Assignment Prompt & Instructions
L **esson plan may be in any other Core EC-6 Content Area.** Any grade level is fine.
– 2 years ago
**files (2)**
– ## 700.3PSAMPLE-12.pdf
– ## 700.3PTEMPLATE-112.docx
**## 700.3PSAMPLE-12.pdf**
SAMPLE TEACHERS OF TOMORROW PERFORMANCE BASED ASSESSMENT TNT 700.3P
NAME: Your name here CONTENT AREA: English Language Arts
GRADE LEVEL: Grade Level Here SUBMISSION # 1 or 2
REQUIREMENT RESPONSE
TEXAS ESSENTIAL KNOWLEDGE AND
SKILLS:
Using the TEKS for your grade level and
content area, copy the TEKS word for
word. This must include the grade level,
number and letter of competency. For
example, (Grade 6) 5.B.
(Grade 6) (5) Comprehension skills: listening, speaking, reading,
writing, and thinking using multiple texts. The student uses
metacognitive skills to both develop and deepen comprehension
of increasingly complex texts. The student is expected to:
(B) generate questions about text before, during, and
after reading to deepen understanding and gain
information
PERFORMANCE
MEASURE/ASSESSMENT
After the lesson, how will you know if they
have learned the content to the level of
rigor required? How will you measure
their performance?
Students will complete a T-chart with 10 questions generated
before, during, and after reading Lesson 2 in The Call of the Wild.
Students must include lesson/page numbers and/or passages that
sparked the questions. Students must also reflect on why the
questions were chosen. Students will be scored with a rubric that
includes this criteria.
LEARNING OBJECTIVE(S):
Copy the TEKS word for word beginning
with “the student is expected to. . .” and
the text of the student expectation. Then
end your learning objective by stating the
performance measure.
The student is expected to generate questions about The Call of
the Wild, Lesson 2, before, during, and after reading to deepen
understanding and gain information, by completing a 10 question
T-chart that includes questions, passages, and reflection.
OBJECTIVE STATEMENT (must
include performance measure)
This is what the teacher says to students
about what students will learn today, and
how they will show they have learned the
content (that is the performance
measure)
Students, today we’ll be learning about how asking questions
before, during, and after reading can help us deepen our
understanding of the story. We’re reading Lesson 2 of Call of the
Wild, and you’ll complete a T-Chart of 10 questions that you
generate during reading this passage. You’ll also reflect on why
you had those questions. You’ll turn this T-chart and reflection into
me at the end of the class and I’ll score it using this rubric.
PURPOSE OF LEARNING
Why do students need to learn this today?
This should be written in what you will
say to students and should both why it is
important to the content area
(knowledge and skills statement) and
why it is relevant in their lives.
This is important for you to know how to do. Learning to think
about what you are reading helps you understand the story better.
This is also important when you are reading other texts, like those
in your science textbook, or even the newspaper.
EXPLICIT CONNECTION TO PRIOR
LEARNING
This is what you say to students about
what they have already learned and how
it prepares them for what they are about
to learn; review what they have learned
to prepare them for the upcoming lesson.
Students, we’ve worked with T-charts before, and yesterday, we
read Lesson 1 and I modeled how to think-aloud about questions I
had while reading. Today, you’ll be completing that first on your
own, and then in groups so you can have a full discussion of what
the reading is telling you.
**## 700.3PTEMPLATE-112.docx**
**TEACHERS OF TOMORROW LESSON PLAN FORMAT**
| | |
| — | — |
| **NAME:** | **SUBJECT/GRADE:** |
| **CERTIFICATION AREA:** | **SUBMISSION #** |
**TNT 700.3P – PLANNING LESSONS, PART 1**
| | |
| — | — |
| **TEXAS ESSENTIAL KNOWLEDGE AND SKILLS:**<br>_Using the TEKS for your grade level and content area, copy the TEKS word for word. This must include the grade level, number and letter of competency. For example, (Grade 6) 5.B._ | |
| **PERFORMANCE MEASURE/ASSESSMENT**<br>_After the lesson, how will you know if they have learned the content to the level of rigor required? How will you measure their performance?_ | |
| **LEARNING OBJECTIVE(S):**<br>_Copy the TEKS word for word beginning with “the student is expected to. . .” and the text of the student expectation. Then end your learning objective by stating the performance measure._ | |
| **OBJECTIVE STATEMENT (must include performance measure)**<br>_This is what the teacher says to students about what students will learn today, and how they will show they have learned the content (that is the performance measure)_ | |
| **PURPOSE OF LEARNING**<br>_Why do students need to learn this today? This should be written in what you will say to students and should address both why it is important to the content area (knowledge and skills statement) and why it is relevant in their lives._ | |
| **EXPLICIT CONNECTION TO PRIOR LEARNING**<br>_This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson._ | |
**## 700.3PTEMPLATE-112.docx**
**TEACHERS OF TOMORROW LESSON PLAN FORMAT**
| | |
| — | — |
| **NAME:** | **SUBJECT/GRADE:** |
| **CERTIFICATION AREA:** | **SUBMISSION #** |
**TNT 700.3P – PLANNING LESSONS, PART 1**
| | |
| — | — |
| **TEXAS ESSENTIAL KNOWLEDGE AND SKILLS:**<br>_Using the TEKS for your grade level and content area, copy the TEKS word for word. This must include the grade level, number and letter of competency. For example, (Grade 6) 5.B._ | |
| **PERFORMANCE MEASURE/ASSESSMENT**<br>_After the lesson, how will you know if they have learned the content to the level of rigor required? How will you measure their performance?_ | |
| **LEARNING OBJECTIVE(S):**<br>_Copy the TEKS word for word beginning with “the student is expected to. . .” and the text of the student expectation. Then end your learning objective by stating the performance measure._ | |
| **OBJECTIVE STATEMENT (must include performance measure)**<br>_This is what the teacher says to students about what students will learn today, and how they will show they have learned the content (that is the performance measure)_ | |
| **PURPOSE OF LEARNING**<br>_Why do students need to learn this today? This should be written in what you will say to students and should address both why it is important to the content area (knowledge and skills statement) and why it is relevant in their lives._ | |
| **EXPLICIT CONNECTION TO PRIOR LEARNING**<br>_This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson._ | |
**## 700.3PSAMPLE-12.pdf**
SAMPLE TEACHERS OF TOMORROW PERFORMANCE BASED ASSESSMENT TNT 700.3P
NAME: Your name here CONTENT AREA: English Language Arts
GRADE LEVEL: Grade Level Here SUBMISSION # 1 or 2
REQUIREMENT RESPONSE
TEXAS ESSENTIAL KNOWLEDGE AND
SKILLS:
Using the TEKS for your grade level and
content area, copy the TEKS word for
word. This must include the grade level,
number and letter of competency. For
example, (Grade 6) 5.B.
(Grade 6) (5) Comprehension skills: listening, speaking, reading,
writing, and thinking using multiple texts. The student uses
metacognitive skills to both develop and deepen comprehension
of increasingly complex texts. The student is expected to:
(B) generate questions about text before, during, and
after reading to deepen understanding and gain
information
PERFORMANCE
MEASURE/ASSESSMENT
After the lesson, how will you know if they
have learned the content to the level of
rigor required? How will you measure
their performance?
Students will complete a T-chart with 10 questions generated
before, during, and after reading Lesson 2 in The Call of the Wild.
Students must include lesson/page numbers and/or passages that
sparked the questions. Students must also reflect on why the
questions were chosen. Students will be scored with a rubric that
includes this criteria.
LEARNING OBJECTIVE(S):
Copy the TEKS word for word beginning
with “the student is expected to. . .” and
the text of the student expectation. Then
end your learning objective by stating the
performance measure.
The student is expected to generate questions about The Call of
the Wild, Lesson 2, before, during, and after reading to deepen
understanding and gain information, by completing a 10 question
T-chart that includes questions, passages, and reflection.
OBJECTIVE STATEMENT (must
include performance measure)
This is what the teacher says to students
about what students will learn today, and
how they will show they have learned the
content (that is the performance
measure)
Students, today we’ll be learning about how asking questions
before, during, and after reading can help us deepen our
understanding of the story. We’re reading Lesson 2 of Call of the
Wild, and you’ll complete a T-Chart of 10 questions that you
generate during reading this passage. You’ll also reflect on why
you had those questions. You’ll turn this T-chart and reflection into
me at the end of the class and I’ll score it using this rubric.
PURPOSE OF LEARNING
Why do students need to learn this today?
This should be written in what you will
say to students and should both why it is
important to the content area
(knowledge and skills statement) and
why it is relevant in their lives.
This is important for you to know how to do. Learning to think
about what you are reading helps you understand the story better.
This is also important when you are reading other texts, like those
in your science textbook, or even the newspaper.
EXPLICIT CONNECTION TO PRIOR
LEARNING
This is what you say to students about
what they have already learned and how
it prepares them for what they are about
to learn; review what they have learned
to prepare them for the upcoming lesson.
Students, we’ve worked with T-charts before, and yesterday, we
read Lesson 1 and I modeled how to think-aloud about questions I
had while reading. Today, you’ll be completing that first on your
own, and then in groups so you can have a full discussion of what
the reading is telling you.
**## 700.3PTEMPLATE-112.docx**
**TEACHERS OF TOMORROW LESSON PLAN FORMAT**
| | |
| — | — |
| **NAME:** | **SUBJECT/GRADE:** |
| **CERTIFICATION AREA:** | **SUBMISSION #** |
**TNT 700.3P – PLANNING LESSONS, PART 1**
| | |
| — | — |
| **TEXAS ESSENTIAL KNOWLEDGE AND SKILLS:**<br>_Using the TEKS for your grade level and content area, copy the TEKS word for word. This must include the grade level, number and letter of competency. For example, (Grade 6) 5.B._ | |
| **PERFORMANCE MEASURE/ASSESSMENT**<br>_After the lesson, how will you know if they have learned the content to the level of rigor required? How will you measure their performance?_ | |
| **LEARNING OBJECTIVE(S):**<br>_Copy the TEKS word for word beginning with “the student is expected to. . .” and the text of the student expectation. Then end your learning objective by stating the performance measure._ | |
| **OBJECTIVE STATEMENT (must include performance measure)**<br>_This is what the teacher says to students about what students will learn today, and how they will show they have learned the content (that is the performance measure)_ | |
| **PURPOSE OF LEARNING**<br>_Why do students need to learn this today? This should be written in what you will say to students and should address both why it is important to the content area (knowledge and skills statement) and why it is relevant in their lives._ | |
| **EXPLICIT CONNECTION TO PRIOR LEARNING**<br>_This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson._ | |
**## 700.3PSAMPLE-12.pdf**
SAMPLE TEACHERS OF TOMORROW PERFORMANCE BASED ASSESSMENT TNT 700.3P
NAME: Your name here CONTENT AREA: English Language Arts
GRADE LEVEL: Grade Level Here SUBMISSION # 1 or 2
REQUIREMENT RESPONSE
TEXAS ESSENTIAL KNOWLEDGE AND
SKILLS:
Using the TEKS for your grade level and
content area, copy the TEKS word for
word. This must include the grade level,
number and letter of competency. For
example, (Grade 6) 5.B.
(Grade 6) (5) Comprehension skills: listening, speaking, reading,
writing, and thinking using multiple texts. The student uses
metacognitive skills to both develop and deepen comprehension
of increasingly complex texts. The student is expected to:
(B) generate questions about text before, during, and
after reading to deepen understanding and gain
information
PERFORMANCE
MEASURE/ASSESSMENT
After the lesson, how will you know if they
have learned the content to the level of
rigor required? How will you measure
their performance?
Students will complete a T-chart with 10 questions generated
before, during, and after reading Lesson 2 in The Call of the Wild.
Students must include lesson/page numbers and/or passages that
sparked the questions. Students must also reflect on why the
questions were chosen. Students will be scored with a rubric that
includes this criteria.
LEARNING OBJECTIVE(S):
Copy the TEKS word for word beginning
with “the student is expected to. . .” and
the text of the student expectation. Then
end your learning objective by stating the
performance measure.
The student is expected to generate questions about The Call of
the Wild, Lesson 2, before, during, and after reading to deepen
understanding and gain information, by completing a 10 question
T-chart that includes questions, passages, and reflection.
OBJECTIVE STATEMENT (must
include performance measure)
This is what the teacher says to students
about what students will learn today, and
how they will show they have learned the
content (that is the performance
measure)
Students, today we’ll be learning about how asking questions
before, during, and after reading can help us deepen our
understanding of the story. We’re reading Lesson 2 of Call of the
Wild, and you’ll complete a T-Chart of 10 questions that you
generate during reading this passage. You’ll also reflect on why
you had those questions. You’ll turn this T-chart and reflection into
me at the end of the class and I’ll score it using this rubric.
PURPOSE OF LEARNING
Why do students need to learn this today?
This should be written in what you will
say to students and should both why it is
important to the content area
(knowledge and skills statement) and
why it is relevant in their lives.
This is important for you to know how to do. Learning to think
about what you are reading helps you understand the story better.
This is also important when you are reading other texts, like those
in your science textbook, or even the newspaper.
EXPLICIT CONNECTION TO PRIOR
LEARNING
This is what you say to students about
what they have already learned and how
it prepares them for what they are about
to learn; review what they have learned
to prepare them for the upcoming lesson.
Students, we’ve worked with T-charts before, and yesterday, we
read Lesson 1 and I modeled how to think-aloud about questions I
had while reading. Today, you’ll be completing that first on your
own, and then in groups so you can have a full discussion of what
the reading is telling you.
**## 700.3PTEMPLATE-112.docx**
**TEACHERS OF TOMORROW LESSON PLAN FORMAT**
| | |
| — | — |
| **NAME:** | **SUBJECT/GRADE:** |
| **CERTIFICATION AREA:** | **SUBMISSION #** |
**TNT 700.3P – PLANNING LESSONS, PART 1**
| | |
| — | — |
| **TEXAS ESSENTIAL KNOWLEDGE AND SKILLS:**<br>_Using the TEKS for your grade level and content area, copy the TEKS word for word. This must include the grade level, number and letter of competency. For example, (Grade 6) 5.B._ | |
| **PERFORMANCE MEASURE/ASSESSMENT**<br>_After the lesson, how will you know if they have learned the content to the level of rigor required? How will you measure their performance?_ | |
| **LEARNING OBJECTIVE(S):**<br>_Copy the TEKS word for word beginning with “the student is expected to. . .” and the text of the student expectation. Then end your learning objective by stating the performance measure._ | |
| **OBJECTIVE STATEMENT (must include performance measure)**<br>_This is what the teacher says to students about what students will learn today, and how they will show they have learned the content (that is the performance measure)_ | |
| **PURPOSE OF LEARNING**<br>_Why do students need to learn this today? This should be written in what you will say to students and should address both why it is important to the content area (knowledge and skills statement) and why it is relevant in their lives._ | |
| **EXPLICIT CONNECTION TO PRIOR LEARNING**<br>_This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson._ | |