For TNT 700.3PBP, you will complete two lesson plan introductions, completing only those areas described above. Each lesson plan introduction will be submitted on a different submission
For TNT 700.3PBP, you will complete two lesson plan introductions, completing only those areas described above. Each lesson plan introduction will be submitted on a different submission page.
Using the state standard to write learning objectives
Aligning the rigor of the state standard to the rigor of the learning objective
Describing a performance measure that is aligned to the state standard and is included in the learning objective
Writing an objective statement and related performance measures in student-friendly terms
Describing the purpose of learning the new content; why it helps the student in the content area and in their life
Writing a statement that the teacher uses to connect the lesson to necessary prior knowledge and/or background knowledge, and supports the student making connections within and across content areas
This project is aligned to the Texas Educator Standards. Successful completion is required as a demonstration of your knowledge and skills in meeting the above standards, and is a preservice requirement
YOU CAN FIND TEXAS TEKS HERE (https://tea.texas.gov/academics/curriculum-standards/teks/texas-essential-knowledge-and-skills)
TEACHERS OF TOMORROW LESSON PLAN FORMAT
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NAME: |
SUBJECT/GRADE: |
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CERTIFICATION AREA: |
SUBMISSION # |
TNT 700.3P – PLANNING LESSONS, PART 1
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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. |
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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? |
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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. |
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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) |
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PURPOSE OF LEARNING 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. |
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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. |
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TEACHERS OF TOMORROW LESSON PLAN FORMAT
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NAME: |
SUBJECT/GRADE: |
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CERTIFICATION AREA: |
SUBMISSION # |
TNT 700.3P – PLANNING LESSONS, PART 1
|
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. |
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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? |
|
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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. |
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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) |
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PURPOSE OF LEARNING 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. |
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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. |
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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.
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