Lesson Plan Template (Direct)
Teacher Candidate: Elijah Lawson
Subject: Math Grade Level: 3rd
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 full-
NA if Not Applicable) verbiage
https://ipsi.utexas.edu/EST/files/
standards/ELPS/ELPS.pdf
Language Objective based Use the format: “ I can…”
Mentor: Shanna King
The students are going to learn how to successfully solve
one-step and two-step addition and subtraction problems.
The students will be able to fluently solve one-step and
two-step problems using addition and subtraction and will
be able to understand the relationship between addition
and subtraction.
TEKS… 3.4.A and 3.5.A
3.4.A - Solve with fluency one-step and two-step problems
involving addition and subtraction within 1,000 using
strategies based on place value, properties of operations
and the relationship between addition and subtraction
3.5A - Represent one-step and two-step problems
involving addition and subtraction of whole numbers to
1,000 using pictorial models, number lines and operations
I want my students to master being able to solve one and
two-step problems and to understand the relationship
between addition and subtraction, which will help them be
able to represent those problems using pictorial models,
number lines and operations.
I can…
I can solve and represent one-step and two-step addition
and subtraction problems.
Connection to past learning (previous TEKS)
Connection to TEK 3.2 - The student applies mathematical
process standards to represent and compare whole
numbers and understand relationships related to place
value. When teaching this lesson, I will connect the new
content they are learning to what they have already
learned about place value and the relationships related to
place value.
Key Vocabulary/Academic Vocabulary to include in the
lesson: Place Value, Relationship, Compare
ELPS - N/A
I can … N/A
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/ Describe the materials,
Resources 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
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
Thinking information relevant?
Estimated time to How will you motivate
Formal Assessment - Addition and Subtraction Quiz on
Friday September 17th, 2021
Informal Assessment - Independent Practice. Students
will have an exit slip to complete after the lesson. They
will not be able to transition to workstations until they
have completed their exit slip.
Plan for Adjusting Pacing - After assessing the students
to see if they have mastered the content, I will take note
of who is struggling and work with them during small
group time. As for whole group instruction, I will check
for understanding by asking eliciting and probing
questions to see where the students stand with the
content.
Materials: Pencil, Dry Erase Marker
Technology: None
Other Resources: Dry Erase Board
Behavior Expectations for the Lesson: The students are
expected to pay attention during the lesson and are to be
on a level zero unless called on or asked to speak.
How engagement will look and sound - Engagement will
look like students raising their hands eager to answer
questions or solve problems and will sound like
conversations containing vocabulary that pertains to the
lesson and questions that are relevant to the content at
hand.
Plan for movement, transitions, or brain breaks, if
applicable - Movement will consist of students coming to
the front of the classroom if they cannot see the Smart
Board from their seat. Students will transition to small
group workstations after completing their informal
assessment or exit slip.
Opening, if applicable: Students will be preparing for the
lesson by clearing their desks, getting out any necessary
materials and remaining on level zero until I begin
teaching.
Hook: I will introduce two step addition by referring to
one step addition and speaking to students in a tone that
gets them excited about what they are about to learn. I
plan to motivate my students by reminding them of how
smart they are, and that everyone in class is a
mathematician and can solve any problem thrown at
complete:_______
Structure (whole class,
collaborative, individual,
etc): Whole Class
‘I Do’/Content Input
(Direct Instruction –
describe activity):
Estimated time to complete
‘I Do’’: 15 min
Structure (whole class,
collaborative, individual,
etc): Whole Class
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
students to learn this them.
material in the set and Addition and Subtraction is an intense unit, so I plan to
throughout the lesson? ease into two step problems by first making sure the
Think about how this students have mastered how to solve one-step problems.
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: I will model for students how to solve two step
During this part of the lesson, the addition problems by demonstrating different strategies
students should not be talking. such as partial sum, algorithm, number line and strip
This is the time when the teacher diagram. “This is a strip diagram. We can use this to solve
will model the strategy or skill one-step and two-step problems because…..”
that students will learn. What
content knowledge are you
teaching students based on your
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: Students will be
❏ Grouping of students: participating in whole class instruction until they complete
What opportunities do their exit slip. They will then transition to small groups.
students have to work The small groups are designed to ensure that regardless of
independently or whichever station a group of students may be at, they will be
together? How are engaged and focused on mastering the skill at hand.
these groups designed
to increase mastery of Differentiation: I will model different strategies to the
objective? NOTE: You class as a whole to ensure all students have a strategy they
may or may not have can use that appeals to them the best.
groups during the I Do
part of the Lesson) Enrichment and Remediation: I plan to differentiate the
content by showing different strategies to the class.
❏ Differentiation -
Enrichment and Accommodations and Modifications: The only
Remediation: What modifications I plan on making is if time becomes an issue
opportunities do and I need to move on to the next part of the lesson. I may
students need to shorten a particular part of the lesson, or move something
strengthen their to the next day, but that is only if necessary. I have no
understanding of the SPED or ELL students. My one 504 student will receive
strategy or skill extra help throughout small groups by either myself or
presented? Mrs. King.
❏ 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: “If I want to solve this problem, what is a
 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?
strategy I could use?” “What do we know about addition
and subtraction that can help us solve this problem?”
Plan for calling on students - I plan to call on students who
wish to be called upon. I will also utilize popsicle sticks to
ensure that ALL students participate regardless of
voluntary status. A student’s ability and sex is not an
indicator of whether or not they can participate in this
classroom.

‘We Do’ (Guided Practice –
Describe Activity)
Estimated time to complete
‘We Do’’: 15 Min
Structure (whole class,
collaborative, individual,
etc): ______
We Do (Guided Practice): We Do - I will solve a couple problems together with the
During this part of the lesson, the class before transitioning them to their exit slips. Some
teacher and students are thinking questions I will ask include “Who can tell me a strategy
aloud together. Think about the that they think is appropriate to use for this problem and
type of questions that you will why?” I think it is very important for a student to be able
ask to encourage students to to justify their work. “What do we already know about
think through the process and addition and/or subtraction that can help us determine
problem solve? (Use Bloom’s what we need to do to solve the problem?”
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
(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
Differentiation “We Do”: Grouping of students: Throughout this portion of the lesson,
❏ Grouping of students: students will still be learning by whole class instruction.
What opportunities do Students sit in groups at their desks so they will be asked to
students have to work talk with their neighbors about what they can do to solve the
independently or problem we are working on.
together? How are
these groups designed
to increase mastery of Differentiation: As far as differentiation goes, I may assign
objective? different problems for each group of students to work on. I
will do this based on how I feel they stand with the
❏ Differentiation - content. If I think they need more whole group instruction
Enrichment and before completing their exit slips, I will not differentiate
Remediation: What the problems we work on together.
opportunities do
students need to Enrichment and Remediation: The exit slip at the end of
strengthen their whole group instruction is designed to strengthen their
understanding of the understanding of the skill presented.
strategy or skill
presented?
Accommodations and Modifications: I will modify the
❏ Accommodations and questions the students will work on after whole group
Modifications: What instruction based on their understanding of the skil.
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: “By looking at the problem in front of you, what
of questions can you ask students reasoning can you use to help you determine your next
to overcome their mistakes? steps for completing the problem?” “How can we analyze

‘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.
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?
Academic Feedback “We Do”:
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.
You Do (Independent Practice):
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
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,
our word problem to help us determine how we can
actually solve the problem?”
Plan for calling on students - Students who raise their
hands will be called on. If I notice the same students
raising their hands, I will utilize the popsicle sticks. This is
not to put any student on the spot, but to instead ensure
that every student is engaged and participating in class.
Academic Feedback Stems - The students need feedback
that is given in a timely manner and is specific to the
content or skill they are learning. I plan to reteach
anything that needs to be retaught by first determining if
the whole class needs more instruction or not. If not, I will
look at the students who seem to be struggling more and
will place them in small groups based on their needs. Mrs.
King and I will work with those small groups and will
make sure those students receive the help they need to be
successful.
You Do - The students will complete the exit slip provided
to them. This is an independent activity and students will
not be allowed to transition to their small group
workstations until the exit slip is complete.
Grouping of students: Despite the fact that students will be
sitting in their normal everyday groups, this portion of the
lesson is independent and must be completed on their own. I
need to be able to see if each INDIVIDUAL student has
mastered the skill so I can know whether or not I need to
reteach anything, or change the small groups based on who
needs help with what.
Differentiation - Enrichment and Remediation:
Completing this exit slip will give students the opportunity
to work independently and strengthen their
understanding of the content they have just been taught.
Students need the opportunity to practice independently,
although group work is important, they will not be taking
any assessments in groups, so independence is a necessity.
Accommodations and Modifications: I will accommodate
my one 504 student by reading the question to him if
needed, and helping him without doing all of the work for
him because that will not be in his benefit. These
accommodations will support mastery of the objective
because the student is still working independently while
receiving the extra help he needs.
 SPED, 504, and
ESL Strategies Document struggling students?
How will these
ESL Strategies Matrix 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)
Questions: “What strategies have we learned that can help
you solve this problem?” “When looking at this problem,
what do you think is the first thing you should do?”
Describe your plan for calling on students: During
independent practice, I plan to be walking around the
room monitoring student work to ensure they understand
the task at hand. Students should all be on a level zero at
this time until they transition to small groups.

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: As I am walking around the
What type of support or room monitoring student work, if I notice half or more of
academic feedback do they need the class struggling with the concept, I will pull the class
to overcome such challenges? back together and reteach a mini lesson in no more than 5-
How do you plan to reteach if 10 minutes. I do not want to allow the students to
students are not mastering transition to small groups without fully mastering the
content? content independently first.
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 - “We have been learning how to solve one-
Planning a Discussion step and two-step addition and subtraction problems.
Framework: What is something that you think is important for you to
remember when solving a problem like this?”
Launch Frame
❏ Opening statement Eliciting, Orienting Questions -
and question to get
Eliciting - “How were you able to determine what type of
the discussion problem this is?”
started (Example, “What strategies did you use to help you solve this
“We have been problem?”
learning how to add
fractions in this Orienting - “How is the strategy you used different from
activity. What was the strategy _____ used?”
an important key in “Can you explain how ______ solved the problem?”
adding the fractions
Conclusion Frame - We have been doing a lot of work with
that helped you? solving one-step and two-step addition and subtraction
What have we been problems. Tomorrow, we are going to continue working
learning about on solving these types of problems by completing more
today?”) practice problems as a whole class, independently and in
Eliciting, Orienting small groups.
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.)