Lesson Plan Template (Direct)

Teacher Candidate: Matthew Cabral

Subject Grade Level: 2nd Mentor: Angela Loverde

Central Focus Describe the important Students will learn North, South, East, West
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 TEKS…

standard(s) do you want your
students to master?) (3) Geography. The student uses simple geographic tools,
https://tea.texas.gov/curriculum/ including maps and globes. The student is expected to:
teks/ (A) identify and use information on maps and globes
using basic map elements such as title, cardinal directions,
Deconstructing/ and legend
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 I can… Identify North, South, East, and West
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?
Connection to past learning (previous TEKS)
1st Grade TEKS
(3) Geography. The student understands the relative
location of places. The student is expected to:
(A) describe the location of self and objects relative to
other locations in the classroom and school using spatial
terms

Make a connection to previous TEKS by showing the

cardinal directions in relation to the classroom

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

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

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

on ELPS: (TSWBAT…), If
applicable (Put NA if Not
Applicable)
Assessments: How will you formally and
informally assess student
mastery? For informal
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?
❏ Formal Assessment:
❏ Informal Assessment:
❏ Plan for adjusting
pacing for struggling
learners
NOTE: The formal assessment
might not be a part of this
lesson. For example, it may be
an end-of-unit assessment.
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
Opening (describe ❏ Opening: What will
activity): students be doing
NA
Formal Assessment: This assessment happens at the
end of the unit. The assessment is usually given through
testing which includes multiple choice responses and
some free responses,
Informal Assessment: At the end of the lesson, students
will each be given an index card where on one side they
will have their name and on the other side they will
recreate the compass rose and label the cardinal
directions.
Plan for Adjusting Pacing
● Provide ample wait time for students to
process
● Students who have trouble seeing the
board/front may move to the front for better
vision and keeping up with the pace of the
class
● Limit questions to pertain to the subject being
taught
Materials:
● Social Studies ISN
○ Highlighters
○ Colors (red, green, blue)
○ Scissors
○ Glue
● Atlas
Technology:
Other Resources:
Behavior Expectations for the Lesson:
Since behavior and expectations have already been
established, students are given reminders of how they
should behave in the classroom whether we are sitting on
the floor, in our desks, participating as a group, or working
individually. These reminders are usually given during
transition from one activity to the next,
How engagement will look and sound
It would look like students raising their hands when
asked, giving a thumbs up/down, whispering to their
neighbor
Plan for movement, transitions, or brain breaks, if
applicable
Transitions from the desks to the floor and vice-versa
would usually look like the teacher calling each table
group one-by-one to transition.
Opening, if applicable:

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
immediately after the “Today students we are going to work on our map skills
bell rings to kickstart today. We are going to learn about a tool on the map called
class? (bell ringers, do a compass rose and we learn about the cardinal directions
nows, seat work) like North, South, East, and West. Because isn’t it
important to know where you are going and how to get
there? Maps can help us give directions on where we’re
❏ Hook: What will you going like the grocery store, the beach, and even our
do to get students classroom.
excited about learning? So when I call your row, come to the floor to your assigned
Why is this seat and I’m going to show you a video to introduce to you
information relevant? about maps. Sound good?”
How will you motivate
students to learn this Teacher invites students to the floor
material in the set and
throughout the lesson?
Think about how this
activity is aligned to
the standards and Hook:
objectives. Use
knowledge of students’ https://www.youtube.com/watch?v=rIfyOm_Rsso
prior learning,
personal, cultural, Teachers pulls out a globe.
and/or community
assets to “hook” them. “From the video, who can tell me what kind of map this is?
That’s right, this is a globe. So there’s a few things I wanted
to show you on here.
● Key/Legend
● Longitude/Latitude
● Scale
● Compass
TC shows the atlas and different maps
So today we are going to focus on the compass. So what I
want you to do is once I call your row, I want you to go back
to your seat and pull out a highlighter, a pencil and have
your colors ready on your desk you can either take out
your crayons or colored pencil, your choice. With me so
far? Right now, I’m going to give you a sheet and we are
going to work on this sheet because this is going in our
journal. So do we understand what we are doing when we
get back to our desk we are getting out our pencil,
highlighter, and colors, thumbs up if you understand?”
TC calls student groups back to their desk
I Do/Content Input (modeling): I Do:
During this part of the lesson, the
students should not be talking. “If you are following directions you should have your
This is the time when the teacher highlighter, pencil, and crayons on your desk with this
will model the strategy or skill sheet in front of you.”
that students will learn. What
content knowledge are you
teaching students based on your TC will then model highlighting important terms and
own understanding? You are definitions of the globe. TC will model the steps (1)
literally thinking aloud. Should coloring in North America (2) coloring remaining
continents green (3) coloring the water blue
include both Tier 1 (examples)
and Tier 2 (think aloud)
TC will then model highlighting important terms and
definitions of the Compass Rose. TC will model the steps 1
-5
Differentiation for ‘I do”: Grouping of students, if applicable: NA
❏ Grouping of students:
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): ______
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 ● Students who sit in the back or cannot see well
may or may not have will have the opportunity to come closer to the
groups during the I Do board to see better
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 ● Do you see how we I was able to get NE, SE, SW,
to overcome their mistakes? and NW? Because it is in between two main
What misconceptions do you directions
anticipate students might have?
Plan for calling on students
(Using Bloom’s Taxonomy or
Costa’s Levels of Thinking, plan ● Volunteer
some questions you will ask ● If needed, will use a popsicle stick with their
student) name on it
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 “So now we are going to practice together with our
aloud together. Think about the cardinal directions. This is a recreated map of the places
type of questions that you will we generally see on a daily basis here at school. According
ask to encourage students to to my legend we have the library, gym, cafeteria, and our
think through the process and classroom. I can easily identify the locations of these
problem solve? (Use Bloom’s places because of my legend or key. If the basketball
Taxonomy or Costa’s Levels of represents the gym what represents the heart??”
Thinking as resources). Students
may also work together in TC will go over the remaining symbols found in the key
groups based on your knowledge
of their abilities, learning styles, “So now let’s practice together. I’m going to pretend I am
or some other characteristics. walking in the hallways as usual and will stop at the

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:
Differentiation “We Do”:
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
corners of the halls as we usually do. So if I wanted to go to
the library I would first go North, then East, then North
again. So if we were going to Specials and it’s our day to go
to the gym what is the first direction we take? If we go up
the hall what direction am I going? Refer to the compass if
you need to.”
● Directions to the cafeteria
● Directions to Sosolik’s class
● Directions to the playground
“Now that we have practiced together, does anyone have
any questions so far about cardinal directions? Now it’s
your turn to show what you know about cardinal
directions.”
Grouping of students: NA
❏ 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? ● Students who sit in the back or have poor vision
may move to the front/floor to see the board
❏ Differentiation - better
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? ● So do you agree that the symbols help us find
What misconceptions do you specific places on the map?
anticipate students might have? ● In a map like this, would you say it’s important
that we have a key?
(Using Bloom’s Taxonomy or
Costa’s Levels of Thinking, plan Plan for calling on students
some questions you will ask
student) ● Volunteers
● Popsicle sticks
How will you make sure that you
are calling on volunteers,
non-volunteers, and a balance
of students based on ability
and sex?

‘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
Academic Feedback “We Do”: Academic Feedback Stems
What type of support or
academic feedback do they need ● Terrific work on giving directions going around
to overcome such challenges? our school map
How do you plan to reteach if ● How do you remember the cardinal directions?
students are not mastering ○ Remember the saying? Never..?
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’ “Now it’s your turn to practice what you know. So I will
understanding through pass out a worksheet to help you practice your directions.
independent practice. Once you have your paper, write your name and then look
up at the board.”
Teacher will model the compass and the first question on
the other side
“Once you are done, where do we turn in our paper? In the
back, that’s correct. So go ahead and get started and I will
be walking around and you may raise a quiet hand if you
need help or help reading the question.”
Differentiation “You Do”: Grouping of students: NA
What instructional strategies and
planned supports will you Differentiation - Enrichment and Remediation:
employ to meet the needs of each
student in order for each student ● Students who scored low on the pre-assessment
to demonstrate learning and may be asked to the small group table to get
move towards mastery regarding extra help
the learning target(s)?
❏ Grouping of students: Accommodations and Modifications:
What opportunities do
students have to work ● Questions may be read to students
independently or ● Misspelling will not be deducted from those with
together? How are dyslexia
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

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.
mastery of the
objective?
Questioning “You Do”: What Questions:
type of questions can you ask
students to overcome their ● If I’m going up this way based on the Compass on
mistakes? What misconceptions your sheet, which direction would I be going?
do you anticipate students might
have? (Using Bloom’s Taxonomy
or Costa’s Levels of Thinking, Describe your plan for calling on students:
plan some questions you will ask
student) ● Volunteers
● Popsicle sticks
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 ● Terrific work on labeling your compass rose
to overcome such challenges? ● How do you know if you labeled your compass
How do you plan to reteach if correctly?
students are not mastering ● Terrific job on giving great directions
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
Planning a Discussion
Framework: “So today’s lesson we went over different kinds of maps,
keys and legends, compass rose, and directions.”
Launch Frame
❏ Opening statement Eliciting, Orienting Questions
and question to get
“Why do you think maps are important?”
the discussion
started (Example, “If we didn’t have a key or legend to go with the map do
“We have been you think it would be easier or harder to read?”
learning how to add
fractions in this
activity. What was
an important key in Conclusion Frame
adding the fractions
“These are all good points to why it’s important to
that helped you? understand and read the parts of a map because
What have we been essentially maps helps us get to where we need to go. Over
learning about the next few days we are going to continue learning about
today?”) maps and eventually create our own.”
Eliciting, Orienting
Questions to ask During the “What I want you to do now is everyone is going to get an
Discussion index card. On the side with the lines, I want you to write
your name on the blank side I want you to draw a compass
❏ What eliciting,
and label North, South, East, and West. When you’re done,
probing, and put your pencil down, so I know you’re done”
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.)