Lesson Plan Template (Direct)
Teacher Candidate: Karla Tamez
Subject: ELA/Writing Grade Level: 2nd
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?
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.
Mentor: Norma Lopez
They are going to learn chronological order, and how to
obtain information from graphs. They are going to
continue learning over the central idea, and using
evidence from the text to support the idea.
TEKS…
ELA2.9Di- Recognize the characteristics and structures of
an informative text, including; central idea and supportive
evidence with adult assistance.
ELA2.9Dii- Recognize the characteristics and structures of
an informative text, including; features and graphics to
locate and gain information.
ELA2.9Diii- Recognize the characteristics and structures of
an informative text, including; organizational patterns
such as chronological order.
I can…
- Recognize the characteristics and structure of an
informative text, including central idea and the
evidence that supports it.
- Features and graphics
- And put a story in chronological order.
Connection to past learning (previous TEKS)
I will talk about the central idea of the book, which is
something they learned about the prior week and
expanded on this week.
Key Vocabulary/Academic Vocabulary to include in the
lesson:
Topic, central idea, first, secondly, then, finally.
ELPS
I can …
I will have the students fill out the same graphic
organizer that they did for the pre-assessment, but it’ll
be about the life cycle of the butterfly. They will write
down the order of the cycle, using keywords
(first,secondly, then, finally).
I will show the students my anchor chart, which will be
the steps on how to make my cookies. I’ll use pictures of
the order, along with the keywords which are written on
flashcards. For pacing, I will be adding a turn and talk in
 the beginning of the lesson, asking them to tell their
partner about how they make their favorite sandwich.
This will help me see where I can expand more
throughout my lesson.

What are your plans for adjusting the pacing of the unit for For my struggling learners, I will also have cognates
struggling learners? written out for them to see on the board if they are
struggling with language.

Materials/Technology/Resources needed for the lesson: Materials: Anchor chart, pencils, worksheet.
Describe the materials, technology, and resources needed
for the lesson Technology: Book online, computer, and screen projector.

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:
How engagement will look and sound
The students will repeat the I Can statement after me, will
contribute to the turn and talk, and will answer questions.
Plan for movement, transitions, or brain breaks, if
applicable
Move from the rug to their desks.

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

activity): students be doing
immediately after the I will be doing the I can statement.
Opening: bell rings to kickstart
Estimated time to class? (bell ringers, do
complete’:_______ nows, seat work) Hook:
Structure (whole class,
collaborative, individual, I’m going to be asking the kids to do a turn and talk, asking
etc): _______ ❏ Hook: What will you them to tell their partner the steps on how to make their
do to get students favorite sandwich.
Focus/Anticipatory excited about learning?
Set/Hook/Activate Why is this information
Thinking relevant? How will you
Estimated time to motivate students to
complete:_______ learn this material in
Structure (whole class, the set and throughout
collaborative, individual, the lesson? Think about
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 I Do/Content Input (modeling): I Do:

(Direct Instruction –
describe activity):
Estimated time to complete
‘I Do’’:_______
Structure (whole class,
collaborative, individual,
etc): _______
During this part of the lesson, the
teacher will model the strategy or I then will have the students look at me by the easel, there
skill that students will learn. What I will show them how I make my favorite cookies. I will
content knowledge are you make this into an anchor chart. I will use flashcards with
teaching students based on your key words (first, second, then, lastly).
own understanding? You are
literally thinking aloud. Should
include both Tier 1 (examples)
and Tier 2 (think aloud)

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
‘We Do’ (Guided Practice –
Describe Activity)
Estimated time to complete
‘We Do’’:_______
Structure (whole class,
collaborative, individual,
etc): ______
Differentiation for ‘I do”: Grouping of students, if applicable: They’ll be on the carpet,
❏ Grouping of students: in their assigned spots.
What opportunities do
students have to work Differentiation: Enrichment and Remediation:
independently or
together? How are
these groups designed
to increase mastery of Specific accommodations and Modifications:
objective? NOTE: You
may or may not have
groups during the I Do
part of the Lesson)
❏ Differentiation -
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?
How will these
accommodations and
modifications support
mastery of the
objective?
Questioning “I Do”: What type of Questions:
questions can you ask students to “Why do you think it’s important for us to use keywords?”
overcome their mistakes? What “Why do you think I organized my information like this?”
misconceptions do you anticipate
students might have? (Using Plan for calling on students:
Bloom’s Taxonomy or Costa’s
Levels of Thinking, plan some Sticks, or raised hands.
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:
During this part of the lesson, the The students and I will look over our sketchnotes, and pair
teacher and students are thinking it back with our book. We will name the parts together.
aloud together. The students will help me label these in the cycle, and then
they will do the same on their sketchnotes.
Differentiation “We Do”: Grouping of students: In their seats
❏ Grouping of students:
What opportunities do
students have to work Differentiation: Enrichment and Remediation:
independently or
together? How are
these groups designed Specific Accommodations and Modifications:

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
to increase mastery of
objective?
❏ Differentiation -
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?
How will these
accommodations and
modifications support
mastery of the
objective?
Questioning “We Do”: What type Questions:
of questions can you ask students
to overcome their mistakes? What “How can I remember what order I go in?”
misconceptions do you anticipate “Why are the keywords so important?”
students might have? (Using
Bloom’s Taxonomy or Costa’s Plan for calling on students
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”: Academic Feedback Stems

What type of support or
academic feedback do they need - Great job on using keywords
to overcome such challenges? - If we think about the movie playing in our mind,
How do you plan to reteach if what would come next?
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 You Do (Independent Practice): You Do:

Practice/Assessment of Skill
– Describe the Activity)
Estimated time to complete
‘We Do’’:_______
Structure (whole class,
collaborative, individual,
etc): ______
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
The students will use their sketchnote notebook to write
out the life cycle of the butterfly, using the same worksheet
as the one from the pre-assessment.
Grouping of students:
They’ll be at their desks.
Differentiation - Enrichment and Remediation:
 towards mastery regarding the Accommodations and Modifications:
learning target(s)? The students who struggle will be able to look over the
❏ Grouping of students: book again along with the keywords.
Differentiation What opportunities do
(Enrichment and students have to work
remediation): Tailoring independently or
instruction to meet together? How are
individual needs; these groups designed
differentiating the content, to increase mastery of
process, and/or product. objectives?
Consider cultural
diversity, gifted, etc.
❏ Differentiation -
Accommodation(s)- (A Enrichment and
change that helps a student Remediation: What
overcome or work around opportunities do
the disability): students need to
strengthen their
Modification(s)- (A understanding of the
change in what is being strategy or skill
taught or what is expected presented?
from the student):

Remember, an ❏ Accommodations and

accommodation is not Modifications: What
lowering expectations or accommodations and
teaching below grade level modifications do you
content/objectives. have to make for ELL,
SPED, 504, and
ESL Strategies Document struggling students?
How will these
ESL Strategies Matrix accommodations and
modifications support
mastery of the
objective?

Questioning “You Do”: What Questions:

type of questions can you ask “If we play the movie in our mind, how would we put it in
students to overcome their words?”
mistakes? What misconceptions
do you anticipate students might Describe your plan for calling on students:
have? (Using Bloom’s Taxonomy Raised hands.
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”: Academic feedback stems:

What type of support or
academic feedback do they need - I loved the way you wrote down the steps, but
to overcome such challenges? maybe you can add some words that can help
How do you plan to reteach if you describe it more.
students are not mastering - That is a great way to describe what happened,
content? but does it make sense being written in this
Plan at least 2-3 academic order?
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 using the Launch Frame
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.
Planning a Discussion
Framework: Eliciting, Orienting Questions
Launch Frame Conclusion Frame: “Today we finished learning over the
❏ Opening statement chronological order, I want you to turn to your table
partner and share what you have learned.”
and question to get
the 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
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.)