Lesson Plan Template (Direct)

Teacher Candidate: Kiunna Sims

Subject: ELA Grade Level: 3rd Mentor: Ginger Dykstra

Central Focus: Describe the important understandings and core TSWBAT identify first and third person point of view
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 TEKS…

want your students to master?)
https://tea.texas.gov/curriculum/teks/ 3.10 Author's purpose and craft: listening, speaking, reading,
writing, and thinking using multiple texts. The student uses
Deconstructing/ critical inquiry to analyze the authors' choices and how they
Unpacking the Standard(s) influence and communicate meaning within a variety of texts.
Determine key verbs: The student analyzes and applies author's craft purposefully in
Identify and underline key verbs within the standard and/or order to develop his or her own products and performances.
element(s). The student is expected to:

Identify concepts and skills students will need to know, (E) identify the use of literary devices, including first- or
understand, and be able to do to reach proficiency third-person point of view;

Lesson Objective: Targets must be aligned to the TEKS and with I can…
the assessment(s); targets should be stated as measurable in
student friendly language. What will students be able to do? Use “I Identify first and third person point of view
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 Connection to past learning (previous TEKS)
vocabulary and/or academic language needs to be reviewed or
introduced? Key Vocabulary/Academic Vocabulary to include in the
If applicable: What images will you use for key vocabulary? What lesson:
sentence starters might be helpful?
Narrator - the person telling the story
Point of view - the narrator’s perspective
Perspective - the way you see something (a story)

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 N/A

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

applicable (Put NA if Not Applicable)
N/A
Use the format: “ I can…”

How will you summatively assess student mastery? Students will be given this post assessment after the
lesson to see what they have learned.
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 I can informally assess students by walking around as
assessment, just generally describe what you will be doing. they are working to see who understand the concept. I
Specific questions will be included later in the lesson plan. will also ask them questions as they are working to
assess their level of understanding.

What are your plans for adjusting the pacing of the unit for I will formatively assess students and monitor their
struggling learners? 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 Behavior Expectations for the Lesson:
reach them!
How engagement will look and sound
❏ When and how will you establish rules for learning
and behavior during the lesson? The students will be listening and participating in the class
conversation. When working independently they will be
❏ What will it look and sound like if students are focused on their assignment and collaborating with their
engaged vs. compliant in the lesson? tablemates. The voice level should never raise above a 2.
❏ How will you allow for movement, transitions or brain
breaks to capitalize on engagement and performance Plan for movement, transitions, or brain breaks, if
❏ What will you use for an attention signal? 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 – During this part of the lesson, the
describe activity): teacher will model the strategy or I will use the anchor chart and the powerpoint to explain the
skill that students will learn. What two types of point of view we will learn. I will also relate
Estimated time to complete content knowledge are you examples to previous books we have discussed. In the
‘I Do’’:_______ teaching students based on your powerpoint, there are screenshots of pages from the book The
Structure (whole class, own understanding? You are Day the Crayons Quit. After discussing each type of point of
collaborative, individual, literally thinking aloud. Should view, an example from the book will be used. For example,
etc): _______ when discussing first person point of view, I will explain that it
include both Tier 1 (examples)
happens when the narrator is inside of the story. The narrator
and Tier 2 (think aloud)
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
Differentiation: students ‘What helps you identify the point of view that this
For Differentiation during story is in?’
the “I Do” or the “Modeling”
portion,consider if you Differentiation for ‘I do”: Grouping of students, if applicable:
have any accommodations/ ❏ Grouping of students: N/A
modifications/ supports What opportunities do
that need to be addressed students have to work Differentiation: Enrichment and Remediation:
in the lesson based on independently or
student need. If not, put together? How are
NA these groups designed
to increase mastery of Specific accommodations and Modifications:
(Enrichment and objective? NOTE: You
remediation): Tailoring may or may not have Students who have trouble seeing the board have spots closer
instruction to meet groups during the I Do to the front of the carpet.
individual needs; part of the Lesson)
differentiating the content,
process, and/or product. ❏ Differentiation -
Consider cultural Enrichment and
diversity, gifted, etc. Remediation: What
opportunities do
Accommodation(s)- (A students need to
change that helps a student strengthen their
overcome or work around understanding of the
the disability): strategy or skill
presented?
Modification(s)- (A
change in what is being ❏ Accommodations and
taught or what is expected Modifications: What
from the student): accommodations and
modifications do you
Remember, an have to make for ELL,
accommodation is not SPED, 504, and
lowering expectations or struggling students?
teaching below grade level How will these
content/objectives. accommodations and
modifications support
ESL Strategies Document mastery of the
objective?
ESL Strategies Matrix
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 (Guided Practice): We Do

Describe Activity) During this part of the lesson, the
teacher and students are thinking The students and I will work together to think about how to
Estimated time to complete aloud together. change between points of view. We will be using a paragraph
‘We Do’’:_______ from the story Crossing Bok Chitto that we have previously read
Structure (whole class, in class. We will go line by line determining the point of view
collaborative, individual, the sentence is written in and how we would change it to the
etc): ______ 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 students have to work Differentiation: Enrichment and Remediation:
(Enrichment and independently or
remediation): Tailoring together? How are
instruction to meet these groups designed Specific Accommodations and Modifications:
individual needs; to increase mastery of
differentiating the content, objective? I will read each sentence out loud as I show it on the projector
process, and/or product. as a modification for struggling readers or those on IEPs.
Consider cultural ❏ Differentiation -
diversity, gifted, etc. Enrichment and
Remediation: What
Accommodation(s)- A opportunities do
change that helps a student students need to
overcome or work around strengthen their
the disability: understanding of the
strategy or skill
Modification(s)- A change presented?
in what is being taught or
what is expected from the ❏ Accommodations and
student: Modifications: What
accommodations and
Remember, an modifications do you
accommodation is not have to make for ELL,
lowering expectations or SPED, 504, and
teaching below grade level struggling students?
content/objectives. How will these
accommodations and
ESL Strategies Document modifications support
mastery of the
ESL Strategies Matrix 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 During this part of the lesson, the
– Describe the Activity) teacher will monitor students’ The students will be given a comic strip template. They will
understanding through make a comic strip about any school appropriate topic they
Estimated time to complete independent practice. would like. They will then be given speech bubble sticky notes.
‘We Do’’:_______ They are tasked with making dialogue for their comic strip that
Structure (whole class, is in first person point of view. Then, they will switch their
collaborative, individual, dialogue to third person point of view on another speech
etc): ______ 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
Differentiation to meet the needs of each student this assignment independently.
(Enrichment and in order for each student to
remediation): Tailoring demonstrate learning and move Differentiation - Enrichment and Remediation:
instruction to meet towards mastery regarding the
individual needs; learning target(s)? The comic strip is differentiated because the students can
differentiating the content, ❏ Grouping of students: choose any topic they would like. They are given complete
process, and/or product. What opportunities do control over the dialogue they choose to use and how they will
Consider cultural students have to work change it from first person to third person point of view.
diversity, gifted, etc. independently or
together? How are Accommodations and Modifications:
Accommodation(s)- (A these groups designed
change that helps a student to increase mastery of Students are seated in table groups that are differentiated to fit
overcome or work around objectives? their needs and optimal for successful partner work.
the disability):
❏ Differentiation -
Modification(s)- (A Enrichment and
change in what is being Remediation: What
taught or what is expected opportunities do
from the student): students need to
strengthen their
Remember, an understanding of the
accommodation is not strategy or skill
lowering expectations or presented?
teaching below grade level
content/objectives. ❏ Accommodations and
Modifications: What
ESL Strategies Document accommodations and
modifications do you
ESL Strategies Matrix 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
 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 Launch Frame
Understanding (Describe Planning a Discussion
the activity): How will the Framework: We have been learning how to identify first and third person
lesson end and bridge to points of view with this activity. What were some of the things
learning for the future? Launch Frame that helped you see the differences?
What do you want to ❏ Opening statement
reiterate to students? Eliciting, Orienting Questions
and question to get
Based on the pacing of the
lesson and feedback from the discussion What questions did you have that were answered in today's
students, did they master started (Example, lesson?
the objective? Make sure to “We have been
revisit objectives. 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.)