Lesson Plan Template (Direct)
Teacher Candidate: Brooke Allison
Subject Math Grade Level: Kindergarten
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
Lesson 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 NA if Not Applicable)
Include #s, letters and full-verbiage
https://ipsi.utexas.edu/EST/files/standards/ELPS/ELPS.pdf
Language Objective based on ELPS: (TSWBAT…), If
applicable (Put NA if Not Applicable)
Use the format: “ I can…”
How will you summatively assess student mastery?
NOTE: The summative assessment might not be a part of this
lesson..You might describe your post-assessment here if it is
different from your IP.
How will you formatively assess student mastery? For formative
assessment, just generally describe what you will be doing.
Mentor: Andrea Ortiz
TSW learn how to read, write and represent the number 20.
TEKS…
K.2B
​(2) Number and operations. The student applies mathematical
process standards to understand how to represent and
compare whole numbers, the relative position and magnitude
of whole numbers, and relationships within the numeration
system. The student is expected to:
(B) read, write, and represent whole numbers from 0 to at
least 20 with and without objects or pictures;
I can read, write, and represent the number 20.
Connection to past learning (previous TEKS)
Key Vocabulary/Academic Vocabulary to include in the
lesson: tens/ones set , teen numbers
ELPS
TELPAS Proficiency Level Descriptors Grades K–12 Listening -
Advanced High
We want our students to achieve Advanced high ELLs by
having the ability to understand, with minimal second
language acquisition support, grade appropriate spoken
English used in academic and social settings by understanding
main points, important details, implicit information at a level
nearly comparable to native English-speaking peers during
social and instructional interactions.
I can read, write, and represent the number 20.
TSW participate in an exit ticket writing the number 20
and will draw 20 circles or cubes to represent the
number 20.
TSW then put their exit on the anchor chart that was
created during whole group instruction.
TTW walk around the room and will observe them and
will check off on a checklist of the students being able to
Specific questions will be included later in the lesson plan. correctly and incorrectly show the number 20 and write
it.

What are your plans for adjusting the pacing of the unit for
struggling learners?
I would adjust the pacing of the unit for struggling
learners by doing a quick assessment with all of the
students in the class. Then for the students who did not
quite understand, I would pull the students into small
groups, do a quick reteach, complete the manipulative
cubes with tens/ones chart together.

Materials/Technology/Resources needed for the lesson: Materials: Manipulative cubes, expo marker, paper
Describe the materials, technology, and resources needed towel/napkin, and a tens/ones chart, sticky note
for the lesson
Technology Smart Board and FM Monitor

Other Resources:

Managing Student Behavior Can’t teach them if you can’t
reach them!
❏ When and how will you establish rules for learning
and behavior during the lesson?
Behavior Expectations for the Lesson:
Whole Group: Facing towards the teacher, quiet hands,
quiet feet, and quiet mouths, where your eyes go your
brain follows.

❏ 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
❏ What will you use for an attention signal?
Turn and Talk: Turn to their shoulder partner and talk
about what happens in the story from beginning to the
end.
Independent Work: Students will work at their desks
independently or together as a table if they choose while
doing the retell worksheet, while using a level 2 or lower
voice level.

How engagement will look and sound

Engagement will be seen through turn and talks, and peer
collaboration at their desks. If a small group is applicable we
will see engagement through reteaching and peer
collaborative.

Plan for movement, transitions, or brain breaks, if

applicable
Movements and transitions will be when the students are
going back and forth from the rainbow carpet to their desks
and vice versa.

Brain Breaks: TTW engage the students with a shake and spill
on the carpet.

Opening (describe ❏ Opening: What will Opening, if applicable:

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 information
Thinking relevant? How will you
Estimated time to motivate students to
complete:_______ learn this material in
Structure (whole class, the set and throughout
collaborative, individual, the lesson? Think about
etc): _______ how this activity is
aligned to the
TTW start out by asking who is a mathematician, this allows
the students to get interested and veered towards math time.
TTW then review the numbers 11-20 and then place values for
the numbers.
(This does not represent a “Hook”. It seems to me that the
hook is the ‘2 truths and a lie:. )
Hook:
TTW begin the lesson by doing two truths and one lie. This
part of the lesson is by presenting a number they know and
will see visual representatives to pick from. Then, they will
pick from three choices to pick for two of the number and one
of the non number.
Brain Break:

‘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):
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
standards and TSW have a brain break by being given a teen number and
objectives. Use doing jumping jacks or by doing a stretch for the allotted
knowledge of students’ seconds.
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 TTW create an anchor chart with die, tens chart, the number
teacher will model the strategy or 20, dominos, tally marks.
skill that students will learn. What
content knowledge are you TSW also create the chart on the smart board as the teacher
teaching students based on your creates it on the anchor chart.
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 This section, while be sitting whole group, the students will be
students have to work sitting on their forever spots on the rainbow carpet.
independently or
together? How are
these groups designed Differentiation: Enrichment and Remediation:
to increase mastery of TSW have the opportunity to collaborate in a turn and talk
objective? NOTE: You with their A and B partners of what they might think the
may or may not have number is and how they would represent it.
groups during the I Do
part of the Lesson) TSW be called on by using a classroom screen random name
generator.
❏ Differentiation - TSW responde with multiple call backs like “Holy moly”,
Enrichment and “guacamole” or “Ready to listen”, “Ready to learn”.
Remediation: What
opportunities do Specific accommodations and Modifications:
students need to
strengthen their EH: TSW be sitting in front to the teacher on their section of
understanding of the the rainbow carpet.
strategy or skill
presented? EN: TTW be wearing an FM Monitor.
TSW be in front next to the teacher to ensure they can read the
teacher’s lips.
❏ Accommodations and
Modifications: What Brain Break:
accommodations and TSW have a brain break by being given a teen number and
modifications do you doing jumping jacks or by doing a stretch for the allotted
have to make for ELL, seconds.
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 -How can I create the number 20?
overcome their mistakes? What
misconceptions do you anticipate -How can I create the number 20 looking at a tens frame?
students might have? (Using
Bloom’s Taxonomy or Costa’s -How can 20 be seen as a set in a form of dominos?
Levels of Thinking, plan some
questions you will ask student) -How can 20 be seen as a set in the form of a number line

How will you make sure that you
are calling on volunteers,
non-volunteers, and a balance
of students based on ability
and sex?
-How can I create the number in a form of dice?
Plan for calling on students
TTW call on students by using a classroom screen random
name generator.

TSW be able to say pass if they do not feel comfortable

answering.

‘We Do’ (Guided Practice – We Do (Guided Practice): We Do

Describe Activity)
Estimated time to complete
‘We Do’’:_______
Structure (whole class,
collaborative, individual,
etc): ______
During this part of the lesson, the
teacher and students are thinking
aloud together.
TTW do a shake and spill with the whole class identifying
numbers 11-20.
TSW be participating in a whole class activity of a shake and
spill.
TSW be called individually to show their thinking to the whole
class by shaking a cup with 20 manipulative cubes and spilling
it into the ones places on the chart.

TSW then create the number 20 with manipulative cubes and

decide if both sets of tens go in the tens or ones side once they
have built it.

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
TSW then explain their thinking to the whole class of how they
built it and why they chose to put it in the certain side they did.
(You need to have more information here. Otherwise, you
might do this activity, but you are not stating the
mathematics that you want students to learn and
understand.
Differentiation “We Do”: Grouping of students:
❏ Grouping of students: TTW be around the perimeter of the carpet.
What opportunities do
students have to work Differentiation: Enrichment and Remediation:
independently or TTW be demonstrating different teen numbers as well as the
together? How are number 20 to ensure students can identify, write, and
these groups designed represent the numbers.
to increase mastery of
objective? Specific Accommodations and Modifications:
❏ Differentiation - EH: TSW be sitting next to the teacher while participating.
Enrichment and
Remediation: What EN: TTW be wearing an FM Monitor.
opportunities do TSW be sitting next to the teacher to ensure they can read the
students need to teacher’s lips.
strengthen their
understanding of the Brain break:
strategy or skill TSW have a brain break by being given a teen number and
presented? doing jumping jacks or by doing a stretch for the allotted
seconds.
❏ 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 -What other way can we identify the number 20?

‘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.
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?
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.
-How many sets of ten will give you 20?
- Are there any ones to keep?
-If you have 3 more building blocks, what number could you
make?
Plan for calling on students
TTW call on students using classroom screen random name
generator or will call on students with hands raised.
TTW provide support by asking the whole class if the student
is correct or incorrect, then the students will answer and
explain the reasoning of why or why not the answer is correct
or incorrect.
TSW give their justification of why they believe their answer is
the right one and by doing that the students will be able to see
if they did the one-to-one correspondence.
(In calling on students, and also in providing support, how
will you use the data from your SSC chart?)
TSW be able to say pass if they do not feel comfortable
answering.
Academic Feedback Stems
TTW offer immediate feedback when a student answers the
question whether it is correct or incorrect.
Correct Feedback-
TTW offer feedback by justifying their correct answer while
allowing other students to see why their answer was correct.
Incorrect Feedback-
TTW offer feedback by saying “I like your thinking but let’s
take another look at the manipulative cubes”.
Reteach the content-
TTW pull students into a small group who were not able to
represent, write, or read in the whole group setting.
You Do
TTW have manipulative cubes on the students desk.
TTW provide a tens and ones chart in a sleeve on their desk.
TSW participate in an activity at their desks and when seated,
TSW then be given 20 manipulative cubes and will be
instructed to first make the number 12 and put them in the
correct set on the chart and then write the number.
TSW then build a couple of other numbers like 14, 17, 19 and
will write the numbers on the side of their tens/ones chart.
TSW then be instructed to make the number 20 and put it in
the correct side for the tens/ones chart and will be instructed
to then write the number when they have shown the number
20 correctly.
TSW be instructed to show their understanding of the numbers
by drawing with their expo marker on their tens and ones
chart the number being asked.
(Here’s a final question, if you want to try it:
“So, let me see your 20. {Check to be sure everyone has it

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 “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,
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?
Academic Feedback “You Do”:
correct with 2 tens.} Now I want you to pretend each block is a
cow. So, ____ how many cows do you have? [20] Now one of
those cows wanders away. Can you take one of your cows and
put him way away from the others? Show me how many cows
you have left. {The right answer would be for them to have 1
ten and 9 ones.} You can then talk about this.)
Grouping of students:
TSW be at their assigned desks.
Differentiation - Enrichment and Remediation:
TTW be demonstrating different teen numbers as well as the
number 20 to ensure students can identify, write, and
represent the numbers.
TSW also be representing the numbers by drawing them on
their tens and ones chart.
Accommodations and Modifications:
EH: TSW be sitting at their desk next to a designated teacher
for extra support in this task.
TSW also be working with hand over hand motions while
writing the numbers to work on correct pincer grip and correct
number writing.
EN: TTW be using a FM Monitor.
TSW be in a seat being able to view the teachers lips.
Brain Break:
TSW have a brain break by being given a teen number and
doing jumping jacks or by doing a stretch for the allotted
seconds.
Questions:
-What other number can you create with your manipulative
cubes?
-Will you write the number of how many manipulative cubes
you have on the side?
Describe your plan for calling on students:
TTW call on students using classroom screen random name
generator or will call on students with hands raised.
TSW be able to say pass if they do not feel comfortable
answering.
Academic feedback stems:
 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.
TTW offer immediate feedback when a student answers the
question whether it is correct or incorrect.
Correct Feedback-
TTW offer feedback by justifying their correct answer while
allowing other students to see why their answer was correct.
Incorrect Feedback-
TTW offer feedback by saying “I like your thinking but let’s
take another look at the manipulative cubes.”.
Reteach the content-
TTW pull students into a small group who were not able to
represent, write, or read in the whole group setting.

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
Planning a Discussion We have been learning about reading, writing, and
Framework: representing the numbers 11-20 in the past two weeks. How
can we put our knowledge together to help us decide some key
Launch Frame factors we can take away from these lessons to help us in other
❏ Opening statement subjects? Can anyone tell me what we have learned about
today?
and question to get
the discussion Eliciting, Orienting Questions
started (Example, -What different tools can help us make the number 20?
“We have been
learning how to add -How did you know that was the correct amount of
fractions in this manipulatives?
activity. What was
an important key in -What strategy did you use to help you determine this?
adding the fractions
-How can we show others how to make the number 20?
that helped you?
What have we been -How did you decide that two sets of ten make up the number
learning about 20?
today?”)
Eliciting, Orienting Conclusion Frame
Questions to ask During the Today, we learned about how to read, write, and represent the
Discussion number 20 in multiple ways. We learned how to represent the
number 20 by looking at dominos, tally marks, a tens frame,
❏ What eliciting,
number line, and dice. Has anyone noticed in the books we
probing, and read during reader’s workshop if it has had the number 20 in
orienting it, if you have what book have we read? Could you also think of
questions will you a book that you have read during independent reading time
ask during the that might have the number 20 in it? From what we have
discussion? learned we will put our thinking from today's lesson to
Conclusion Frame tomorrow's lesson when we learn about comparing numbers
❏ Closing statement using language such as less then, more then, and equal for the
number 20 and teen numbers. We will also put our thinking to
about what they
use tomorrow for when we are at the board for language arts
learned in the while practicing handwriting, we can practice our numbers as
lesson and what well.
they will be
working on next. “In the toy box I found 20 cars.
(Example - “We The action figures had 20 stars.
have been adding In the hallway I found 20 doors.
fractions in this Then I found 20 floors.
On the playground I found 20 swings.
activity - In our
Lastly, I found 20 wings.”
next activity, we (Will you read this, identify rhyming words, and then read
are going to again?)
continue this
work…. or (Brooke, one thing I was looking for was “integrates a
Tomorrow, we will second discipline.’ Is there any way to do that?)
begin subtracting
fractions.)