Lesson Plan Template (Direct)
Teacher Candidate: Rachel Piejko
Subject: Math 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
Lesson 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
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?
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.
What are your plans for adjusting the pacing of the unit for
struggling learners?
Mentor: Melisande Nestor
Students are going to learn how to solve one and two step
problems using data from a dot plot.
TEKS… 5.9C
(9) Data analysis. The student applies mathematical
process standards to solve problems by collecting,
organizing, displaying, and interpreting data. The student
is expected to:
(C) solve one- and two-step problems using data from a
frequency table, dot plot, bar graph, stem-and-leaf plot, or
scatterplot.
I can… solve one-and two-step problems using data from
a dot plot.
Connection to past learning (previous TEKS): Students
have previously used tables, coordinate planes, and graphs
to find data and solve problems. 5.9C.
Key Vocabulary/Academic Vocabulary to include in the
lesson: dot plot and data
Students will be summatively assessed on the Unit 9
Test at the end of the unit.
To formatively assess student mastery, I will ask
students questions as we are going, look at the work
they show on their independent work, look at the work
that students do independently on their computers,
watch students in small groups, and ask students
questions at the end of the lesson.
All of our students attend small groups with one of the
math teachers that differentiate based on students’
math levels and needs. Groups are based on test data
and are rearranged according to levels and student
needs. For our struggling learners, they are supported
in their small groups by having the teacher work
through the problems at a slower pace, constantly
checking for understanding, and meeting learners
where they are at in order to best support them.
Materials/Technology/Resources needed for the lesson: Materials: math worksheet, pencils, whiteboards, dry erase
Describe the materials, technology, and resources needed markers
for the lesson
Technology: promethean board, chromebooks

Other Resources:

Managing Student Behavior Can’t teach them if you can’t
reach them!
❏ When and how will you establish rules for learning
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?
Behavior Expectations for the Lesson: Students will be in
their seats paying attention with their full body when the
teacher is teaching. When students must participate, they will
be fully engaged with their partner, showing respect to the
lesson, other students, and themselves. If students do not
behave as expected, the first step will be teacher proximity. If
that does not work, the teacher will give the student a verbal
warning and communicate to the student what is expected of
them. If that does not work, the student will be relocated to
another spot in the classroom with communication of what is
expected/what did not go well. Lastly, if a student still
continues to misbehave, they will be sent to the office with
their work to complete and have a talk with the admin and the
teacher.

How engagement will look and sound: Students will raise

their hands to answer questions when appropriate, participate
in stop, think, pair, shares when prompted to. Students will be
quiet when they are listening to the teacher or peers speak.
Students will be taking turns when appropriate to share ideas
out loud with their groups or partners. The students will be
staying on task with the lesson.

Plan for movement, transitions, or brain breaks, if

applicable: During individual work time, if I see that students
are working on an appropriate noise level efficiently, I will let
them move to the floor around their desk area and around the
room accordingly. They know that they must earn this, and
continue to work without distractions no matter where they
are.

Opening (describe ❏ Opening: What will Opening, if applicable: N/A

activity): students be doing
immediately after the
Opening: bell rings to kickstart
Estimated time to class? (bell ringers, do
complete’:_______ nows, seat work) Hook: Together as a class, we will create a dot plot. We can use
Structure (whole class, student and teacher’s shoe sizes in order to make a dot plot all
collaborative, individual, together. This will be a number that students know that can be
etc): _______ ❏ Hook: What will you graphed and prepared. I will have students place their dot on
do to get students the dot plot. Then, I will ask students follow up questions
Focus/Anticipatory excited about learning? about the dot plot we created.
Set/Hook/Activate Why is this information
Thinking relevant? How will you Questions:
Estimated time to motivate students to Which shoe size is the most popular in our class?
complete:_______ learn this material in How can we verify (or check) that this is the most popular?
Structure (whole class, the set and throughout Do more students have shoe sizes greater than a size 4 or less
collaborative, individual, the lesson? Think about than a size 4? (Teacher will change sizes accordingly based on
etc): _______ how this activity is where a good comparison number 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): _______
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
I Do/Content Input (modeling): I Do: I will model for students how to solve a problem
During this part of the lesson, the using a dot plot.
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)
We will start by looking at the top information and the
dot plot. Then, I will analyze my dot plot, looking at
the labeled title and number line. From there, I will
see what I notice. Next, I will put the question part on
the screen and use the data from the dot plot to
answer the question. I will see that the fraction of
students in the class that have two or more pets is
16/24 which simplifies down to ⅔ when both numbers
are divided by 8. Our answer is C.
Differentiation for ‘I do”: Grouping of students, if applicable: Students will follow
❏ Grouping of students: along independently at their assigned desks.
What opportunities do
students have to work
independently or Differentiation: Enrichment and Remediation: Since
together? How are students are following along with my lesson, there will not be
these groups designed enrichment and remediation at this point since all students are
to increase mastery of following along with me.
objective? NOTE: You
may or may not have
groups during the I Do Specific accommodations and Modifications: Students who
part of the Lesson) need push-in supports will be provided push in support. The
problem will be printed out for all students to take notes on
with their pencils and can put in their math binders to save for
❏ Differentiation - later.
Enrichment and
Remediation: What
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?

‘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
accommodation is not
lowering expectations or
teaching below grade level
content/objectives.
ESL Strategies Document
ESL Strategies Matrix
How will these
accommodations and
modifications support
mastery of the
objective?
Questioning “I 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?
We Do (Guided Practice):
During this part of the lesson, the
teacher and students are thinking
aloud together.
Differentiation “We Do”:
❏ Grouping of students:
What opportunities do
students have to work
independently or
together? How are
these groups designed
to increase mastery of
objective?
❏ Differentiation -
Enrichment and
Remediation: What
opportunities do
Questions:
How did I know which dots to count from my dot plot to
identify the students that have 2 or more pets?
Who can clarify why I picked the answer ⅔ when I saw that
16/24 of the students have 2 or more pets?
Plan for calling on students: I can start with people who
volunteer, encourage more students to volunteer, pick sticks
from the cup with students’ name on them, have students hold
up a hand gesture in front of their chest to make sure everyone
is thinking, allow for more wait time, call on students from a
certain table/group, call on students who are not paying
attention, partners, call on students who know the answer and
just need encouragement, or pick someone to speak.
We Do: We will solve a problem together.
We will start by looking at the top information and the
dot plot. Then, we will analyze the dot plot, looking at
the labeled title and number line. From there, I will
see what we notice. I will pick a few students who can
raise their hand and share what they notice. Next, I
will put the question part on the screen and have a
few students raise their hands to find a keyword for
me in the problem. Once we figure out that we have
to subtract, we can use the data from the dot plot to
answer the question. We will box in 90 or less on the
dot plot in one color. We will count all the dots to get a
total of 14. Then we will count the students who did
not get 90 or less to get a total of 11. We will subtract
14-11=3 so our answer is D.
Grouping of students: Students will be sitting at their
assigned desks, working with the class.
Differentiation: Enrichment and Remediation: We will
solve this problem together as a class. Students who
understand are encouraged to share their knowledge and
participate in the whole class discussion. After this section,
students will be moved into their small groups for
differentiated levels since at this stage, there is not a lot of
differentiation.
Specific Accommodations and Modifications: Students who

‘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
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 “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
towards mastery regarding the
learning target(s)?
need push-in supports will be provided push in support. The
problem will be printed out for all students to take notes on
with their pencils and can put in their math binders to save for
later.
Questions:
Why is it important to understand what the question is asking
us to do?
How can I tell that our answer makes sense?
Plan for calling on students: I can start with people who
volunteer, encourage more students to volunteer, pick sticks
from the cup with students’ name on them, have students hold
up a hand gesture in front of their chest to make sure everyone
is thinking, allow for more wait time, call on students from a
certain table/group, call on students who are not paying
attention, partners, call on students who know the answer and
just need encouragement, or pick someone to speak.
Academic Feedback Stems:
Excellent job solving the problem!
Don’t forget to make sure your answer makes sense.
How will we make sure that we get the right answer to the
problem?
You Do: At this time, students will be pulled for small groups
and working on dot plot practice on their own. Half the
students will be in small groups in the first rotation, and the
other half of the students will be in the second rotation.
Students who are not in a small group will be working on dot
plot practice on their own on a worksheet and on their
chromebooks. They are to complete the worksheet for a grade
first independently and turn it in. Once they have completed
that, they are then able to practice on their computer through a
math program.
Grouping of students: Students are grouped into small groups
based on previous test scores, data, and class performance in
order to best differentiate and meet the needs of the students.
Differentiation - Enrichment and Remediation: When
students have completed the worksheet, they are able to use
their computer to practice more dot plot problems. The math
programs will give them more advanced problems as they
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):
❏ Differentiation -
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.
❏ Accommodations and
ESL Strategies Document
ESL Strategies Matrix
❏ Grouping of students: progress. If students need more help, the computer program
What opportunities do will provide them with examples or more simple problems for
students have to work the students to work their way up.
independently or
together? How are Accommodations and Modifications: Students with
these groups designed accommodations will have their push in and pull out support.
to increase mastery of Small groups will help meet the needs of students and stay
objectives? student paced. Using computer programs will help students
stay on their level. Students who need extra time will have
more time to complete their problems. Students who are not
understanding after the “I do” and small group section of the
Enrichment and lesson will have intervention following the lesson by the
Remediation: What teacher in order to best support the student.
opportunities do
students need to
strengthen their
understanding of the
strategy or skill
presented?
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?
How would you explain how to solve a dot plot problem to a
younger student?
Why do you think you found the correct answer?
Show me how you solved this problem.
Solve this problem but explain out loud to the group how you
got your answer.
Describe your plan for calling on students: In a small group,
I will ask all students questions based on how they solved the
problem, differentiate questions to students' needs, and have
them clarify their thinking. All students will be asked questions
as I best see fit to meet their needs.

Academic Feedback “You Do”: Academic feedback stems:

What type of support or
academic feedback do they need I enjoyed you explaining the problem to me because you did it
to overcome such challenges? correctly and explained it beautifully step by step.
How do you plan to reteach if
students are not mastering Think about what the question is asking and if you fully
content? answered it correctly.
Plan at least 2-3 academic
feedback stems that are aligned to Why are you starting by looking at this section of the dot plot?
the learning goal so that they can
easily identify students who are
meeting those goals.

Closing - Check for Write your Closure using the Launch Frame: Today we have been solving problems using
Understanding (Describe Planning a Discussion data from dot plots.
the activity): How will the Framework: What is an important key factor in remembering how to solve
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.
questions with dot plots?
Launch Frame Answer: To look at exactly what the question is asking for and
❏ Opening statement make sure you correctly use the data to answer the question.
and question to get
the discussion Eliciting, Orienting Questions:
started (Example, What did you observe working with dot plots today?
“We have been Answer: dots on a number line represent data.
learning how to add
fractions in this Why do you think dot plots are important?
activity. What was Answer: to organize data showing clusters, gaps, and repeated
an important key in values.
adding the fractions
that helped you?
What have we been Conclusion Frame:
learning about Awesome work today friends! We have been solving problems
today?”) using data from dot plots. Next time, we will review what we
Eliciting, Orienting have learned so far about all types of data and graphs.
Questions to ask During the
Discussion
❏ What eliciting,
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.)