Lesson Plan Template (Direct)
Teacher Candidate: Claudia Cabrera
Subject: Science Grade Level: 1
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
Mentor: Kathryn Gibson
The students will learn to identify the characteristics of
living things orally and share their ideas in writing through a
graphic organizer.
TEKS…
(1.9) Organisms and environments. The student knows that
the living environment is composed of relationships
between organisms and the life cycles that occur. The
student is expected
(A) sort and classify living and nonliving things based upon
whether they have basic needs and produce offspring
I can sort living things based upon their basic needs.
I can classify the characteristics of living things orally and in
writing through a graphic organizer.
Connection to past learning (previous TEKS)
(1.6) Force, motion, and energy. The student knows that
force, motion, and energy are related and are a part of
everyday life. The student is expected to:
(C) demonstrate and record the ways that objects can move
such as in a straight line, zig zag, up and down, back and
forth, round and round, and fast and slow.
Key Vocabulary/Academic Vocabulary to include in the
lesson:
Living things
Environment
Basic Needs
ELPS
(2) Cross-curricular second language acquisition/listening.
The student is expected to:
(C) learn new language structures, expressions, and basic
and academic vocabulary heard during classroom
instruction and interactions
(3) Cross-curricular second language acquisition/speaking.
The student is expected to:
(D) speak using grade-level content area vocabulary in
context to internalize new English words and build academic
language proficiency
(4) Cross-curricular second language acquisition/reading.
The student is expected to:
(C) develop basic sight vocabulary, derive meaning of
environmental print, and comprehend English vocabulary
 and language structures used routinely in written classroom
materials

Language Objective based on ELPS: (TSWBAT…), If I can learn the new vocabulary that is used in the lesson by
applicable (Put NA if Not Applicable) the teacher or my peers.

Use the format: “ I can…” I can demonstrate my understanding of the vocabulary by

classifying the characteristics of living things orally.

I can read the directions carefully on the worksheet given in

order to do it correctly.

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.
Students will be given the same interactive worksheet given
as the pre-assessment to ensure the students understand
and know how to classify all living things.
https://drive.google.com/file/d/1Oz7598-V-nfF7vMsHfo5S2
RC3BGdBnDb/view?usp=sharing

How will you formatively assess student mastery? For formative I will be walking around the classroom throughout the
assessment, just generally describe what you will be doing. lesson to ensure the students are on task and are paying
Specific questions will be included later in the lesson plan. attention. I will also be noticing the student’s work on the
graphic organizer to check for understanding.

What are your plans for adjusting the pacing of the unit for I will slow down when discussing the characteristics and
struggling learners? basic needs of living things to ensure better understanding.
I could provide more examples and visuals of living things.

Materials/Technology/Resources needed for the lesson: Materials: Pictures of living and non-living things, graphic
Describe the materials, technology, and resources needed organizer
for the lesson
Technology: Smartboard, Lumens (document camera)

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: The students know
what is expected of them, but I will reinforce that if I’m
speaking, they shouldn't be.
How engagement will look and sound: The students will
answer questions when called on, actively work on
assignments, and participate throughout the lesson.
Plan for movement, transitions, or brain breaks, if
applicable: After the opening of the lesson, I will tell the
students that when I say ‘GO”, they will be able to walk
around the classroom for the gallery walk. Once their time is
up, I will say “Bears Bears” and have the students
tiptoe/jump on one foot back to their assigned seats to wait
for further instructions.

Opening (describe ❏ Opening: What will Opening, if applicable: As the students are coming into the
activity): students be doing classroom from Specials, I will explain to the students that
immediately after the they will come in quietly (Level 0) and direct their attention
Opening: bell rings to kickstart to the front of the classroom. Once the students are settled,
Estimated time to class? (bell ringers, do I will begin the hook for the lesson.
complete’:_______ nows, seat work)
Structure (whole class,
Hook: I will say, “For today’s science lesson we are going to
collaborative, individual,
start off with a gallery walk. As we can see there are pictures
etc): _______ ❏ Hook: What will you
do to get students posted all around the classroom of things we would see
Focus/Anticipatory excited about learning? outside or around the school. Now as you look at these
pictures I want you to think about whether that object is a
Set/Hook/Activate
Thinking
Estimated time to
complete:_______
Structure (whole class,
collaborative, individual,
etc): _______
‘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.
Why is this information living or non-living thing. You will have 5 minutes to walk
relevant? How will you around the classroom. I am going to set up a timer and once
motivate students to the timer goes off, I will instruct you to go back to your
learn this material in seats. So when I say “GO”, you may calmly get up and walk
the set and throughout over to a picture around the room. Make sure we are visiting
the lesson? Think about more than one picture. I will be walking around to ensure
how this activity is everyone is staying on task”. Once the timer goes off, I will
aligned to the
get the attention of the students by saying “Bears Bears”
standards and
objectives. Use and instruct them tiptoe back to their seats when I say,
knowledge of students’ “GO”.
prior learning,
personal, cultural,
and/or community
assets to “hook” them.
I Do/Content Input (modeling): I Do: I will call on students to share with me things they saw
During this part of the lesson, the throughout the gallery walk. As the students are telling me
teacher will model the strategy or the things they saw, I will create a list on the board for the
skill that students will learn. What students to see. Then I will ask, “Looking at the list I created
content knowledge are you of the things we saw throughout our gallery walk, can
teaching students based on your anyone tell me which objects they think are a living or a
own understanding? You are
non-living thing?” After the students have guessed which
literally thinking aloud. Should objects they thought were living or non-living, I will reveal
include both Tier 1 (examples) the answers of which objects were living or non-living. Then
and Tier 2 (think aloud) I will say, “These living and non-living things are what makes
up our environment that we see around us everyday. But
how can we tell if it is a living or a non-living thing? Well I am
going to play a short video, and I want you to pay close
attention to how we can figure out if an object we see
around us is a living or a non-living thing”.
Differentiation for ‘I do”: Grouping of students, if applicable: The students will be
❏ Grouping of students: sitting at their assigned seats.
What opportunities do
students have to work Differentiation: Enrichment and Remediation: The
independently or students will be given the opportunity to interact and
together? How are answer questions throughout the video to help strengthen
these groups designed
their understanding of the content.
to increase mastery of
objective? NOTE: You
may or may not have Specific accommodations and Modifications: For the
students with IEPs, I will closely monitor for understanding
groups during the I Do
throughout the lesson and will repeat oral directions if
part of the Lesson)
needed. For the students that are not yet identified (but are
in the process of) for GAP and Special Education, they will
❏ Differentiation - be given a personal white board to draw on to maintain calm
Enrichment and and focused, while another student will have a personal
Remediation: What laptop to be on to keep from abusive and harmful behavior
opportunities do to occur in the classroom. After the I Do, we will have a class
students need to discussion over the video the students just watched to allow
strengthen their the students to fully understand what a living and a
understanding of the
non-living thing is and what their characteristics are for
strategy or skill
those who are still struggling to identify a living or
presented?
non-living thing.
❏ Accommodations and
Modifications: What
accommodations and
modifications do you
have to make for ELL,
SPED, 504, and
struggling students?
How will these
ESL Strategies Document accommodations and
modifications support
ESL Strategies Matrix mastery of the
objective?

Questioning “I Do”: What type of Questions:

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)
Understand- “What is one thing we notice about living
things?”
Understand- “Would we be considered a living thing?”
Plan for calling on students: I will be calling on students
randomly through the use of popsicle sticks, so students can
be more eager to pay attention and participate.

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 –
Describe Activity)
Estimated time to complete
‘We Do’’:_______
Structure (whole class,
collaborative, individual,
etc): ______
We Do (Guided Practice):
During this part of the lesson, the
teacher and students are thinking
aloud together.
We Do: After the video, I will lead a class discussion. I will
start the class discussion regarding the video by asking,
“What are living things?” I will explain that living things are
anything that is alive, which are people, animals, and plants.
Next I will ask, “What are the characteristics of a living
thing?” I will explain that living things grow, eat, breathe,
move, and reproduce. Lastly, I will ask the students, “What
are the basic needs of a living thing?” I will explain that the
basic needs of living things are air, water, food, sunlight, and
shelter.

Differentiation “We 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
Questioning “We Do”: What type
Grouping of students: The students will be sitting at their
❏ Grouping of students: assigned seats.
What opportunities do
students have to work Differentiation: Enrichment and Remediation: Students
independently or will have the opportunity to listen and chime in on the class
together? How are discussion to help strengthen their understanding of the
these groups designed
content. Students will also be able to phone a friend if they
to increase mastery of
do not know the answer to the question when called on.
objective?
❏ Differentiation - Specific Accommodations and Modifications: For the
Enrichment and students with IEPs, I will closely monitor for understanding
Remediation: What throughout the lesson and will repeat oral directions if
opportunities do needed. For the students that are not yet identified (but are
students need to in the process of) for GAP and Special Education, they will
strengthen their be given a personal white board to draw on to maintain calm
understanding of the and focused, while another student will have a personal
strategy or skill laptop to be on to keep from abusive and harmful behavior
presented? to occur in the classroom. If students seem to not be
understanding what a living thing is, then I will re-explain
❏ Accommodations and
how we can identify what a living thing is by their
Modifications: What
characteristics and basic needs using the video or pictures.
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?
Questions:

‘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.
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 “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
Understand- “Give an example of a living thing from the
video.”
Analyze- “Would a tree be considered a living thing?”
Plan for calling on students: I will be calling on students
randomly through the use of popsicle sticks, so students can
be more eager to pay attention and participate.
Academic Feedback Stems: If students are not fully
understanding the lesson, I plan to pull the students that are
not mastering the content to the carpet to help the students
fully understand the content.
Student Feedback- Positive: You did a superior job on
explaining what a living thing is!
Student Feedback- Needs to Improve: Don’t forget that a
tree is considered a plant, so it is a living thing.
Student Feedback- Questions I Have: How do you know an
object is a living thing?
You Do: After the class discussion from the We Do, I will
randomly call on students (using the popsicle sticks or
students who are sitting in SLANT) to help me pass out the
graphic organizer. The students will be able to work in their
groups or independently to complete the graphic organizer.
I will go over the graphic organizer before releasing the
students to work on their own to ensure they understand
what is expected of them. I will explain to the students that
they will need to highlight the characteristics of a living
thing that we have been discussing throughout the lesson in
the graphic organizer. I will set up a timer for the students
on the Smartboard to show the students how much time
they are allowed for the independent practice. I will instruct
the students to come show me their paper once they are
done to check for understanding.
Grouping of students: The students will be sitting at their
assigned seats.
Differentiation - Enrichment and Remediation: Students
are able to work with a partner or group, if needed, to help
strengthen their understanding of the content.
Accommodations and Modifications: For the students with
IEPs, I will closely monitor for understanding throughout
the lesson and will repeat oral directions if needed. For the
students that are not yet identified (but are in the process
of) for GAP and Special Education, they will be given a
personal white board to draw on to maintain calm and
focused, while another student will have a personal laptop to
be on to keep from abusive and harmful behavior to occur in
the classroom. I will also be available to answer questions
and try to give individual attention to the struggling
students. Time can be extended, if needed.
 students need to
ESL Strategies Document strengthen their
understanding of the
ESL Strategies Matrix 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
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)
Remember- “What are some characteristics of a living
thing?”
Remember- “Is a living thing alive?”
Describe your plan for calling on students: I will be calling
on students randomly through the use of popsicle sticks, so
students can be more eager to pay attention and
participate.

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”:
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.
Academic feedback stems: If students are not fully
understanding the lesson, I plan to pull the students that are
not mastering the content to the carpet to help the students
fully understand the content.
Student Feedback- Positive: You did a superior job on
identifying the characteristics of a living thing!
Student Feedback- Needs to Improve: Don’t forget to write
Living Things as your topic on your graphic organizer.
Student Feedback- Questions I Have: What else can we
write about living things on our graphic organizer?

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
Planning a Discussion
Framework:
Launch Frame
❏ Opening statement
and question to get
the discussion
started (Example,
“We have been
learning how to add
fractions in this
activity. What was
an important key in
adding the fractions
that helped you?
Launch Frame: We have been learning how to identify living
things and their characteristics. We used a gallery walk to
display objects that we see everyday around us in our
environment that are living and non-living things. What are
some important characteristics of a living thing?
Eliciting, Orienting Questions: How can you figure out if an
object is a living thing? Would a chair or a table be
considered a living thing?
Conclusion Frame: Great Job Everyone! We will continue to
talk about how to identify living and non-living things for
tomorrow’s science lesson.
 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.)