Lesson Plan Template (Direct)

Teacher Candidate: Tatiana Garcia

Subject: Reading Grade Level: Third Grade

Central Focus: Describe the important understandings and core The students will learn to identify the characteristics and
concepts that you want students to develop over the course of structure of argumentative text.
the learning segment/lesson. What are they going to learn?

Standard: Using the TEKS as guidance, what standard(s) do you TEKS… 3.9(E)(i) The student is expected to recognize
want your students to master?) characteristics and structures of argumentative text by
https://tea.texas.gov/curriculum/teks/ identifying the claim.

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 I can… I can recognize the structure of argumentative text by
the assessment(s); targets should be stated as measurable in identifying the claim.
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?
Connection to past learning (previous TEKS)
Key Vocabulary/Academic Vocabulary to include in the lesson:
Persuade, Convince, Claim

ELPS, if applicable: (Put NA if Not Applicable) ELPS

Include #s, letters and full-verbiage
https://ipsi.utexas.edu/EST/files/standards/ELPS/ELPS.pdf

Language Objective based on ELPS: (TSWBAT…), If I can …

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.
I will have the students use (R-restating the question, A-
answer the question, C- cite your evidence E-explain why you
chose ) which is a writing response to the question “Do you
think the author made a convincing argument? Why or why
not?”.

How will you formatively assess student mastery? For formative I will be conferring with the students while they go into their
assessment, just generally describe what you will be doing. independent work spots while they try to identify the claim
Specific questions will be included later in the lesson plan. and structure of the argumentative text while also writing their
written response.

What are your plans for adjusting the pacing of the unit for According to how the students are responding to the lesson,
struggling learners? then I can see if I need to slow down the pace of the lesson or
review certain topics during whole group.
Materials/Technology/Resources needed for the lesson: Materials:
Describe the materials, technology, and resources needed ● Sticky notes
for the lesson ● https://docs.google.com/presentation/d/
1eRQkCa61gOyZHsedBHosReUXRHSNgOdbb0RcpPBJ3
Ww/edit?usp=sharing
● “The Ultimate Classroom Helpers” (argumentative text
for individual work)
● Paper
● Pencil
● Anchor chart
● Smartboard

Technology
Smart board, google slides document
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:
Students are expected to stay on task during the mini lesson and
be engaged in their individual work and whole group lesson.
How engagement will look and sound
The students will be answering questions during mini lesson and
be answering eachother.
Students will be doing a turn and talk
Students will be addressing the class when answering questions.
Plan for movement, transitions, or brain breaks, if applicable
The class will be doing a brain break after mini lesson if the
students are fidgeting
The class will also have the option of a brain break after the focus
poetry.

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

activity): students be doing
immediately after the Hook:
Opening: bell rings to kickstart I will give the students a prompt that they will be interactive with.
Estimated time to class? (bell ringers, do I will ask “Which chips are the most popular chips in the United
complete’:_______ nows, seat work) States?” The students will raise their hands and answer. Then I
Structure (whole class, will state “lays are the best chips in the United States”. I will then
collaborative, individual, lead on to that statement and tell them I know this because Lay’s
etc): _______ ❏ Hook: What will you was the leading potato chip brand of the united states with about
do to get students 1.7 billion U.S dollars worth of sales, according to statistica.com.
Focus/Anticipatory excited about learning? Making them the best selling chips in the United States which
Set/Hook/Activate Why is this information supports my answer that Lays are the best chips. I will then ask
Thinking relevant? How will you them to do a turn and talk about how my answer was different
Estimated time to motivate students to than theirs because I cited my evidence which supports my claim.
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
standards and
objectives. Use
knowledge of students’
prior learning,
personal, cultural,
and/or community
assets to “hook” them.
‘I Do’/Content Input
(Direct Instruction –
describe activity):
Estimated time to complete
‘I Do’’:_______
Structure (whole class,
collaborative, individual,
etc): _______
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)
I Do: I will have them in the small whole group lesson and
introduce the lesson to them and the objective that includes them
having to recognize the structure of argumentative text. I will also
introduce to them the concept of argumentative text in the anchor
chart. I will have a powerpoint pulled up where it identifies the
claim (what the author is stating/trying to convince the readers),
the body ( gives reasoning, facts, and example’s to support the
author’s claim), conclusion (restating the author’s claim), and
works cited. I will also show them that it is important to create
main ideas of each body paragraph.

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
Grouping of students, if applicable:
❏ Grouping of students:
What opportunities do
students have to work Differentiation: Enrichment and Remediation:
independently or If needed, I will be asking different questions that will lead the
together? How are conversation to avoid any misconceptions.
these groups designed
to increase mastery of
objective? NOTE: You Specific accommodations and Modifications:
may or may not have I will have to have the text bigger for one of my students who
groups during the I Do cannot see well. Have certain students sit near my chair and
part of the Lesson) nearby to stop any blurt outs.
❏ 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 “Who do you think is the authors’ audience? When reading parts
overcome their mistakes? What of this article, who are they trying to reach?”
misconceptions do you anticipate “Does an argumentative text have a claim?” “Does an argumentative
text have statements explaining why they think their claim is good?”

‘We Do’ (Guided Practice –
Describe 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
ESL Strategies Matrix
students might have? (Using “What is an argumentative text used for?”
Bloom’s Taxonomy or Costa’s Plan for calling on students
Levels of Thinking, plan some I will be calling on students who have their hands raised and then
questions you will ask student) ask the students that don’t participate a lot to disagree or agree
with one of their peer’s statements.
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): We Do: As a whole group, we will continue with the slides and it
During this part of the lesson, the will have some questions. On the slide I will be using there is a
teacher and students are thinking slide with a passage that is written in argumentative form “Fuel
aloud together. Your Body”.
The first question asks “what is the author’s claim? What does the
author want the intended audience to do, think or believe?”. I
would ask them to do a turn and talk to try and see where their
responds are at and go from there and clarify any misconceptions.
The next question will be “Who is the intended audience?”, then I
will ask them to do a turn and talk and try to find text evidence
that supports their answer. The next question will be “What are
the three main reasons that the author gives to support her
claim?”, I will read the passages out loud and lead them to find the
main ideas of each body paragraph. I will make think marks that
will show the main ideas of each paragraph. The last question will
be “Are the reasons given by the author facts or opinions?”, the
students will do a turn and talk and try and come up with an
answer and share out with the class.
Differentiation “We Do”: Grouping of students:
❏ Grouping of students: The students will be doing a turn and talk therefore the students will
What opportunities do be grouped in two.
students have to work
independently or Differentiation: Enrichment and Remediation:
together? How are I will be talking to some of the turn and talk partners and I will explain
these groups designed it differently if necessary according to their answers. I will also
to increase mastery of differentiate the way I present the question to partners who are
objective? confused.
❏ Differentiation - Specific Accommodations and Modifications:
Enrichment and Accommodations would just involve sitting near the teacher and
Remediation: What reminders to stay on task to certain students.
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: Can anyone say what the claim tells us? What does an
of questions can you ask students argumentative text has that a normal information text doesn’t?
to overcome their mistakes? What Why does it matter if we know that an author is writing a

‘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.
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
students need to
strengthen their
understanding of the
strategy or skill
argumentative text? What kind of evidence does the author use to
support their answer?
Plan for calling on students
I will call on students whenever they have their hands raised,
calling on students who I haven’t heard from, and also have
“popcorn” answers during whole group.
Academic Feedback Stems
What do you think is the reason the author is writing in
argumentative text? Why does it matter if the author writes an
argumentative text? How does an argumentative text affect how
we read a article? Why is it important to identify the main ideas of
the paragraphs?
You Do
The students will leave from whole group and will go into their
individual working spots. They will have their own copy of “The
Ultimate Classroom Helpers”, a piece of paper, and a pencil to
their individual spots. They will underline just how we did in the
guided practice, they will identify the claim, the intended
audience, and try to find the supporting facts of the body
paragraphs. They will then write a written response using (RACE)
and answering the question “Do you think the author made a
convincing argument? Why or why not?” and they will have to
complete each part of using the entire parts of RACE. If time
allows, they will then share out their written response.
Grouping of students:
The students will be grouped by the students who were not
responding during whole group or have had low scores in the pre
assessment.
Differentiation - Enrichment and Remediation:
Differentiation will include talking to the students step by step in
what is the structure of argumentative text. I will be telling them
how to use RACE for their writing and leading them to answer
each part of the rubric and giving them a packet that explains how
to answer with RACE if necessary.
Accommodations and Modifications:
Certain students will be sitting near the teacher desk and certain
students can ask for help in how to read a couple of words in their
book.
ESL Strategies Document 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 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?
Which structure in the argumentative text are you looking for that
supports your answer? Does the evidence support the claim? Why
or why not?
Describe your plan for calling on students:
After the individual reading I will be asking a few students to
volunteer to speak about what they answered? I will also ask a
few students who don’t usually volunteer to speak to the class to
do so and have them talk about how they identified the different
structures in the argumentative text.

Academic Feedback “You Do”: Academic feedback stems:

What type of support or One suggestion would be to choose text evidence in the
academic feedback do they need argumentative text in order to support your answer. Why did the
to overcome such challenges? author choose to write this in an argumentative form? Where
How do you plan to reteach if does the author decide to write the claim?
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 Write your Closure using the

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.
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?
What have we been
learning about
today?”)
Frame
We have been learning a lot about how to find the different
features between argumentative and persuasive text, why are
they important to identify?
Eliciting, Orienting Questions
How does argumentative text differ from any other nonfiction we
have read? What is the meaning behind writing an argumentative
text? Are the sources in the text important to the argumentative
text?
Conclusion Frame:
I will have a game during the end of the lesson that will allow
them to apply what they have learned about argumentative text
through kinesthetic learning. They will each find one partner in
the room and whenever I say “go” they will get into a position
(kneeling down, on one foot, one hand the air etc.) and they will
be giving a prompt. The prompt will be “Writing helps in our daily
life”, the students will justify their position on the statement.
Eliciting, Orienting Then after a few minutes I will ask the students to switch
Questions to ask During the positions figuratively and literally. The students will state
Discussion additional ideas, reasons, or support for their partner’s claim
❏ What eliciting, from the new perspective. Then I will tell them when an author
writes an argumentative text it is because they are trying to make
probing, and us think a certain way us of something and uses factual evidence
orienting to back it up.
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.)