Lesson Plan Template (Direct)
Teacher Candidate: Ivonne Cardenas
Subject: Math Grade Level: 2nd
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.
Mentor: Crystal Short
TSW will identify examples of borrowing and distinguish
between responsible and irresponsible borrowing
TEKS…
(11) Personal financial literacy. The student applies
mathematical process standards to manage one's financial
resources effectively for lifetime financial security. The
student is expected to:
(D) identify examples of borrowing and distinguish
between responsible and irresponsible borrowing
I can…
I can identify examples of borrowing and distinguish
between responsible and irresponsible borrowing
Connection to past learning (previous TEKS)
Yesterday, we learned that saving is an alternative to
spending
Key Vocabulary/Academic Vocabulary to include in the
lesson:
● Borrower
● Lender
● Loan
● Responsible borrower
● Irresponsible borrower
ELPS
2 ELL’s
I can …
I can identify examples of borrowing and distinguish
between responsible and irresponsible borrowing
● Students will be given an exit ticket to complete
to assess their learning on being able to
distinguish between responsible and
irresponsible borrowing
● Students will be on the carpet during our lesson,
I will have students share their thoughts, give me
a thumbs up or down to show their
understanding.
 What are your plans for adjusting the pacing of the unit for
struggling learners?
● If I notice that some of my students are having a
difficult time distinguishing between a
responsible and irresponsible borrower, I will
have to monitor and adjust by going back and
revisiting the vocabulary words and its meaning
or refer back to a real-life example.

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

Describe the materials, technology, and resources needed ● Projector
for the lesson ● Exit Ticket
● Anchor chart
● Marker
● Task cards
● Pencil
● Butcher paper
● Word strip

Technology
● Projector

Other Resources:
● N/A

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:
● Students are expected to be at the carpet seated
on their spot. They are expected to actively listen
and participate in discussion
How engagement will look and sound
● Students voices will be incorporated, students
will have opportunities to turn and talk, giving
me a thumbs up or down to check for
understanding
Plan for movement, transitions, or brain breaks, if
applicable
● Students will be seated on the carpet already. If I
notice that students are getting distracted I will
do a brain break with the kids by having them
stand up and do a few stretching exercises and
then have them come back together seated on the
carpet.

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

activity): students be doing ● Students will be at the carpet finishing up Green
immediately after the Circle. Once that is done, students will move into
Opening: bell rings to kickstart their carpet spots for our Math Lesson
Estimated time to class? (bell ringers, do
complete’:____2__ nows, seat work) Hook:
Structure (whole class, ● Boys and girls, I have a riddle for you that’s called
collaborative, individual, “What am I?” Now I’m not going to tell you who I
etc): _______ ❏ Hook: What will you do am, that is your job to figure out. So, listen
to get students excited carefully to my word choices because that will
Focus/Anticipatory about learning? Why is help you figure out this puzzle.
Set/Hook/Activate this information
Thinking relevant? How will you I am not a person but a place in this school. I have no doors,
Estimated time to motivate students to so you are welcome to come in whenever you would like.
complete:____5___ learn this material in When you walk in you see rows and rows of shelves. I
Structure (whole class, the set and throughout supply my visitors with lots of choices to pick from. What
collaborative, individual, the lesson? Think about am I?
etc): _______ how this activity is
aligned to the Answer: Library
standards and
objectives. Use I will wait a few seconds and then call on students to share
knowledge of students’ what they think the answer is. Then I will prompt students
prior learning, at the library, what is the purpose of having a library?
personal, cultural, Students share out. Then I say, “That’s right. You go to the

‘I Do’/Content Input
(Direct Instruction –
describe activity):
Estimated time to complete
‘I Do’’:___15____
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
and/or community
assets to “hook” them.
I Do/Content Input (modeling):
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)
library to check out books. When you check out books you
are actually borrowing it,so you are the borrower because
you are not keeping it. The librarian is the lender who is
giving you the books. Also, since you are not keeping the
books it can be seen as a loan. The librarian is loaning you
books for you to borrow for a short time and hope for you
to bring them back.
I Do:
● Boys and girls, today we are going to learn on
identifying examples of borrowing and
distinguishing between a responsible borrower
and irresponsible borrower.
● Before spring break we talked about a bank. Who
can recall/remember what a bank is? I will call
on students. That’s right, a bank is a business
place that holds people money. When people
have bank accounts, what can they do at the
bank? They can deposit and withdraw.
Absolutely, but that’s not all that they do. They
also offer loans. Since a bank has money, a
person can ask for a loan. What does that mean
to you? Students share. That’s right borrowing
money from the bank and has to be paid back.
● I’m going to tell you a short story about Ms.C. Ms.
C was just starting college. College can be really
expensive. Ms.C’s parents didn’t have the money
for it. Ms. C had to take out a loan at the bank to
pay for college. Who can explain if Ms.C taking
out a loan was a good decision to make? Student
share.
● Can you think of a time that you have borrowed
money from somebody? Students will turn and
talk and I will pick on someone to share. Then I
say “yes, when that person borrows money, they
are a borrower and there’s two types that a
borrower can be described when borrowing
money. I write “Responsible borrower” and
“Irresponsible borrower” on the anchor chart.
Then I ask “what do you notice about the words I
wrote?” Call on students. Students responsible
and then I prompt them that as 2nd graders you
learn about prefixes in Reading. A prefix is a
word or letter that is added to the beginning of a
word. You mentioned that you noticed that “IR”
means “not” or “the opposite of. “ Therefore,
irresponsible is the opposite of responsible. And
we know what a borrower is. Let’s come up with
a definition together. Give students a few seconds
to think and then call on students. Then have
them tell me their definition and I record it on
the anchor chart. Responsible borrowing is when
you borrow something like money and return it
to a place or person back on time or when you
promise. Then, I will do the same with
Irresponsible borrower. Have students think and
then record the definition onto the anchor chart,
you borrow something like money and then you
return it rip, late, or not return it at all or in full.
● As a class we came up with definitions for our
mathematical terms, so now let’s apply what we
know now by looking at some examples.
 ● Boys and girls, follow along as I read the
problem. I read the problem and then I said
“Hmmm what do I know first.” Well I know that
Tori wants to buy a TV for $80 but doesn't have
enough so she asks her friend for money. What
happens next boys and girls? Her friend gives her
the money but Tori pays her back $10 for 4
weeks. I have to determine who is the lender and
who is the borrower. Who can tell me who the
lender is and why. I record the student answer
and then I do the same for the borrower. Now I
have to determine if she’s a responsible or
irresponsible borrower. The way to do this for
boys and girls is that I see that she will pay back
her friend $10 for 4 weeks, so I need to create a
chart. I model creating a chart and labeling and
then I fill in the chart $10 in each column. Now
that I have a visual, I add all my money together.
Boys and girls, based on the amount we got, do
you think she is responsible or irresponsible and
why? That’s correct, she is irresponsible because
she only gave back $40. I am going to use my
sentence stem to explain my reasoning.
● Let's look at another example. I will have a
student read the problem. Then I will ask them
what they know so far and what do I need to do
to determine if they are a responsible or
irresponsible borrower. That's right, create a
chart, let's do that. I will have a student come to
the board and fill out the chart. Based on what
we are seeing boys and girls, what can be said.
Turn and talk to your partner. I will call on a
student and then have them share what they
think and fill out our sentence stem.

Differentiation for ‘I do”: Grouping of students, if applicable:

❏ Grouping of students: ● Students will be on the carpet seating at their
What opportunities do spots.
students have to work
independently or
together? How are Differentiation: Enrichment and Remediation:
these groups designed ● I will have a sentence stem on the board for
to increase mastery of students to visually see and use. This will be
objective? NOTE: You most beneficial to my ELL learners.
may or may not have
groups during the I Do
part of the Lesson)
Specific accommodations and Modifications:
● ELL’s learners will have a sentence stem to help
❏ Differentiation - with their writing and responses.
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?

‘We Do’ (Guided Practice –
Describe Activity)
Estimated time to complete
‘We Do’’:___15____
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 these
accommodations and
modifications support
mastery of the
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
Questions:
● Who can recall/remember what a bank is?
● What can a person do at the bank when they have
a bank account?
● Can anyone describe a time that they borrowed
money from someone.
● What are some other ways that responsible
borrowing looks like?
● Who can explain if Ms.C taking out a loan was a
good decision to make?
Plan for calling on students
● I plan on calling students who are raising their
hands and students who I have not heard from.
We Do
● Now you have a chance to practice with a group.
Around the room, there are four different color
papers up on the wall. On that paper there is a
task card displayed. This is what you are going to
do. First, one person from the group is going to
read the problem. Then you are going to solve the
problem by one; showing your work and two;
using the sentence stem when you explain if your
person is a responsible or irresponsible
borrower and why.
● Once, you are done with your problem , so that
means you finish showing your work and have
your sentence stem on your paper. Your next
steps are; you and your group need to plan who is
going to speak and what is going to be said
because at the end every group is going to
present. When your group has done that, and I
have checked in with your group I have a bonus
task card that your group can do. That’s only if
you finish solving your problem, you show work
and have your sentence stem on your paper and I
have to check in with your group. Remember we
are learning about responsible and irresponsible
borrowing so I want to be hearing you use these
mathematical terms.
● While you are working in your group I will be
walking around and checking in on each group.
● Before I send you to your task cards, how do we
work in groups? Students will share. Then I
proceed and then ask who can tell me what we
are about to do. Have a couple of students explain
to me in their own words what we are about to do
and then release each group.
● After students complete their task, we will start
with one group to present their task to the class
and explain their answer. Once the group is done
sharing, we will move to the next group and so
forth until all groups share.
Grouping of students:
● Students will work with their station groups to
complete the task cards
 together? How are Differentiation: Enrichment and Remediation:
these groups designed ● Each group will have different task cards
to increase mastery of
objective?
Specific Accommodations and Modifications:
❏ Differentiation - ● Students will have the sentence stem on the
Enrichment and board displayed for them
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
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 did you come to that explanation of a ______
borrower?
● How do you think the lender is feeling based on
the borrower's actions?
● What could’ve the borrower done differently to
become a responsible borrower.

How will you make sure that you
are calling on volunteers,
non-volunteers, and a balance
of students based on ability
and sex?
Plan for calling on students
● I plan on having each group share out their
responses

Academic Feedback “We Do”: Academic Feedback Stems

What type of support or academic ● Excellent job on explaining your reason why the
feedback do they need to person is a ________ borrower.
overcome such challenges? How ● Don’t forget to determine who is the borrower
do you plan to reteach if students and who is the lender in the problem.
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’’:___10____
Structure (whole class,
collaborative, individual,
etc): ______
During this part of the lesson, the
teacher will monitor students’
understanding through
independent practice.
● Boys and girls, now that we had the chance to
practice some examples together. Now it is your
turn to practice by yourself. I have an exit ticket
for you to complete. When you look at your exit
ticket you will see it similar to what we just did.
You are going to complete this independently and
then turn it in to me. Before I let you go, who can
give me an example of what an irresponsible
borrower looks like? What conditions do you
think the item may look like? Students share out
 and then I have students go to complete their exit
ticket

Differentiation Differentiation “You Do”: Grouping of students:

(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
What instructional strategies and ● Students will be seated at their table group
planned supports will you employ completing their exit ticket.
to meet the needs of each student
in order for each student to Differentiation - Enrichment and Remediation:
demonstrate learning and move ● I will have four students at the carpet with me
towards mastery regarding the who will need accommodation in reading
learning target(s)? Accommodations and Modifications:
❏ Grouping of students:
What opportunities do ● The students that will be with me during this
students have to work time I will provide them with their
independently or accommodation by reading the exit ticket to
together? How are them since their accommodation is they need to
these groups designed be read to.
to increase mastery of
objectives?
❏ Differentiation -
Enrichment and
Remediation: What
opportunities do
students need to
strengthen their
understanding of the
strategy or skill
presented?

ESL Strategies Matrix

❏ 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 Questions:

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 examples of how irresponsible
looks like?
● When an irresponsible borrower returns an item
or money, how would the return of the money or
item look like?
Describe your plan for calling on students:
● Students will be at their desk and completing
their exit ticket

Academic Feedback “You Do”: Academic feedback stems:

What type of support or academic ● Amazing job friends in explaining your
feedback do they need to reasoning.
overcome such challenges? How ● Think about when you borrowed an item, what
do you plan to reteach if students conditions were the item when you returned it.

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.
are not mastering content? How does that impact you as a borrower?
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: ● Boys and girls, who can explain to me in their
own words what we just learned?
Launch Frame Eliciting, Orienting Questions
❏ Opening statement ● Why is it important for people to be a
responsible borrower?
and question to get
● What are some reasons that people might be
the discussion described as irresponsible?
started (Example, ● What are the responsibilities of a responsible
“We have been borrower to the lender?
learning how to add ● How would you compare responsible borrowing
fractions in this and irresponsible borrowing to a friend?
activity. What was ● Who can explain if it is a good idea or not a good
an important key in idea to borrow money from a bank?
● What are some consequences of being an
adding the fractions
irresponsible borrower?
that helped you?
What have we been Conclusion Frame
learning about ● Boys and girls, we have been identifying and
today?”) distinguishing between a responsible borrower
Eliciting, Orienting and an irresponsible borrower. Tomorrow, we
Questions to ask During the will continue practicing this work with more
Discussion examples.
❏ 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.)