Lesson Plan Template (Direct)
Teacher Candidate: Isabel Garza
Subject: ELAR 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
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 .
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)
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.
Mentor: Teresa Dennis
The students will be learning how to identify and correctly
label cause and effects in stories and sentences.
TEKS…
(9)Multiple genres: listening, speaking, reading, writing, and
thinking using multiple texts-- genres. The student recognizes
and analyzes genre-specific characteristics, structures, and
purposes within and across increasingly complex traditional,
contemporary, classical, and diverse texts. The student is
expected to:
(D) recognize characteristics and structures of
informational text, including:
(iii) organizational patterns such as cause and effect
and problem and solution;
I can…
I can understand elements of Norse Myths.
I can identify cause and effect relationships in Norse Myths.
Connection to past learning (previous TEKS)
Students have been making predictions and looking at text
features of the stories that we read. This connects to the
current TEK because thier predictions can be used to identify
things that happened and why they did, or cause and effect.
(6) Comprehension skills: listening, speaking, reading, writing,
and thinking using multiple texts. The student uses
metacognitive skills to both develop and deepen
comprehension of increasingly complex texts. The student is
expected to:
(C) make and correct or confirm predictions using text
features, characteristics of genre, and structures;
Key Vocabulary/Academic Vocabulary to include in the
lesson:
There are three tier 2 vocabulary words that must be included
in the lesson because of the curriculum.
- Disguise
- Rumor
- Swear
ELPS
N/A
I can …
N/A
I will summatively assess student mastery using a post-
assessment worksheet. I have created a page of various
sentences that have cause and effect examples. The
students will have to write what the cause and what the
effect was of each sentence.
How will you 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.
I will be formatively assessing student mastery by
asking clarifying questions throughout and checking for
understanding. I will also have students participate in
answering questions and moving around to ask
questions to various groups.

What are your plans for adjusting the pacing of the unit for I plan on breaking students into groups and working
struggling learners? with a small group of learners who I anticipate
struggling.

Materials/Technology/Resources needed for the lesson: Materials:

Describe the materials, technology, and resources needed A copy of the story for each student to read and work from.
for the lesson Highlighters
Index Cards
Pencils
Markers
Sticky notes
White Board

Technology:
Document Camera to show students my work
Promethean board

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?
❏ 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?
Behavior Expectations for the Lesson:
I expect students to be silent when I am speaking and actively
paying attention. I expect students to stay in their seats while I
am teaching and to move quickly and quietly when I have them
move groups. I will explicitly state my expectations when I
begin my lesson.
How engagement will look and sound
Engagement will look like quiet students when I'm talking and
interacting students when I ask a question. I plan to have
students re-explain directions and show me visual cues so I
know if they understood and are listening.

Plan for movement, transitions, or brain breaks, if

applicable
I can use restroom breaks to my advantage and have the
students practice reading while standing outside. We don’t
have time for brain breaks in the morning but we have
attention signals such as “Waterfall Waterfall” and “Give me
five”

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

activity):
Opening:
Estimated time to
complete’:5 Minutes
Structure (whole class,
collaborative, individual,
etc): Individual work and
SEL whole class discussion
Focus/Anticipatory
Set/Hook/Activate
Thinking
Estimated time to
complete:5 minutes
Structure (whole class,
collaborative, individual,
etc): Whole class
students be doing When the morning immediately starts the students have a
immediately after the morning journal that they write in and use based on their
bell rings to kickstart writing prompts. The students will then listen to
class? (bell ringers, do announcements. After, we do our daily SEL and do breathing
nows, seat work) exercises and work on our self control or any other SEL topics.
Hook:
❏ Hook: What will you do I am going to play a video of real life cause and effect examples
to get students excited and I will play a video of birds that start pecking on a bird and
about learning? Why is get sent into the air. I will use this to connect to the overall
this information lesson of cause and effect and ask questions such as what
relevant? How will you caused the birds to go flying into the air and what was the
motivate students to effect of the birds pecking on the other bird. This should allow
learn this material in the students to be hooked into the lesson and I will then
the set and throughout activate prior knowledge by saying “We have been learning
the lesson? Think about about the conjunction “because” what does the word because
how this activity is do?” These questions activate prior learning and will help them
aligned to the remember what we are learning. I will then ask the students to
standards and put the two simple sentences together using the word because
 objectives. Use and have them tell me the cause and effect in each sentence. I
knowledge of students’ will then have a volunteer read out the KUB or objective for the
prior learning, day.
personal, cultural,
and/or community
assets to “hook” them.

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

(Direct Instruction –
describe activity):
Estimated time to complete
‘I Do’’: 20 minutes
Structure (whole class,
collaborative, individual,
etc): Whole class
During this part of the lesson, the
teacher will model the strategy or
skill 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)
I will then go over what cause and effect is. We will also go
over the vocabulary. I will call on someone to read the work
and definition and give students wait time to think about how
they could use this word in a sentence.
I plan on showing them an anchor chart and working through a
few examples from the pre assessment to review with them
what cause and effect is. I will also make a mini skills card so
they can remember the skill and have a reference card with
them in the future to help remember cause and effect with an
example and some signal words.

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
Differentiation for ‘I do”:
(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
For this part of the lesson I will explain that our purpose for
reading is to discover some cause and effects in our story.
Afterwards, I will read pages 56 and 57 outloud to the class. I
will be thinking aloud and saying “I noticed that Loki was very
angry and this was caused because no one was paying
attention to him. That is something I should highlight and label
for the future.’ At this point the students are only listening to
me and I will then write at the bottom a complete sentence
using the conjunction to make a complete sentence saying
“Loki grew very angry because no one was paying attention to
him.”
Grouping of students, if applicable:
❏ Grouping of students: I will not be grouping students during this section. They will
What opportunities do work with me and the whole group. They can work with the
students have to work groups they are sitting at if needed but all attention should be
independently or on teacher at that time.
together? How are
these groups designed Differentiation: Enrichment and Remediation:
to increase mastery of For differentiation I will be drawing an image on the index card
objective? NOTE: You for students who need remediation and may not be able to
may or may not have read the card so they can see the picture and infer that one
groups during the I Do picture caused the other.
part of the Lesson) In terms of enrichment, I will be providing and explaining the
use of signal words so that our students who are able to read
can look for the words that will help them identify cause and
❏ Differentiation - effect in the future.
Enrichment and
Remediation: What Specific accommodations and Modifications:
opportunities do I plan to constantly show my work on the board and allow
students need to students to move closer to the board if needed but I plan to
strengthen their stay close to the students who need the most help.
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

‘We Do’ (Guided Practice –
Describe Activity)
Estimated time to complete
‘We Do’’:20 Minutes
Structure (whole class,
collaborative, individual,
etc): Whole class
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
objective?
Questioning “I 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?
We Do (Guided Practice):
During this part of the lesson, the
teacher and students are thinking
aloud together.
Differentiation “We Do”:
❏ Grouping of students:
What opportunities do
students have to work
independently or
together? How are
these groups designed
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
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
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
Questions:
What is a conjunction?
Who can give me an example of a conjunction?
Give me a sentence with the vocabulary word in it.
Do you agree that ____ Explain.
Plan for calling on students
I plan on calling on one student from each group for each
question. Once I call on someone from each group I will go
back and ask a question again from each group. It will be on a
volunteer basis but if students from a certain group are not
volunteering then I will call them to answer.
We Do
For this portion of the lesson, I will have students read pages
58-59 aloud to the class and have students listen for cause and
effects in this page. I will then ask students to give me a cause
or effect they found and where. I will then ask a different
student to tell me the corresponding cause or effect and where
it can be found in the story. We will highlight the story together
and I will have students write their combined sentence at the
bottom using the conjunction because.
Grouping of students:
I will not be grouping students during this section. They will
work with me and the whole group. They can work with the
groups they are sitting at if needed but all attention should be
on the teacher at that time.
Differentiation: Enrichment and Remediation:
For remediation for all students I will be providing a sentence
stem that they can use for this page that says “_________ because
________”
For enrichment, I will have students who finish early to find
more cause and effects on the page and write sentences for
them.
Specific Accommodations and Modifications:
I plan to constantly show my work on the board and allow
students to move closer to the board if needed but I plan to
stay close to the students who need the most help.
Questions:
Raise your hand and tell me a cause or effect you found
Where can you find that in the story
What caused this/ what was the effect of this?
Where can you find that in the story
Do you agree with ___ why do you agree how do you know?

‘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
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,
Is there another instance of cause and effect in the story?
Plan for calling on students
I plan on calling on one student from each group for each
question. Once I call on someone from each group I will go
back and ask a question again from each group. It will be on a
volunteer basis but if students from a certain group are not
volunteering then I will call them to answer. I will not allow the
same students from each table to keep answering the
questions.
Academic Feedback Stems
Clarifying questions and having students re-explain their work
help reteach from their own point of view but students also
have their index cards at their disposal to help them. I also plan
to go around and support all students. If students are not
mastering I can use a flex day to reteach the content or skill
that they might have not understood.
The strongest part of your work….
Don't forget to…
How do…
You Do
Pages 60-65 will be completed in the same way using the
groups that I created. Some students will be working
independently and some will be working in small groups with
me or other peers. They are expected to complete the same
work and practice together.
After, all students will complete activity 7.1 individually in
their workbooks.
Grouping of students:
Students are to be grouped based on need for support.
Students who can complete the assignment individually will be
grouped together and have each other for support but will be
mostly working individually. I will pull students who need a lot
of hands-on support and will work with them. The other
students will either get another teacher to support them or I
will be working with both and going back and forth. For the 7.1
activity they will be completely individual and I will be walking
around to help.
Differentiation - Enrichment and Remediation:
For my students who need remediation they will be working
with me and be read to but expected to follow along carefully. I
will also give them sentence stems for activity 7.1 to help them.
For my students who need enrichment, I will have them find
the cause and effects in the story and then create a sentence
out of them using their conjunctions or their signal words.
Accommodations and Modifications:
I plan to constantly show my work on the board and allow
students to move closer to the board if needed but I plan to
stay close to the students who need the most help. I will also
allow students to write their own answers on the board when
they volunteer.
ESL Strategies Matrix 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)
How will you make sure that you
are calling on volunteers, non-
volunteers, and a balance of
students based on ability and
sex?
What are some fo
Describe your plan for calling on students:
I plan on calling on one student from each group for each
question. Once I call on someone from each group I will go
back and ask a question again from each group. It will be on a
volunteer basis but if students from a certain group are not
volunteering then I will call them to answer. When working in
groups I will ask all students to participate and all students
need to answer a question once before someone can answer
again.

Academic Feedback “You Do”: Academic feedback stems:

What type of support or I can reteach on flex days and use that time to pull small
academic feedback do they need groups to work on specific areas.
to overcome such challenges? I was wondering if..
How do you plan to reteach if You did a superior 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
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 What have we been learning about today? Where can you look
Framework: if you need help remembering cause and effect?
Launch Frame Eliciting, Orienting Questions
❏ Opening statement What sort of changes do you think might happen if this cause
and effect didn't happen?
and question to get
Characters from the chapter
the discussion Where is the setting?
started (Example, What happens in this chapter?
“We have been
learning how to add Conclusion Frame
fractions in this “In our next activity we are going to use what we learned to
activity. What was pick a character, examine their actions and find examples of
an important key in cause and effects that involve your character. Everyone turn to
page…”
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.)