Lesson Plan Template (Direct)

Teacher Candidate: Clara Bakheet

Subject Grade Level: 9th grade Mentor: Katherine Moore

Central Focus The student will learn what a

theme is and identify in a story.

Standard: 6(A) analyze relationships TEKS…

among thematic development,
characterization, point of view,
significance of setting, and plot
in a variety of literary texts;

Key: thematic, point of view,

setting, plot

Objective: I can identify the theme in the I can...

text.

Sub-Objectives: A theme is a timeless and Connection to past learning (previous TEKS)

universal lesson learned about
Key Vocabulary/Academic Vocabulary to include in
life in a story. the lesson:

ELPS, if applicable: (Put NA ELPS

NA if Not Applicable)

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

on ELPS: (TSWBAT…), If
applicable (Put NA if Not
Applicable)

Assessments: Formal Assessment: I will ask Summative (Formal) Assessment

the students if they heard of
what the theme is. Formative (Informal)l Assessment

Plan for Adjusting Pacing

In their notebook, they will
write the definition of the theme
and how it is developed by
characters, plot, and setting.

We will then look at a few short

videos and they need to identify
what the theme is for each one.
After going through each video,
the students will start reading,
The Gift of Magic, and will
identify character, setting,
conflict, plot.
 Informal Assessment: Walk
around the room as they do this
work, checking that students
are finding themes, plot, setting
in the reading.

Materials/Technology/ Laptop, pen/pencil, notebook, Materials:

Resources needed for the
copy of The Gift Of Magi.
lesson: Technology

Other Resources:

Managing Student
Behavior Can’t teach
them if you can’t reach
them!
❏ In the beginning of the Behavior Expectations for the Lesson:
classroom, I will set
expectations and what they How engagement will look and sound
will be doing since they just
came back from thanksgiving.
Plan for movement, transitions, or brain breaks, if
❏ What will it look and sound applicable
like if students are engaged
vs. compliant in the lesson?
They are answering my
questions and not whining or
saying no.

❏ There is going to be a warm

up in the beginning before
starting a lesson.

Opening (describe ❏ Opening: Students will grab Opening, if applicable:

activity): the papers in the front and
will be sitting in their seats. I
Opening: will be asking them if they
Estimated time to heard of what theme is.
complete’:_______ Hook:
Structure (whole class, ❏ Hook: will show videos to
collaborative, individual, students in order to grab
etc): _______ their attention.
Focus/Anticipatory
Set/Hook/Activate
Thinking
Estimated time to
complete:_______
Structure (whole class,
collaborative, individual,
etc): _______

‘I Do’/Content Input I Do/Content Input (modeling): I Do:

(Direct Instruction –
describe activity): Each paper that you and the book has a
theme whether it’s the character, plots or
Estimated time to complete setting but there is always a theme in
‘I Do’’:_______ everything.
Structure (whole class,
collaborative, individual, Differentiation for ‘I do”: Grouping of students, if applicable:
etc): _______ ❏ Grouping of students:
students will read the paper
by themselves and figure out Differentiation: Enrichment and Remediation:

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
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.
the theme, plot, setting.. Etc
then they will turn to
someone and share answers. Accommodations and Modifications:
❏ Differentiation -
Enrichment and
Remediation: examples for
them to look at.
❏ Accommodations and
Modifications: I will sit with
a student one on one and will
give him/her more examples.
Questioning “I Do”: Theme = morals, Questions:
lesson or central message.
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?
I will ask each table who would like to
volunteer to answer.
We Do (Guided Practice): We Do
Look at each video and discuss the
theme for each one of them.
Differentiation “We Do”: Grouping of students:
❏ Grouping of students: The
warm up will help them work
together then together as a Differentiation: Enrichment and Remediation:
class, we will look at each
video to figure out the theme.
Accommodations and Modifications:
❏ Differentiation -
Enrichment and
Remediation: They will be
working on their own paper
that I will give them.
❏ Accommodations and
Modifications: One on One
Questioning “We Do”: Questions:
What do you think the theme is or the
central message of the video is?
Plan for calling on students

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
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-
volunteers, and a balance of
students based on ability and sex?
Asks the ones who did not get to
speak
Academic Feedback “We Do”: What Academic Feedback Stems
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.
You Do (Independent Practice): You Do
During this part of the lesson, the
teacher will monitor students’
understanding through independent
practice.
Differentiation “You Do”: Grouping of students:
What instructional strategies and
planned supports will you employ to Differentiation - Enrichment and Remediation:
meet the needs of each student in order
for each student to demonstrate Accommodations and Modifications:
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 type of Questions:
questions can you ask students to
overcome their mistakes? What Describe your plan for calling on students:
misconceptions do you anticipate
students might have? (Using Bloom’s

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.
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?
Academic Feedback “You Do”: What Academic feedback stems:
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.
Write your Closure using the Planning a Launch Frame
Discussion Framework:
Eliciting, Orienting Questions
Launch Frame
❏ Opening statement and Conclusion Frame
question to get the
discussion started
(Example, “We have been
learning how to add
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.)