Lesson Plan Template (Direct)
Teacher Candidate: Karla Tamez
Subject Language Arts 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.
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 Include #s, letters and
Mentor: N. Lopez
The students are continuing to learn about fairy tales but
mostly learning about retelling and paraphrasing texts,
and describing plot elements. The students will also learn
about the characteristics of multimedia and digital text....
TEKS…
- TEK 2.7AD retell and paraphrase texts in ways
that maintain meaning and logical order
- TEK 2.8C describe and understand plot
elements, including the main events, the conflict,
and the resolution, for texts read aloud and
independently;
- TEK 2.9E recognize characteristics of
multimedia and digital texts
I can…
- Describe and understand the theme, which
contains the beginning, conflict, and resolutions
of texts read out loud and independently.
- Retell and paraphrase the text in a logical way.
- Recognize the characteristics of multimedia and
digital text.
Connection to past learning (previous TEKS)
We will talk about main characters and find the genre and
author’s purpose of the book we are reading. (Fantasy
fiction, and entertain)
Key Vocabulary/Academic Vocabulary to include in the
lesson:
-Fugitive (fugitivo): Someone who is escaping and in hiding
- Tray (bandeja): A container that is used to serve things.
- Following (persiguiendo): Coming after someone who is
running away.
ELPS
NA if Not Applicable) full-verbiage
https://ipsi.utexas.edu/EST/files/s
tandards/ELPS/ELPS.pdf
Language Objective based Use the format: “ I can…”
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/Re Describe the materials,
sources needed for the technology, and resources
lesson: needed for the lesson
Managing Student ❏ When and how will
Behavior Can’t teach you establish rules for
them if you can’t reach learning and
them! 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
NA
I can …
NA
Summative (Formal) Assessment:
Formative (Informal) Assessment:
I will be asking students about the story we read the
day before and have them do a turn and talk with their
partner, and then a few will remind the class about the
story. I will then highlight the plot elements using my
anchor chart. From there I will introduce ``The Fugitive
Piggy”, they will make assumptions based on the cover,
which will then help them with the genre and author's
purpose.
Plan for Adjusting Pacing
The plan for adjusting will be going back to the anchor
charts, along with asking them if they have any
questions.
Materials:
- Activity sheet
- Pencils
Technology:
- Promethean board
- Students need their laptop for the story (on
Epic)
- Digital copy (for me)
Other Resources:
- Epic website
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 do
their turn and talk with their partner.
-
How engagement will look and sound
The students will sit quietly while listening to the story,
they will answer filler questions, they will talk to their
partner during their turn and talk.
Plan for movement, transitions, or brain breaks, if
applicable
Will walk to their desk to do their activity.
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 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):
❏ Opening: What will Opening, if applicable:
students be doing
immediately after the In the beginning of the lesson my students will be on the
bell rings to kickstart carpet. I will remind them how we read the gingerbread
class? (bell ringers, do man the day before. I will call on random students to help
nows, seat work) remind me of information about that story.
❏ Hook: What will you Hook:
do to get students
excited about learning? From there the students will look at the cover of our new
Why is this story, The Runaway Piggy, El Cochinito Fugitivo. To hook
information relevant? the students into this book I will ask them if they have ever
How will you motivate gone to the bakery, and what their favorite pastry is. This
students to learn this relates to the story since one of the settings is a bakery,
material in the set and and the main character is a pastry. I’m going to tell them
throughout the lesson? that we are going to use our computers to read our story,
Think about how this since there are so many different ways to read.
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 (modeling): I Do:
During this part of the lesson, the
teacher will model the strategy or I will be going over The Gingerbread Man’s plot using the
skill that students will learn. anchor chart after the students remind me, then also
What content knowledge are you writing sketch notes throughout the book, highlighting
teaching students based on your special words and plot elements.
own understanding? You are
literally thinking aloud. Should
include both Tier 1 (examples)
and Tier 2 (think aloud)
Differentiation for ‘I do”: Grouping of students, if applicable:
❏ Grouping of students:
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? 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?

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.
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:
❏ 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 - “ Do you remember the story we read
to overcome their mistakes? yesterday, The Gingerbread Man? “
What misconceptions do you - “ What are some assumptions we can make
anticipate students might have? from the cover of the book?”
(Using Bloom’s Taxonomy or - “What can the setting of the book be?”
Costa’s Levels of Thinking, plan - “Can this happen in real life?”
some questions you will ask
student) Plan for calling on students
I will be calling on my students after the question is stated,
How will you make sure that you and will be calling on random students.
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 Together the students and I will be thinking aloud and
aloud together. Think about the finding the different plot elements of the story while
type of questions that you will reading. Together we will label the beginning, conflict, and
ask to encourage students to resolution while they are listening to the story.
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 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
Remember, an Modifications: What
accommodation is not accommodations and
lowering expectations or modifications do you
teaching below grade level have to make for ELL,
content/objectives. SPED, 504, and
struggling students?
ESL Strategies Document How will these
accommodations and
ESL Strategies Matrix modifications support
mastery of the
objective?

Questioning “We Do”: What type Questions:

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?
The type of questions I can ask the students are reworded
versions of the questions I asked in the beginning of the
lesson. I will point them towards the direction of the
anchor chart that will have a definition and illustrations
that may help.
Plan for calling on students
My plan for students is taking volunteers and students
who have not answered previous questions. I also will use
popsicle sticks to call out names.

Academic Feedback “We Do”: Academic Feedback Stems

What type of support or
academic feedback do they need - “How do we know if a story is a fairy tale?”
to overcome such challenges? - “What was the main conflict?”
How do you plan to reteach if - “What was the resolution?”
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): ______
Differentiation
(Enrichment and
remediation): Tailoring
instruction to meet
individual needs;
differentiating the content,
process, and/or product.
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)?
❏ Grouping of students:
What opportunities do
students have to work
independently or
together? How are
During independent practice they will be working on their
graphic organizer in level 0, I will be walking around to
monitor the students. They will fill in the boxes for the
main character, setting, beginning, and conflict. Since we
are not finishing the story that day.
Grouping of students:
The students will be in their normal seating chart at their
desks.
Differentiation - Enrichment and Remediation:
Accommodations and Modifications:
If the students who struggle with Spanish need more help,
I will help them by re-explaining the instructions more
thoroughly.
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
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)
I will ask students to think back to the story, and think
about what can be the turning point of the story.
I’m also going to ask them about what makes a main
character, the main character.
Describe your plan for calling on students:

How will you make sure that you
are calling on volunteers,
non-volunteers, and a balance
of students based on ability
and sex?
My plan for students is taking volunteers and students
who have not answered previous questions. I also will use
popsicle sticks to call out names.

Academic Feedback “You Do”: Academic feedback stems:

What type of support or
academic feedback do they need - I think you should add...
to overcome such challenges? - Think about...
How do you plan to reteach if - Excellent job on..
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
Write your Closure using the
Planning a Discussion
Framework:
Launch Frame
❏ Opening statement
Launch Frame:
We have been learning about plot elements during this
week. What do you guys think are important traits to look
for when we are working on the plot?
- Also go over the five finger anchor chart (setting,
reiterate to students? Based and question to get characters, beginning, middle, and resolution)
on the pacing of the lesson the discussion
and feedback from started (Example, Eliciting, Orienting Questions:
students, did they master “We have been
the objective? Make sure to learning how to add Since we didn’t finish this story, do you guys have any
revisit objectives. predictions how it will end for the runaway piggy?
fractions in this
activity. What was Do you think Marta is going to catch the runaway piggy?
an important key in What are your predictions?
adding the fractions
that helped you? Conclusion Frame:
What have we been
learning about Today we learned about retelling a story using the five
today?”) finger method, along with revisiting plot elements. We also
Eliciting, Orienting tried something new which was reading using digital
Questions to ask During the media.
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.)