Lesson Plan Template (Direct)
Teacher Candidate: Kiunna Sims
Subject: ELA 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 . 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.
Specific questions will be included later in the lesson plan.
What are your plans for adjusting the pacing of the unit for
struggling learners?
Mentor: Ginger Dykstra
TSWBAT identify first and third person point of view
TEKS…
3.10 Author's purpose and craft: listening, speaking, reading,
writing, and thinking using multiple texts. The student uses
critical inquiry to analyze the authors' choices and how they
influence and communicate meaning within a variety of texts.
The student analyzes and applies author's craft purposefully in
order to develop his or her own products and performances.
The student is expected to:
(E) identify the use of literary devices, including first- or
third-person point of view;
I can…
Identify first and third person point of view
Connection to past learning (previous TEKS)
Key Vocabulary/Academic Vocabulary to include in the
lesson:
Narrator - the person telling the story
Point of view - the narrator’s perspective
Perspective - the way you see something (a story)
ELPS
N/A
I can …
N/A
Students will be given this post assessment after the
lesson to see what they have learned.
I can informally assess students by walking around as
they are working to see who understand the concept. I
will also ask them questions as they are working to
assess their level of understanding.
I will formatively assess students and monitor their
reactions to and interactions with the content and
 adjust pacing as needed.

Materials/Technology/Resources needed for the lesson: Materials: Anchor chart, Markers/Dry erase markers, Student
Describe the materials, technology, and resources needed Journals, Comic strip template, Pencils, Color Pencils
for the lesson
Technology: Computer, Smart Board, Projector, Powerpoint

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:
How engagement will look and sound
The students will be listening and participating in the class
conversation. When working independently they will be
focused on their assignment and collaborating with their
tablemates. The voice level should never raise above a 2.
Plan for movement, transitions, or brain breaks, if
applicable

The students will move from the carpet to their desks

following the set precedent.

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

activity): students be doing
immediately after the The students will move from their desks to their spots on the
Opening: bell rings to kickstart carpet in the normal order. They will bring their journals with
Estimated time to class? (bell ringers, do them.
complete’:_______ nows, seat work)
Structure (whole class,
collaborative, individual, ❏ Hook: What will you Hook:
etc): _______ do to get students
excited about learning? We will watch a Flocabulary video about point of view.
Focus/Anticipatory Why is this information
Set/Hook/Activate relevant? How will you
Thinking motivate students to
Estimated time to learn this material in
complete:_______ the set and throughout
Structure (whole class, the lesson? Think about
collaborative, individual, how this activity is
etc): _______ 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 I Do/Content Input (modeling): I Do:

(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
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)
Differentiation for ‘I do”:
I will use the anchor chart and the powerpoint to explain the
two types of point of view we will learn. I will also relate
examples to previous books we have discussed. In the
powerpoint, there are screenshots of pages from the book The
Day the Crayons Quit. After discussing each type of point of
view, an example from the book will be used. For example,
when discussing first person point of view, I will explain that it
happens when the narrator is inside of the story. The narrator
uses pronouns like I, Me, and We. I will show the slide with an
example from the book that has a letter from a crayon. Because
the narrator of that page is the crayon, the letters are written
in first person (the point of view of the crayon). I will ask the
students ‘What helps you identify the point of view that this
story is in?’
Grouping of students, if applicable:
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): ______
❏ Grouping of students: N/A
What opportunities do
students have to work Differentiation: Enrichment and Remediation:
independently or
together? How are
these groups designed
to increase mastery of Specific accommodations and Modifications:
objective? NOTE: You
may or may not have Students who have trouble seeing the board have spots closer
groups during the I Do to the front of the carpet.
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 to
overcome their mistakes? What What helps you determine the point of view that the story is
misconceptions do you anticipate written in?
students might have? (Using
Bloom’s Taxonomy or Costa’s What is the difference between the two points of view?
Levels of Thinking, plan some
questions you will ask student) How can you identify the point of view the story is written
from?
How will you make sure that you
are calling on volunteers, Plan for calling on students
non-volunteers, and a balance
of students based on ability I will call a mix of volunteers and non-volunteers.
and sex?
We Do (Guided Practice): We Do
During this part of the lesson, the
teacher and students are thinking The students and I will work together to think about how to
aloud together. change between points of view. We will be using a paragraph
from the story Crossing Bok Chitto that we have previously read
in class. We will go line by line determining the point of view
the sentence is written in and how we would change it to the
other point of view. I will do the first line to model my thinking
and then I will call on different students and have them finish
the rest. I will also ask the class if they agree with each
student's answer, and ask the student how they were able to
determine their answer.
Differentiation “We Do”: Grouping of students:
❏ Grouping of students: N/A
What opportunities do
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
students have to work Differentiation: Enrichment and Remediation:
independently or
together? How are
these groups designed Specific Accommodations and Modifications:
to increase mastery of
objective? I will read each sentence out loud as I show it on the projector
as a modification for struggling readers or those on IEPs.
❏ 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 Questions:

of questions can you ask students
to overcome their mistakes? What Can you explain how you know this sentence is written in _____
misconceptions do you anticipate person point of view?
students might have? (Using
Bloom’s Taxonomy or Costa’s How can you change this sentence to fit into ____ person point
Levels of Thinking, plan some of view?
questions you will ask student)
What did you notice that helped you find the answer?
How will you make sure that you
are calling on volunteers, Plan for calling on students
non-volunteers, and a balance
of students based on ability I will draw popsicle sticks to call a variety of students.
and sex?

Academic Feedback “We Do”: Academic Feedback Stems

What type of support or
academic feedback do they need Think about what clues can help you answer the questions
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 You Do (Independent Practice): You Do

Practice/Assessment of Skill
– Describe the Activity)
Estimated time to complete
‘We Do’’:_______
Structure (whole class,
collaborative, individual,
During this part of the lesson, the
teacher will monitor students’
understanding through
independent practice.
The students will be given a comic strip template. They will
make a comic strip about any school appropriate topic they
would like. They will then be given speech bubble sticky notes.
They are tasked with making dialogue for their comic strip that
is in first person point of view. Then, they will switch their
dialogue to third person point of view on another speech
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
bubble sticky note. This way, the students will be able to
practice writing from both points of view and can see the
difference in pronouns.
Differentiation “You Do”: Grouping of students:
What instructional strategies and
planned supports will you employ The students will be seated in table groups, but will work on
to meet the needs of each student this assignment independently.
in order for each student to
demonstrate learning and move Differentiation - Enrichment and Remediation:
towards mastery regarding the
learning target(s)? The comic strip is differentiated because the students can
❏ Grouping of students: choose any topic they would like. They are given complete
What opportunities do control over the dialogue they choose to use and how they will
students have to work change it from first person to third person point of view.
independently or
together? How are Accommodations and Modifications:
these groups designed
to increase mastery of Students are seated in table groups that are differentiated to fit
objectives? their needs and optimal for successful partner work.
❏ 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 Questions:
type of questions can you ask
students to overcome their What are you going to have your characters say here?
mistakes? What misconceptions
do you anticipate students might How can you switch that to the other point of view?
have? (Using Bloom’s Taxonomy
or Costa’s Levels of Thinking, plan Describe your plan for calling on students:
some questions you will ask
student) I will be walking around asking the students questions as they
are working.
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
to overcome such challenges?
How do you plan to reteach if
students are not mastering

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.
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: We have been learning how to identify first and third person
points of view with this activity. What were some of the things
Launch Frame that helped you see the differences?
❏ Opening statement
Eliciting, Orienting Questions
and question to get
the discussion What questions did you have that were answered in today's
started (Example, lesson?
“We have been
learning how to add Conclusion Frame
fractions in this
activity. What was The next time you're reading something, pause and think about
an important key in what point of view that story is written 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.)