objective? ● Students will have several
questions to answer throughout
❏ Differentiation -
Enrichment and the activity with the opportunity to
Remediation: What give their opinions
opportunities do ● Scaffolded questions
students need to
strengthen their ● Collaboration with a partner
understanding of the ● Think aloud
strategy or skill ● Collaboration through turn and talk
presented?
❏ Accommodations and Specific Accommodations and Modifications:
Modifications: What ● Teacher will walk through the
accommodations and tables to make sure each group is
modifications do you on task.
have to make for ELL,
SPED, 504, and ● Vocabulary word chart
struggling students? ● Sentence stems
How will these
accommodations and
modifications support
accommodation is not
lowering expectations or
teaching below grade level
content/objectives.
ESL Strategies Document
ESL Strategies Matrix
‘You Do’ (Independent
Practice/Assessment of Skill
– Describe the Activity)
Estimated time to complete
‘We Do’’:_______
Structure (whole class,
collaborative, individual,
etc): ______
Differentiation
(Enrichment and
remediation): Tailoring
instruction to meet
individual needs;
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.
Differentiation “You Do”:
What instructional strategies and
planned supports will you employ
to meet the needs of each student
in order for each student to
demonstrate learning and move
Questions:
● Would you get the injection to
become a mortal? Why?
● Mention a benefit or a
disadvantage of receiving it?
● Would this make you happier?
● Do you think everyone should get
it?
Plan for calling on students
I will ask these questions to each table to
guide them in the elaboration of their
sentences.
Academic Feedback Stems
● Is your poster persuasive to the
community?
● Do you think that these will
convince people to follow your
opinion?
● Students will get immediate
feedback throughout the lesson.
Also, I will write feedback in their
discussions in schoology.
● If Students are not mastering the
content, I will pause and use
different examples of how I can
create a poster that could convince
the community to follow my
opinion or my point of view.
You Do
Each group will have the opportunity to
present in class. Some groups might have
to present the next day since our class
period is only 45 minutes.
Each group will have the opportunity to
read or explain their posters and their
opinions to the entire class.
Some students might have questions to
the group that is presenting.
Grouping of students:
Each group will present to the whole class
and will explain their poster.
Differentiation - Enrichment and Remediation:
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
towards mastery regarding the Some students that are introverted will
learning target(s)?
❏ Grouping of students:
feel more confident in speaking if they
What opportunities do have a partner next to them. These will
students have to work create a sense of security while presenting.
independently or .
together? How are
Accommodations and Modifications:
these groups designed
to increase mastery of
objectives? ● Sentence stems
● Vocabulary chart on wall
● Guidance from teacher
❏ Differentiation -
Enrichment and
Remediation: What
opportunities do
students need to
strengthen their
understanding of the
strategy or skill
presented?

ESL Strategies Matrix ❏ 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 Questions:

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?
In this part the audience might have
questions to clarify the opinion of the
group presenting.
● What do you think that will benefit
the entire world?
● Do you think it is fair for the adults?
why?
● Do you think it is fair for people that
just turn 21 the next day? Why?
● Do you think that is going to be
possible in 2168?

Describe your plan for calling on students:

Academic Feedback “You Do”: Academic feedback stems:

What type of support or ● Excellent job on explaining your
academic feedback do they need
to overcome such challenges?
opinion
How do you plan to reteach if
students are not mastering ● You did a great job on explaining
 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.
your reasons.
● I enjoyed reading the details that
you provided in your warm up and
your poster.

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 We have listened to some of the
Framework:
presentations. What else did you learn
Launch Frame from your peers?
❏ Opening statement
Students will have an exit ticket with
and question to get
the discussion pictures of different clothing items in
started (Example, Spanish. Students will have to match the
“We have been correct Spanish name with each picture.
learning how to add
fractions in this
activity. What was Eliciting, Orienting Questions
an important key in
After listening to the presentations have
adding the fractions
that helped you? you changed your mind? Or do you still
What have we been defend your opinion?
learning about
today?”) Conclusion Frame
Eliciting, Orienting
Questions to ask During the If we don’t finish on the first day, I will
Discussion inform students that we will continue with
❏ What eliciting, the presentations next class.
probing, and
orienting
questions will you
ask during the
discussion?
Conclusion Frame
❏ Closing statement
about what they
learned in the
lesson and what
they will be
working on next.
(Example - “We
have been adding
fractions in this
activity - In our
next activity, we
are going to
continue this
work…. or
Tomorrow, we will
begin subtracting
fractions.)