Lesson Plan Template (Direct)

Teacher Candidate: Karla Tamez

Subject Grade Level: Mentor: N.Lopez

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?
The central focus of my lesson is to teach students how to
subtract word problems with numbers within 100, using
strategies like base block tens, number line, and
algorithm.

Standard: Using the TEKS as guidance, what TEKS…

standard(s) do you want your
students to master?)
https://tea.texas.gov/curriculum/t
eks/
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.
- 2.4C Solve one-step word problems involving
addition and subtraction within 100 using a
variety of strategies based on place value,
including algorithms.
-
- 2.4D Generate and solve problem situations
for a given mathematical number sentence
involving addition and subtraction of whole
numbers within 100.

Objective: Targets must be aligned to the I can…

TEKS and with the assessment(s);
targets should be stated as - I can solve one-step word problems involving
measurable in student friendly subtraction within 100 using a variety of
language. What will students be strategies based on place value.
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?
Connection to past learning (previous TEKS):
IWe will start off our math lesson with our word problem
of the day routine, which will be an addition problem. This
will be used as their connection to the prior knowledge.
Key Vocabulary/Academic Vocabulary to include in the
lesson:
- Place Value
- Algorithm

ELPS, if applicable: (Put Include #s, letters and ELPS

NA if Not Applicable) full-verbiage N/A
https://ipsi.utexas.edu/EST/files/s
tandards/ELPS/ELPS.pdf

Language Objective based Use the format: “ I can…” I can …

on ELPS: (TSWBAT…), If N/A
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/Re Describe the materials,
sources needed for the technology, and resources
lesson: needed for the lesson
Managing Student ❏ When and how will you
Behavior Can’t teach establish rules for
them if you can’t reach learning and behavior
them! 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
Opening (describe ❏ Opening: What will
activity): students be doing
immediately after the
Opening: bell rings to kickstart
Estimated time to class? (bell ringers, do
complete’:_______ nows, seat work)
Structure (whole class,
collaborative, individual,
etc): _______ ❏ Hook: What will you
do to get students
Focus/Anticipatory excited about learning?
Set/Hook/Activate Why is this information
Thinking relevant? How will you
Summative (Formal) Assessment:
For the formal assessment, I will have them sit at their
desks with a paper with few questions. They will be
using their new strategies to get the answer to the
problems.
Formative (Informal)l Assessment:
To trigger past knowledge, I will ask them what they
remember from last week's lesson about regrouping
numbers when adding. Then we will do our word
problem of the day, which relates to last weeks lesson..
Plan for Adjusting Pacing:
Will add more problems if needed.
Materials:
- Anchor chart
- Activity
- Markers
- Counters
Technology:
- Teacher computer
- Document Camera
Other Resources:
Behavior Expectations for the Lesson:
- The students will be following our CHAMPS
rules, which means they will be in level 0 during
listening to the story.
- The students will be in level 1 when they are
answering questions.
How engagement will look and sound
- Engagement looks like the students looking up
at the board while repeating after me while
doing the i can statement, along with answering
along when I ask individuals
-
Plan for movement, transitions, or brain breaks, if
applicable
- Will move to their desks after the We Do/ I Do
portion.
Opening, if applicable:
In the beginning of the lesson,I will be sitting next to my
desk and my students are going to be on the carpet. We
will start off the day with our math routine: word problem
of the day. This problem is going to be an addition
problem. This will be then connected to our TEK, which is
subtraction.
Hook:
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
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
motivate students to Still sitting on the carpet, the students will read and repeat
learn this material in the I Can statement with me. I will then talk a little bit
the set and throughout about what we will be doing, and they can guess what they
the lesson? Think about think the difference will be between subtraction and
how this activity is addition.
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 After this, I will come up with a question for them to
teacher will model the strategy or observe. I will then model how to answer the question
skill that students will learn. What using base block ten strategy and the algorithm strategies
content knowledge are you in the same paper. This will re-introduce them to the idea
teaching students based on your of regrouping numbers while we are mzkat18!
own understanding? You are subtracting. I will then show them how it looks while using
literally thinking aloud. Should the base block ten manipulatives.
include both Tier 1 (examples)
and Tier 2 (think aloud)
Differentiation for ‘I do”: Grouping of students, if applicable:
❏ Grouping of students: 14 students, but they will be working alone, unless it's when
What opportunities do they are at their desks.
students have to work
independently or Differentiation: Enrichment and Remediation:
together? How are
these groups designed
to increase mastery of 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 - If I have to break down this number and regroup,
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.
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
overcome their mistakes? What what should I change?
misconceptions do you anticipate
students might have? (Using Plan for calling on students:
Bloom’s Taxonomy or Costa’s - Pull out sticks from the mason jar.
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:
During this part of the lesson, the
teacher and students are thinking The students will walk to their desks and take out their
aloud together. dry erase marker and wait til I write the question. I will
give them the verbal question and help them write the
numerical equation, but then they will have to work on it
on their own. We will do a couple of these questions
together.
Differentiation “We Do”: Grouping of students:
❏ Grouping of students: They will now be working at their desks, but on their own.
What opportunities do
students have to work Differentiation: Enrichment and Remediation:
independently or
together? How are
these groups designed Accommodations and Modifications:
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 - How many ones do we get if we break a tens?
to overcome their mistakes? What - How many digits fit in the ones place?
misconceptions do you anticipate
students might have? (Using
Bloom’s Taxonomy or Costa’s Plan for calling on students:
Levels of Thinking, plan some - pull out names from mason jar.
questions you will ask student)
How will you make sure that you
are calling on volunteers,

‘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;
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
non-volunteers, and a balance
of students based on ability
and sex?
Academic Feedback “We Do”: Academic Feedback Stems:
What type of support or Which pictorial model can you use to solve the
academic feedback do they need problem?
to overcome such challenges? • The pictorial model that I can use to solve the
How do you plan to reteach if
problem is _______________ because
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
teacher will monitor students’ The students will do the work sheet on their desk in level
understanding through 0. The activity handout has three questions for them to do.
independent practice. I will be walking around to see if anyone needs help, but
they're expected to work on their own.
Differentiation “You Do”: Grouping of students:
What instructional strategies and
planned supports will you employ Differentiation - Enrichment and Remediation:
to meet the needs of each student
in order for each student to Accommodations and Modifications:
demonstrate learning and move
towards mastery regarding the
learning target(s)?
❏ Grouping of students:
What opportunities do
students have to work
independently or
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
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)
- Why do you think we can’t put two digits in the
ones place?
- What do you think this will look like using a
different strategy?
-
Describe your plan for calling on students:
- Randomly as I walk around
- As they turn in their paper

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
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.

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 - what do you think will happen if we have to regroup from
Framework: the tenths place if we have a three digit number?
Launch Frame Eliciting, Orienting Questions:
❏ Opening statement Which pictorial model can you use to solve the
problem?
and question to get
• The pictorial model that I can use to solve the
the discussion
started (Example, problem is _______________ because
“We have been ___________________________.
learning how to add
Conclusion Frame
fractions in this
activity. What was -What have we learned today?
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.)