Lesson Plan Template (Direct)

Teacher Candidate: Stefany Gomes

Subject Grade Level: Upper level 8th grade Mentor: Caitlin Newman
Math (Algebra 1)

Central Focus Describe the important Students will learn how to multiply binomials by using the
understandings and core box and tiles method.
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 TEKS…

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).
A1.10a
(10) Number and algebraic methods. The student
applies the mathematical process standards and
algebraic methods to rewrite in equivalent forms and
perform operations on polynomial expressions. The
student is expected to:
(A) add and subtract polynomials of degree one and
degree two;

Identify concepts and skills

students will need to know,
understand, and be able to do to
reach proficiency.

Objective: Targets must be aligned to the I can… multiply binomials by using the box and tiles
TEKS and with the assessment(s); method.
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 Connection to past learning (previous TEKS)...
learning? What key vocabulary
and/or academic language This is the introduction of a new topic for the students.
needs to be reviewed or
introduced?
If applicable: What images will
you use for key vocabulary? What Key Vocabulary/Academic Vocabulary to include in the
sentence starters might be lesson:
helpful?
base, binomial, coefficient, degree, exponent, monomial,
polynomial, term, trinomial

ELPS, if applicable: (Put Include #s, letters and full- ELPS N/A
NA if Not Applicable) verbiage
https://ipsi.utexas.edu/EST/files/
standards/ELPS/ELPS.pdf

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

on ELPS: (TSWBAT…), If
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/ Describe the materials,
Resources needed for the technology, and resources
lesson: needed for the lesson
Summative (Formal) Assessment
Students will be given a binomial and write all they
know about it to themselves. After 2 minutes pass,
the students will write on the board one thing they
jotted on their paper to share with the class. We use
the remainder of the time to talk about it.
Formative (Informal)l Assessment
Students will be tested by the district on 02/09/22
in Test 4-1
Plan for Adjusting Pacing
I will pause and check for understanding from
students. I will count in my head to make sure I
pause long enough for students to think and
respond to questions. I will have activities prepared
for students who get it and move along quickly.
Materials:
-Pencil
-Calculator
-Notebooks
-Notes :
-Worksheet:
 Technology:

-Calculators
-Promethean board
-Flipchart

Other Resources: n/a

Managing Student ❏ When and how will Behavior Expectations for the Lesson:
Behavior Can’t teach you establish rules for
them if you can’t reach learning and Students are expected to listen when the teacher is
them! behavior during the instructing. Students are expected to stay in their assigned
lesson? seat. Students are expected to respect other students and
encourage each other. Students are expected to participate
❏ What will it look and in conversation. Students are expected to ask questions
sound like if students and have open discussion.
are engaged vs.
compliant in the How engagement will look and sound:
lesson?
Students will communicate with one another during the
❏ How will you allow for assignment to help complete the assignment. Students will
movement, transitions be able to have discussions during class about the lesson.
or brain breaks to Students will ask questions and answer one another.
capitalize on
engagement and Plan for movement, transitions, or brain breaks, if
performance applicable:

Students are expected to stay in their assigned seats, but

are able to talk to those sitting around them. Students are

Opening (describe
activity):
Opening:
Estimated time to
complete’:_______
Structure (whole class,
collaborative, individual,
etc): _______
Focus/Anticipatory
Set/Hook/Activate
Thinking
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
able to move to a charging station if their laptops are not
charged.
❏ Opening: What will Opening, if applicable:
students be doing
immediately after the Students will grab a calculator, pencil, and their notebook
bell rings to kickstart when they walk into class. They will go directly to their
class? (bell ringers, do seats. Students will begin working on their warm-up
nows, seat work) independently before coming together.
❏ Hook: What will you
do to get students
excited about learning?
Why is this
information relevant?
How will you motivate
students to learn this
material in the set and
throughout the lesson?
Think about 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.
The warm up is a reminder of a past skill to introduce the
new skill.
Hook:
Students will take a minute to think about what
multiplying binomials means.
I Do/Content Input (modeling): I Do: (7mins)
During this part of the lesson, the
teacher will model the strategy or I will introduce how to multiply binomials with a couple of
skill that students will learn. practice problems. Students will have notes that they can
What content knowledge are you follow along and participate while giving instruction.
teaching students based on your
own understanding? You are
literally thinking aloud. Should
include both Tier 1 (examples)
and Tier 2 (think aloud)
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):
Differentiation for ‘I do”:
Remember, an
accommodation is not
lowering expectations or
teaching below grade level
content/objectives.
ESL Strategies Document
ESL Strategies Matrix
Grouping of students, if applicable:
❏ Grouping of students:
What opportunities do Students will be in their assigned seats. The seats are set up in
students have to work groups of 3.
independently or
together? How are
these groups designed Differentiation: Enrichment and Remediation:
to increase mastery of
objective? NOTE: You For differentiation I will have the students voice and
may or may not have reword what I explain. That way students have a voice and
groups during the I Do are able to feel included in the learning.
part of the Lesson)

Accommodations and Modifications:

❏ Differentiation -
Enrichment and For those who do not understand I will move slowly and as
Remediation: What each step goes by pause for understanding.
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
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)
Q: What do you notice about this equation?
Q: What do you think I could do to simplify this?
Q: What does it mean if there are two x’s being multiplied?
Q: What can you predict about solving this equation?
Plan for calling on 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 you make sure that you
are calling on volunteers, non- I will call on students who raise their hand. If no student
volunteers, and a balance of raises their hand, I will give them a moment to think and
students based on ability and ask a student to answer. I will look for different students
sex? to participate.
We Do (Guided Practice): We Do: (7 mins)
During this part of the lesson, the
teacher and students are thinking We will together solve a problem on the board. Students
aloud together. Think about the will be given the opportunity to write on the board and
type of questions that you will solve different steps together.
ask to encourage students to
think through the process and
problem solve? (Use Bloom’s
Taxonomy or Costa’s Levels of
Thinking as resources). Students
may also work together in
groups based on your
knowledge of their abilities,
learning styles, or some other
characteristics.
Differentiation “We Do”: Grouping of students:
❏ Grouping of students:
What opportunities do Students will be seated in their assigned seats. The seats are
students have to work arranged in groups of 3.
independently or
together? How are
these groups designed Differentiation: Enrichment and Remediation:
to increase mastery of
objective? Students will get to move to the board and do math.
Moving will help students stay awake and feel special
❏ Differentiation - getting to write on the board.
Enrichment and
Remediation: What Accommodations and Modifications:
opportunities do Students will rephrase things in their own words and
students need to participate in discussion.
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? Q: What do you notice about this equation?
What misconceptions do you Q: What do you think I could do to simplify this?
anticipate students might have? Q: What does it mean if there are two x’s being multiplied?
Q: What can you predict about solving this equation?
(Using Bloom’s Taxonomy or
Costa’s Levels of Thinking, plan Plan for calling on students
some questions you will ask
student) I will call on students who raise their hands. If nobody
responds I will randomly call on a student. If the same
How will you make sure that you student is responding I will put that student on pause and

‘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
are calling on volunteers, non- ask someone who has not spoken to answer my question.
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 - How could we approach this problem?
to overcome such challenges? - Why do I combine these numbers in the box?
How do you plan to reteach if - What do the tiles represent?
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: (25 mins)
During this part of the lesson, the
teacher will monitor students’ The students will receive a worksheet to complete and
understanding through practice on their own. They are allowed to talk to those
independent practice. next to them if they have any questions. They are expected
to ask their peers before asking the teacher and to use
their notes.
Differentiation “You Do”: Grouping of students:
What instructional strategies and
planned supports will you Students will be grouped in groups of 3, and they are required
employ to meet the needs of each to stay in their assigned seats.
student in order for each student
to demonstrate learning and Differentiation - Enrichment and Remediation:
move towards mastery regarding
the learning target(s)? For the students who understand they will help the
❏ Grouping of students: students who are not completely understanding. If they
What opportunities do finish early, they have a quizzez that they can complete. It
students have to work is a fun way to compete with other students but still have
independently or related questions to the topic.
together? How are
these groups designed Accommodations and Modifications:
to increase mastery of
objectives? Students will learn from the support of their peers by
asking questions.
❏ 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
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?
Questions:
Q: What do you notice about this equation?
Q: What do you think I could do to simplify this?
Q: What does it mean if there are two x’s being multiplied?
Q: What can you predict about solving this equation?
Describe your plan for calling on students:
I will be walking around the classroom and engaging to
check for understanding. I will be asking questions as I
walk around to see what the students know.

Academic Feedback “You Do”: Academic feedback stems:

What type of support or
academic feedback do they need - How will you approach this problem?
to overcome such challenges? - What are they asking for you to do here?
How do you plan to reteach if - What do the dark tiles mean?
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: (5mins)
Planning a Discussion
Framework: At the end of class we will regroup and the students will
write in the back of their notebooks everything they know
Launch Frame about a specific topic. After the time is up, they will each
❏ Opening statement write on the board an idea to share.
and question to get
Eliciting, Orienting Questions
the discussion
started (Example, Q: What did you learn today?
“We have been Q: What are some things you still don’t fully understand?
learning how to add Q: How do you think you can use this in your daily life?
fractions in this Q: What parts do you feel strongly about?
activity. What was
an important key in Conclusion Frame:
adding the fractions
We have concluded talking about multiplying binomials
that helped you? by using the box and tiles method. Tomorrow we will
What have we been continue talking about multiplying binomials, but we will
learning about be showing you a new method to use.
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.)