Lesson Plan Template (Direct)

Teacher Kara Knox

Candidate:

Subject: Interactive Grade Level: Kinder Mentor: Sharon Lykke

writing with
science inclusion

Central Focus Describe the important Proper formation of letters and things
understandings and core you see in the sky during the day.
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 TEKS… (2) Developing and sustaining

guidance, what foundational language skills: listening,
standard(s) do you want speaking, reading, writing, and thinking
your students to (C) demonstrate and apply spelling
master?) knowledge by:
https://tea.texas.gov/cur (i) spelling words with VC, CVC, and
riculum/teks/ CCVC;
(ii) spelling words using sound-spelling
Deconstructing/ patterns; and
Unpacking the (iii) spelling high-frequency words from
Standard(s) a research-based list
Determine key verbs: (E) develop handwriting by accurately
Identify and underline forming all uppercase and lowercase letters
key verbs within the using appropriate directionality.
standard and/or (8) Earth and space. The student knows that
element(s). there are recognizable patterns in the natural
world and among objects in the sky. The
Identify concepts and student is expected to: (C) observe,
skills students will need describe, and illustrate objects in the sky
to know, understand, such as the clouds, Moon, and stars,
and be able to do to including the Sun.
reach proficiency.

Objective: Targets must be I can...sound out and write words with

aligned to the TEKS correct letter formation that describe things
and with the in the sky during the daytime.
 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 Connection to past learning (previous

past learning? What TEKS)
key vocabulary and/or Correct letter formation, capital and
academic language lowercase letters, alphabetic principal
needs to be reviewed or Key Vocabulary/Academic Vocabulary to
introduced? include in the lesson: cloud, sun, kite,
If applicable: What butterfly, rainbow
images will you use for
key vocabulary? What
sentence starters might
be helpful?

ELPS, if Include #s, letters and ELPS NA

applicable: (Put full-verbiage
NA if Not https://ipsi.utexas.edu/E
Applicable) ST/files/standards/ELPS
/ELPS.pdf

Language Use the format: “ I I can …NA

Objective based can…”
on ELPS:
(TSWBAT…), If
applicable (Put
NA if Not
Applicable)

Assessments: How will you Summative (Formal) Assessment

summatively and Check students progress in the handwriting
formatively assess book
student mastery? For Formative (Informal)l Assessment
formative assessment, Look at their writing books, papers,
just generally describe whiteboards during writing time
 what you will be doing. Plan for Adjusting Pacing
Specific questions will Give students adequate time to write the
be included later in the letter before moving on to the next
lesson plan. What are
your plans for adjusting
the pacing of the unit
for struggling learners?
❏ Summative
Assessment:
❏ Formative
Assessment:
❏ Plan for
adjusting
pacing for
struggling
learners

NOTE: The
summative assessment
might not be a part of
this lesson..

Materials/Technol Describe the Materials: What a Beautiful Sky book,

ogy/Resources materials, technology, anchor chart paper, markers, oops it tape,
needed for the and resources needed white boards, paper, pencils, erasers
lesson: for the lesson
Technology: None

Other Resources:

Managing ❏ When and how Behavior Expectations for the Lesson:

Student Behavior will you Students will sit on their spot on the carpet,
Can’t teach them establish rules sound out words, and write them on their
if you can’t reach for learning paper in unison with teacher
them! and behavior How engagement will look and sound
during the Students sounding out words and writing the
lesson? letters on their paper.

❏ What will it Plan for movement, transitions, or brain

look and sound breaks, if applicable: Transition from
like if students handwriting to interactive writing will be to
are engaged vs. write site words from the board onto their
compliant in the whiteboards while sitting on the floor. To go
lesson? from interactive writing to centers, students
will put up their boards, come back to the
❏ How will you floor, listen to a just for fun read aloud, and
 allow for then the teacher will call table groups to go
movement, to centers
transitions or
brain breaks to
capitalize on
engagement and
performance

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

activity): will students be Students will have just finished handwriting
doing and will come to the floor to write site
Opening: immediately words. Teacher will be walking around
Estimated time to after the bell checking handwriting books. Once students
complete’:_______ rings to kickstart are done with handwriting they will take
Structure (whole class? (bell their boards to the floor to write site words.
class, ringers, do
collaborative, nows, seat work)
individual, etc):
_______ Hook:
❏ Hook: What Read the daytime section of the book What
Focus/Anticipator will you do to A Beautiful Sky and talk about things we
y get students see in the sky during the day.
Set/Hook/Activate excited about
Thinking learning? Why
Estimated time to is this
complete:_______ information
Structure (whole relevant? How
class, will you
collaborative, motivate
individual, etc): students to learn
_______ this material in
the set and
throughout the
lesson? Think
about 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 I Do/Content Input I Do: Teacher sounds out word, writes

Input (Direct (modeling): During this letters on whiteboard, and writes letters on
Instruction – part of the lesson, the anchor chart that are not heard in the word
describe activity): teacher will model the (silent e, diphthongs, etc)
strategy or skill that
Estimated time to students will learn.
complete ‘I What content
Do’’:_______ knowledge are you
Structure (whole teaching students based
class, on your own
collaborative, understanding? You are
individual, etc): literally thinking
_______ aloud. Should include
both Tier 1 (examples)
and Tier 2 (think aloud)

Differentiation for ‘I Grouping of students, if applicable:

do”:
Differentiation: ❏ Grouping of
For Differentiation students: What Differentiation: Enrichment and
during the “I Do” opportunities do Remediation:
or the “Modeling” students have to
portion,consider if work
you have any independently or Accommodations and Modifications:
accommodations/ together? How Preferential seating, teacher modeling
modifications/ are these groups
supports that need designed to
to be addressed in increase mastery
the lesson based on of objective?
student need. If NOTE: You
not, put NA may or may not
have groups
(Enrichment and during the I Do
remediation): part of the
Tailoring Lesson)
instruction to meet
individual needs;
differentiating the ❏ Differentiation
content, process, - Enrichment
and/or product. and
Consider cultural Remediation:
diversity, gifted, What
etc. opportunities do
 students need to
Accommodation(s strengthen their
)- (A change that understanding of
helps a student the strategy or
overcome or work skill presented?
around the
disability):
❏ Accommodatio
Modification(s)- ns and
(A change in what Modifications:
is being taught or What
what is expected accommodation
from the student): s and
modifications do
Remember, an you have to
accommodation is make for ELL,
not lowering SPED, 504, and
expectations or struggling
teaching below students? How
grade level will these
content/objectives. accommodation
s and
ESL Strategies modifications
Document support mastery
of the objective?
ESL Strategies
Matrix Questioning “I Do”: Questions: What sound do we hear?
What type of questions What letter is that? Lets clap it out
can you ask students to
overcome their Plan for calling on students
mistakes? What Pull sticks
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 We Do (Guided We Do: Students sound out the chosen word
Practice – Practice): During this to identify letter sounds
Describe Activity) part of the lesson, the
teacher and students are
Estimated time to thinking aloud together.
complete ‘We
Do’’:_______ Differentiation “We Grouping of students:
Structure (whole Do”:
class, ❏ Grouping of
collaborative, students: What Differentiation: Enrichment and
individual, etc): opportunities do Remediation:
______ students have to
work
independently or Accommodations and Modifications:
together? How
are these groups
designed to
increase mastery
of objective?

Differentiation ❏ Differentiation
(Enrichment and - Enrichment
remediation): and
Tailoring Remediation:
instruction to meet What
individual needs; opportunities do
differentiating the students need to
content, process, strengthen their
and/or product. understanding of
Consider cultural the strategy or
diversity, gifted, skill presented?
etc.
❏ Accommodatio
Accommodation(s ns and
)- A change that Modifications:
helps a student What
overcome or work accommodation
around the s and
disability: modifications do
you have to
Modification(s)- A make for ELL,
change in what is SPED, 504, and
being taught or struggling
students? How
what is expected will these
from the student: accommodation
s and
Remember, an modifications
accommodation is support mastery
not lowering of the objective?
expectations or
teaching below Questioning “We Do”: Questions: What sound do we hear? What
grade level What type of questions letter is that? Let’s clap it out
content/objectives. can you ask students to
overcome their
ESL Strategies mistakes? What
Document misconceptions do you Plan for calling on students
anticipate students Pulling sticks
ESL Strategies might have? (Using
Matrix 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 Academic Feedback Stems: Lets clap out

“We Do”: What type of the word _____. What is the first sound we
support or academic hear? What letter is that? Is this letter a tall,
feedback do they need small, or drop?
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’ You Do (Independent You Do: students write the letters sounded
(Independent Practice): During this out to make the chosen word
Practice/Assessme part of the lesson, the
nt of Skill – teacher will monitor
Describe the students’ understanding
Activity) through independent
practice.
Estimated time to
complete ‘We Differentiation “You Grouping of students:
Do’’:_______ Do”:
Structure (whole What instructional Differentiation - Enrichment and
class, strategies and planned Remediation:
collaborative, supports will you
individual, etc): employ to meet the Accommodations and Modifications:
______ needs of each student in
order for each student
to demonstrate learning
and move towards
mastery regarding the
learning target(s)?
❏ Grouping of
Differentiation students: What
(Enrichment and opportunities do
remediation): students have to
Tailoring work
instruction to meet independently or
individual needs; together? How
differentiating the are these groups
content, process, designed to
and/or product. increase mastery
Consider cultural of objectives?
diversity, gifted,
etc.
❏ Differentiation
Accommodation(s - Enrichment
)- (A change that and
helps a student Remediation:
overcome or work What
around the opportunities do
disability): students need to
strengthen their
Modification(s)- understanding of
(A change in what the strategy or
is being taught or skill presented?
what is expected
from the student):
 ❏ Accommodatio
Remember, an ns and
accommodation is Modifications:
not lowering What
expectations or accommodation
teaching below s and
grade level modifications do
content/objectives. you have to
make for ELL,
ESL Strategies SPED, 504, and
Document struggling
students? How
ESL Strategies will these
Matrix accommodation
s and
modifications
support mastery
of the objective?

Questioning “You Questions: What sound do we hear? What

Do”: What type of letter is that? Lets clap it out
questions can you ask
students to overcome Describe your plan for calling on
their mistakes? What students:
misconceptions do you Pull sticks
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 Academic feedback stems:

“You Do”: What type Lets clap out the word _____. What is the
of support or academic first sound we hear? What letter is that? Is
feedback do they need this letter a tall, small, or drop?
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.

Closing - Check Write your Closure Launch Frame: What are some things we
for using the Planning a see in the daytime?
Understanding Discussion Framework:
(Describe the Eliciting, Orienting Questions
activity): How will Launch Frame What sound do we hear? What letter is
the lesson end and ❏ Opening that?
bridge to learning statement and Conclusion Frame
for the future? question to get In the daytime we can see things like the
What do you want the discussion sun, clouds, kites, butterflies, and
to reiterate to started rainbows! I wonder what we can see at
students? Based on (Example, “We nighttime!
the pacing of the have been
lesson and learning how to
feedback from add fractions in
students, did they this activity.
master the What was an
objective? Make important key in
sure to revisit adding the
objectives. 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.)