Lesson Plan Template (Direct)

Teacher Candidate: Brooke Allison

Subject Math Grade Level: Kindergarten Mentor: Andrea Ortiz

Central Focus: Describe the important understandings and core TSW learn how to read, write and represent the number 20.
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/ K.2B
​(2) Number and operations. The student applies mathematical
Deconstructing/ process standards to understand how to represent and
Unpacking the Standard(s) compare whole numbers, the relative position and magnitude
Determine key verbs: of whole numbers, and relationships within the numeration
Identify and underline key verbs within the standard and/or system. The student is expected to:
element(s). (B) read, write, and represent whole numbers from 0 to at
least 20 with and without objects or pictures;
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 read, write, and represent the number 20.
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 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: tens/ones set , teen numbers
sentence starters might be helpful?

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

Include #s, letters and full-verbiage TELPAS Proficiency Level Descriptors Grades K–12 Listening -
https://ipsi.utexas.edu/EST/files/standards/ELPS/ELPS.pdf Advanced High

We want our students to achieve Advanced high ELLs by

having the ability to understand, with minimal second
language acquisition support, grade appropriate spoken
English used in academic and social settings by understanding
main points, important details, implicit information at a level
nearly comparable to native English-speaking peers during
social and instructional interactions.

Language Objective based on ELPS: (TSWBAT…), If I can read, write, and represent the number 20.
applicable (Put NA if Not Applicable)

Use the format: “ I can…”

How will you summatively assess student mastery? TSW participate in an exit ticket writing the number 20
and will draw 20 circles or cubes to represent the
NOTE: The summative assessment might not be a part of this number 20.
lesson..You might describe your post-assessment here if it is
TSW then put their exit on the anchor chart that was
different from your IP.
created during whole group instruction.

How will you formatively assess student mastery? For formative TTW walk around the room and will observe them and
assessment, just generally describe what you will be doing. will check off on a checklist of the students being able to
Specific questions will be included later in the lesson plan. correctly and incorrectly show the number 20 and write
it.

What are your plans for adjusting the pacing of the unit for I would adjust the pacing of the unit for struggling
struggling learners? learners by doing a quick assessment with all of the
students in the class. Then for the students who did not
quite understand, I would pull the students into small
groups, do a quick reteach, complete the manipulative
cubes with tens/ones chart together.

Materials/Technology/Resources needed for the lesson: Materials: Manipulative cubes, expo marker, paper
Describe the materials, technology, and resources needed towel/napkin, and a tens/ones chart, sticky note
for the lesson
Technology Smart Board and FM Monitor

Other Resources:

Managing Student Behavior Can’t teach them if you can’t Behavior Expectations for the Lesson:
reach them!
Whole Group: Facing towards the teacher, quiet hands,
❏ When and how will you establish rules for learning quiet feet, and quiet mouths, where your eyes go your
and behavior during the lesson? brain follows.

❏ What will it look and sound like if students are Turn and Talk: Turn to their shoulder partner and talk
engaged vs. compliant in the lesson? about what happens in the story from beginning to the
❏ How will you allow for movement, transitions or brain end.
breaks to capitalize on engagement and performance
❏ What will you use for an attention signal? Independent Work: Students will work at their desks
independently or together as a table if they choose while
doing the retell worksheet, while using a level 2 or lower
voice level.

How engagement will look and sound

Engagement will be seen through turn and talks, and peer
collaboration at their desks. If a small group is applicable we
will see engagement through reteaching and peer
collaborative.

Plan for movement, transitions, or brain breaks, if

applicable
Movements and transitions will be when the students are
going back and forth from the rainbow carpet to their desks
and vice versa.

Brain Breaks: TTW engage the students with a shake and spill
on the carpet.

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

activity): students be doing
immediately after the TTW start out by asking who is a mathematician, this allows
Opening: bell rings to kickstart the students to get interested and veered towards math time.
Estimated time to class? (bell ringers, do
complete’:_______ nows, seat work) TTW then review the numbers 11-20 and then place values for
Structure (whole class, the numbers.
collaborative, individual, (This does not represent a “Hook”. It seems to me that the
etc): _______ ❏ Hook: What will you hook is the ‘2 truths and a lie:. )
do to get students
Focus/Anticipatory excited about learning? Hook:
Set/Hook/Activate Why is this information
Thinking relevant? How will you TTW begin the lesson by doing two truths and one lie. This
Estimated time to motivate students to part of the lesson is by presenting a number they know and
complete:_______ learn this material in will see visual representatives to pick from. Then, they will
Structure (whole class, the set and throughout pick from three choices to pick for two of the number and one
collaborative, individual, the lesson? Think about of the non number.
etc): _______ how this activity is
aligned to the Brain Break:
 standards and TSW have a brain break by being given a teen number and
objectives. Use doing jumping jacks or by doing a stretch for the allotted
knowledge of students’ seconds.
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 TTW create an anchor chart with die, tens chart, the number
describe activity): teacher will model the strategy or 20, dominos, tally marks.
skill that students will learn. What
Estimated time to complete content knowledge are you TSW also create the chart on the smart board as the teacher
‘I Do’’:_______ teaching students based on your creates it on the anchor chart.
Structure (whole class, own understanding? You are
collaborative, individual, literally thinking aloud. Should
etc): _______
include both Tier 1 (examples)
and Tier 2 (think aloud)

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

❏ Grouping of students:
Differentiation: What opportunities do This section, while be sitting whole group, the students will be
For Differentiation during students have to work sitting on their forever spots on the rainbow carpet.
the “I Do” or the “Modeling” independently or
portion,consider if you together? How are
have any accommodations/ these groups designed Differentiation: Enrichment and Remediation:
modifications/ supports to increase mastery of TSW have the opportunity to collaborate in a turn and talk
that need to be addressed objective? NOTE: You with their A and B partners of what they might think the
in the lesson based on may or may not have number is and how they would represent it.
student need. If not, put groups during the I Do
NA part of the Lesson) TSW be called on by using a classroom screen random name
generator.
(Enrichment and
remediation): Tailoring ❏ Differentiation - TSW responde with multiple call backs like “Holy moly”,
instruction to meet Enrichment and “guacamole” or “Ready to listen”, “Ready to learn”.
individual needs; Remediation: What
differentiating the content, opportunities do Specific accommodations and Modifications:
process, and/or product. students need to
Consider cultural strengthen their EH: TSW be sitting in front to the teacher on their section of
diversity, gifted, etc. understanding of the the rainbow carpet.
strategy or skill
Accommodation(s)- (A presented? EN: TTW be wearing an FM Monitor.
change that helps a student TSW be in front next to the teacher to ensure they can read the
overcome or work around teacher’s lips.
the disability): ❏ Accommodations and
Modifications: What Brain Break:
Modification(s)- (A accommodations and TSW have a brain break by being given a teen number and
change in what is being modifications do you doing jumping jacks or by doing a stretch for the allotted
taught or what is expected have to make for ELL, seconds.
from the student): SPED, 504, and
struggling students?
Remember, an How will these
accommodation is not accommodations and
lowering expectations or modifications support
teaching below grade level mastery of the
content/objectives. objective?

ESL Strategies Document Questioning “I Do”: What type of Questions:

questions can you ask students to -How can I create the number 20?
ESL Strategies Matrix overcome their mistakes? What
misconceptions do you anticipate -How can I create the number 20 looking at a tens frame?
students might have? (Using
Bloom’s Taxonomy or Costa’s -How can 20 be seen as a set in a form of dominos?
Levels of Thinking, plan some
questions you will ask student) -How can 20 be seen as a set in the form of a number line
 -How can I create the number in a form of dice?
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 TTW call on students by using a classroom screen random
and sex? name generator.

TSW be able to say pass if they do not feel comfortable

answering.

‘We Do’ (Guided Practice – We Do (Guided Practice): We Do

Describe Activity) During this part of the lesson, the TTW do a shake and spill with the whole class identifying
teacher and students are thinking numbers 11-20.
Estimated time to complete aloud together.
‘We Do’’:_______ TSW be participating in a whole class activity of a shake and
Structure (whole class, spill.
collaborative, individual,
etc): ______ TSW be called individually to show their thinking to the whole
class by shaking a cup with 20 manipulative cubes and spilling
it into the ones places on the chart.

TSW then create the number 20 with manipulative cubes and

decide if both sets of tens go in the tens or ones side once they
have built it.

TSW then explain their thinking to the whole class of how they
Differentiation built it and why they chose to put it in the certain side they did.
(Enrichment and (You need to have more information here. Otherwise, you
remediation): Tailoring might do this activity, but you are not stating the
instruction to meet mathematics that you want students to learn and
individual needs; understand.
differentiating the content,
process, and/or product. Differentiation “We Do”: Grouping of students:
Consider cultural ❏ Grouping of students: TTW be around the perimeter of the carpet.
diversity, gifted, etc. What opportunities do
students have to work Differentiation: Enrichment and Remediation:
Accommodation(s)- A independently or TTW be demonstrating different teen numbers as well as the
change that helps a student together? How are number 20 to ensure students can identify, write, and
overcome or work around these groups designed represent the numbers.
the disability: to increase mastery of
objective? Specific Accommodations and Modifications:
Modification(s)- A change
in what is being taught or ❏ Differentiation - EH: TSW be sitting next to the teacher while participating.
what is expected from the Enrichment and
student: Remediation: What EN: TTW be wearing an FM Monitor.
opportunities do TSW be sitting next to the teacher to ensure they can read the
Remember, an students need to teacher’s lips.
accommodation is not strengthen their
lowering expectations or understanding of the Brain break:
teaching below grade level strategy or skill TSW have a brain break by being given a teen number and
content/objectives. presented? doing jumping jacks or by doing a stretch for the allotted
seconds.
ESL Strategies Document ❏ Accommodations and
Modifications: What
ESL Strategies Matrix 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 -What other way can we identify the number 20?
 to overcome their mistakes? What
misconceptions do you anticipate -How many sets of ten will give you 20?
students might have? (Using
Bloom’s Taxonomy or Costa’s - Are there any ones to keep?
Levels of Thinking, plan some
questions you will ask student) -If you have 3 more building blocks, what number could you
make?
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 TTW call on students using classroom screen random name
and sex? generator or will call on students with hands raised.

TTW provide support by asking the whole class if the student

is correct or incorrect, then the students will answer and
explain the reasoning of why or why not the answer is correct
or incorrect.

TSW give their justification of why they believe their answer is

the right one and by doing that the students will be able to see
if they did the one-to-one correspondence.
(In calling on students, and also in providing support, how
will you use the data from your SSC chart?)

TSW be able to say pass if they do not feel comfortable

answering.

Academic Feedback “We Do”: Academic Feedback Stems

What type of support or TTW offer immediate feedback when a student answers the
academic feedback do they need question whether it is correct or incorrect.
to overcome such challenges?
How do you plan to reteach if Correct Feedback-
students are not mastering TTW offer feedback by justifying their correct answer while
content? allowing other students to see why their answer was correct.
Plan at least 2-3 academic
feedback stems that are aligned to Incorrect Feedback-
the learning goal so that they can TTW offer feedback by saying “I like your thinking but let’s
easily identify students who are take another look at the manipulative cubes”.
meeting those goals.
Reteach the content-
TTW pull students into a small group who were not able to
represent, write, or read in the whole group setting.

‘You Do’ (Independent You Do (Independent Practice): You Do

Practice/Assessment of Skill During this part of the lesson, the TTW have manipulative cubes on the students desk.
– Describe the Activity) teacher will monitor students’
understanding through TTW provide a tens and ones chart in a sleeve on their desk.
Estimated time to complete independent practice.
‘We Do’’:_______ TSW participate in an activity at their desks and when seated,
Structure (whole class,
collaborative, individual, TSW then be given 20 manipulative cubes and will be
etc): ______ instructed to first make the number 12 and put them in the
correct set on the chart and then write the number.

TSW then build a couple of other numbers like 14, 17, 19 and
will write the numbers on the side of their tens/ones chart.

TSW then be instructed to make the number 20 and put it in

Differentiation the correct side for the tens/ones chart and will be instructed
(Enrichment and to then write the number when they have shown the number
remediation): Tailoring 20 correctly.
instruction to meet
individual needs; TSW be instructed to show their understanding of the numbers
differentiating the content, by drawing with their expo marker on their tens and ones
process, and/or product. chart the number being asked.
Consider cultural (Here’s a final question, if you want to try it:
diversity, gifted, etc. “So, let me see your 20. {Check to be sure everyone has it
 correct with 2 tens.} Now I want you to pretend each block is a
Accommodation(s)- (A cow. So, ____ how many cows do you have? [20] Now one of
change that helps a student those cows wanders away. Can you take one of your cows and
overcome or work around put him way away from the others? Show me how many cows
the disability): you have left. {The right answer would be for them to have 1
ten and 9 ones.} You can then talk about this.)
Modification(s)- (A
change in what is being Differentiation “You Do”: Grouping of students:
taught or what is expected What instructional strategies and
from the student): planned supports will you employ TSW be at their assigned desks.
to meet the needs of each student
Remember, an in order for each student to Differentiation - Enrichment and Remediation:
accommodation is not demonstrate learning and move TTW be demonstrating different teen numbers as well as the
lowering expectations or towards mastery regarding the number 20 to ensure students can identify, write, and
teaching below grade level learning target(s)? represent the numbers.
content/objectives. ❏ Grouping of students:
What opportunities do TSW also be representing the numbers by drawing them on
ESL Strategies Document students have to work their tens and ones chart.
independently or
ESL Strategies Matrix together? How are Accommodations and Modifications:
these groups designed
to increase mastery of EH: TSW be sitting at their desk next to a designated teacher
objectives? for extra support in this task.
TSW also be working with hand over hand motions while
writing the numbers to work on correct pincer grip and correct
❏ Differentiation - number writing.
Enrichment and
Remediation: What EN: TTW be using a FM Monitor.
opportunities do TSW be in a seat being able to view the teachers lips.
students need to
strengthen their Brain Break:
understanding of the TSW have a brain break by being given a teen number and
strategy or skill doing jumping jacks or by doing a stretch for the allotted
presented? seconds.

❏ 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 -What other number can you create with your manipulative
mistakes? What misconceptions cubes?
do you anticipate students might
have? (Using Bloom’s Taxonomy -Will you write the number of how many manipulative cubes
or Costa’s Levels of Thinking, plan you have on the side?
some questions you will ask
student) Describe your plan for calling on students:

How will you make sure that you TTW call on students using classroom screen random name
are calling on volunteers, generator or will call on students with hands raised.
non-volunteers, and a balance
of students based on ability TSW be able to say pass if they do not feel comfortable
and sex? answering.

Academic Feedback “You Do”: Academic feedback stems:

 What type of support or TTW offer immediate feedback when a student answers the
academic feedback do they need question whether it is correct or incorrect.
to overcome such challenges?
How do you plan to reteach if Correct Feedback-
students are not mastering TTW offer feedback by justifying their correct answer while
content? allowing other students to see why their answer was correct.
Plan at least 2-3 academic
feedback stems that are aligned to Incorrect Feedback-
the learning goal so that they can TTW offer feedback by saying “I like your thinking but let’s
easily identify students who are take another look at the manipulative cubes.”.
meeting those goals.
Reteach the content-
TTW pull students into a small group who were not able to
represent, write, or read in the whole group setting.

Closing - Check for Write your Closure using the Launch Frame
Understanding (Describe Planning a Discussion We have been learning about reading, writing, and
the activity): How will the Framework: representing the numbers 11-20 in the past two weeks. How
lesson end and bridge to can we put our knowledge together to help us decide some key
learning for the future? Launch Frame factors we can take away from these lessons to help us in other
What do you want to ❏ Opening statement subjects? Can anyone tell me what we have learned about
reiterate to students? today?
and question to get
Based on the pacing of the
lesson and feedback from the discussion Eliciting, Orienting Questions
students, did they master started (Example, -What different tools can help us make the number 20?
the objective? Make sure to “We have been
revisit objectives. learning how to add -How did you know that was the correct amount of
fractions in this manipulatives?
activity. What was
an important key in -What strategy did you use to help you determine this?
adding the fractions
-How can we show others how to make the number 20?
that helped you?
What have we been -How did you decide that two sets of ten make up the number
learning about 20?
today?”)
Eliciting, Orienting Conclusion Frame
Questions to ask During the Today, we learned about how to read, write, and represent the
Discussion number 20 in multiple ways. We learned how to represent the
number 20 by looking at dominos, tally marks, a tens frame,
❏ What eliciting,
number line, and dice. Has anyone noticed in the books we
probing, and read during reader’s workshop if it has had the number 20 in
orienting it, if you have what book have we read? Could you also think of
questions will you a book that you have read during independent reading time
ask during the that might have the number 20 in it? From what we have
discussion? learned we will put our thinking from today's lesson to
Conclusion Frame tomorrow's lesson when we learn about comparing numbers
❏ Closing statement using language such as less then, more then, and equal for the
number 20 and teen numbers. We will also put our thinking to
about what they
use tomorrow for when we are at the board for language arts
learned in the while practicing handwriting, we can practice our numbers as
lesson and what well.
they will be
working on next. “In the toy box I found 20 cars.
(Example - “We The action figures had 20 stars.
have been adding In the hallway I found 20 doors.
fractions in this Then I found 20 floors.
On the playground I found 20 swings.
activity - In our
Lastly, I found 20 wings.”
next activity, we (Will you read this, identify rhyming words, and then read
are going to again?)
continue this
work…. or (Brooke, one thing I was looking for was “integrates a
Tomorrow, we will second discipline.’ Is there any way to do that?)
begin subtracting
fractions.)