Lesson Plan Template (Direct)

SAC Chart

Teacher Candidate: Karla Tamez

Subject Math Grade Level: 2nd Mentor: Norma Lopez

Central Focus: Describe the important understandings and core The central focus is that the students will be learning how
concepts that you want students to develop over the course of to name the value of different coins and how to count
the learning segment/lesson. What are they going to learn? them.

Standard: Using the TEKS as guidance, what standard(s) do you TEKS…

want your students to master?) 2.5A: Determine the value of a collection of coins up to one
https://tea.texas.gov/curriculum/teks/ dollar

Deconstructing/ 2.5B: Use the cent symbol, dollar sign, and the decimal point to
Unpacking the Standard(s) name the value of a collection of coins.
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 I can…
the assessment(s); targets should be stated as measurable in - Determine the value of a collection of coins up to
student friendly language. What will students be able to do? Use “I one dollar.
can” statements . You cannot change the verb or content. - Use symbols for the cents, dollars, and decimal
***Reminder - Verb alignment present in standard, objective and points to name the value of coins.
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?
Connection to past learning (previous TEKS)
Key Vocabulary/Academic Vocabulary to include in the
lesson:

ELPS, if applicable: (Put NA if Not Applicable) ELPS: N/A

Include #s, letters and full-verbiage
https://ipsi.utexas.edu/EST/files/standards/ELPS/ELPS.pdf

Language Objective based on ELPS: (TSWBAT…), If I can …

applicable (Put NA if Not Applicable)

Use the format: “ I can…”

How will you summatively assess student mastery? Going to give them a worksheet with two questions.
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 The students will be walking around in the gallery walk
assessment, just generally describe what you will be doing. and I will be walking around with them and asking
Specific questions will be included later in the lesson plan. them questions.

What are your plans for adjusting the pacing of the unit for With the answers from the formative questions I will
struggling learners? pace my lesson to help explain.
Materials/Technology/Resources needed for the lesson: Materials: Worksheets, pencils, clipboards.
Describe the materials, technology, and resources needed
for the lesson Technology: computer, document camera, timer.

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?
Behavior Expectations for the Lesson:
How engagement will look and sound: Students will be
raising their hands, and will be walking from station to
station. They will be working their hardest.

❏ What will it look and sound like if students are

engaged vs. compliant in the lesson? Plan for movement, transitions, or brain breaks, if
❏ How will you allow for movement, transitions or brain applicable
breaks to capitalize on engagement and performance
❏ What will you use for an attention signal?

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

activity): students be doing
immediately after the The students will be sitting on the carpet after they come
Opening: bell rings to kickstart back from specials, waiting for me to start the lesson.
Estimated time to class? (bell ringers, do
complete’:_______ nows, seat work)
Structure (whole class, Hook:
collaborative, individual, I’m going to take out my bag and tell them that I have to
etc): _______ ❏ Hook: What will you figure out how much money I have in my wallet to see if I
do to get students have enough money for something in the vending machine.
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
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’m going to empty my wallet on my desk so they can see it
on the board. I’m then going to show them the anchor
chart on the board, showing them the steps. I will then
show them the value of the coin and proceed to go through
the steps. The students will be excited since they have
started to practice the coins during their homework.

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

❏ Grouping of students:
Differentiation: What opportunities do
For Differentiation during students have to work Differentiation: Enrichment and Remediation:
the “I Do” or the “Modeling” independently or Will have the anchor chart in front of them.
portion,consider if you together? How are
have any accommodations/ these groups designed
modifications/ supports to increase mastery of Specific accommodations and Modifications:
that need to be addressed objective? NOTE: You
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
(Enrichment and
remediation): Tailoring
instruction to meet
individual needs;
differentiating the content,
process, and/or product.
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: Why do you think I count my coins this way?
questions can you ask students to
overcome their mistakes? What Plan for calling on students: Sticks, or raised hands.
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: I will group the students in the carpet into groups
During this part of the lesson, the of three, there should be four groups in total. I will then
teacher and students are thinking explain the gallery walk activity, and model how they
aloud together. should go around the room (following the number of
stations). I’ll let them know that they will have a timer on
the board, 1:30, to keep them on track. I will walk around
the room to observe them while they work. After they are
all done we will go over the answers together.
Differentiation “We Do”: Grouping of students:
❏ Grouping of students: Three students per group, four in total.
What opportunities do
students have to work Differentiation: Enrichment and Remediation:
independently or
together? How are
these groups designed Specific Accommodations and Modifications: The students
to increase mastery of who do not finish during the time allotted will have extra
objective? time before I check the answers.
❏ Differentiation -
Enrichment and
Remediation: What
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
‘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
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 “Why do you think I have to do it in this order?”
to overcome their mistakes? What “Why is it easier to put them in order?”
misconceptions do you anticipate
students might have? (Using
Bloom’s Taxonomy or Costa’s Plan for calling on students: sticks or by raised hands.
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 - Excellent job on…
academic feedback do they need - Don’t forget to follow the steps..
to overcome such challenges? - I think a better way to do this…
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): You Do:
During this part of the lesson, the After we are done with the gallery walk, the students will
teacher will monitor students’ go to their desks and finish a two question worksheet on
understanding through their own. After they are done with the worksheet, they
independent practice. are welcome to do a math station or AR.
Differentiation “You Do”: Grouping of students:
What instructional strategies and They will be at their own desk.
planned supports will you employ
to meet the needs of each student Differentiation - Enrichment and Remediation:
in order for each student to
demonstrate learning and move Accommodations and Modifications:
towards mastery regarding the
learning target(s)?
❏ Grouping of students:
What opportunities do
students have to work
independently or
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
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?
together? How are
these groups designed
to increase mastery of
objectives?
❏ 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 “You Do”: What Questions:
type of questions can you ask
students to overcome their “Why do you think it is important to label each coin?”
mistakes? What misconceptions
do you anticipate students might Describe your plan for calling on students: sticks or by
have? (Using Bloom’s Taxonomy names.
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 Think about…
to overcome such challenges? Why do you think…
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.
Write your Closure using the Launch Frame: What is something we use almost every
Planning a Discussion day?
Framework:
Eliciting, Orienting Questions: How can we use this in real
Launch Frame life?
❏ Opening statement
Conclusion Frame: Now that we learned the steps on how
and question to get
Based on the pacing of the the discussion to count coins, you guys can now count coins in your
lesson and feedback from started (Example, everyday life. Tomorrow we will continue practicing our
students, did they master “We have been counting.
the objective? Make sure to
learning how to add
revisit objectives.
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.)