TEXAS TEACHERS LESSON PLAN TEMPLATE
TNT 800.5PBP – PLANNING INSTRUCTION, PART 3
NAME: SUBJECT/GRADE: ELA / 7th
CERTIFICATION AREA: Secondary School Grades 7-12
INSTRUCTIONS: Complete all portions of the lesson plan. Within the
focus activity, instructional steps, and/or lesson closure include the
following required elements, and identify them in the lesson plan as
indicated below:
Create at least 6 formative questions you will ask throughout the lesson
and highlight them in green.
You will notice 15 components are repeated from the previous project. You
may copy these from TNT 800.4PBP. You may add or change instructional
steps, activities, or assessments to better accommodate the diverse needs of
learners, if necessary.
TEXAS ESSENTIAL (Grade 7) (7) Multiple genres: listening, speaking,
KNOWLEDGE AND SKILLS (OR reading, writing, and thinking using multiple texts—
PRE-K GUIDELINES): literary elements. The student recognizes and
Using the TEKS for your grade analyzes literary elements within and across
level and content area, copy the increasingly complex traditional, contemporary,
TEKS word for word. This must classical, and diverse literary texts. The student is
include the grade level, number and expected to:
letter of competency. For example,
(Grade 6) 5.B.
(A) infer multiple themes within and across texts
using text evidence
ENLGISH LANGUAGE Reading 4J: The student is expected to demonstrate
PROFICIENCY STANDARDS English comprehension and expand reading skills by
(ELPS): employing inferential skills such as predicting, making
Copy the one ELPS standard that connections between ideas, drawing inferences and
you will focus on for this lesson conclusions from text and graphic sources, and
word for word beginning with, “The finding supporting text evidence commensurate with
student is expected to…” Make content area needs.
sure to include the type of standard,
the number, and the letter
associated with the standard. For
example: Listening 2C The
student is expected to learn new
language structures,
expressions, and basic and
, academic vocabulary heard
during classroom instruction
and interactions
PERFORMANCE Students will read Langston Hughes’ Thank You,
MEASURE/ASSESSMENT After Ma’am and complete a theme analysis graphic
the lesson, how will you know if organizer with at least 80% accuracy. Students will
they have learned the content to identify two themes from the story and support each
the level of rigor required? How theme with at least two pieces of relevant textual
will you measure their evidence. In addition, students will correctly use five
performance? vocabulary words from the lesson in context to
demonstrate understanding of their meanings.
Students will then write a well-developed paragraph
explaining how the evidence supports one of the
identified themes. Performance will be measured
using a teacher created rubric that evaluates the
accuracy of the themes, the quality of textual
evidence, vocabulary application, and the clarity of
the written explanation.
LEARNING OBJECTIVE(S): The student is expected to infer multiple themes
Copy the TEKS word for word within and across texts using text evidence by reading
beginning with “the student is Thank You, Ma’am, completing a theme analysis
expected to. . .” and the text of the graphic organizer with at least 80% accuracy,
student expectation. Then end your identifying two themes supported by relevant textual
learning objective by stating the evidence, correctly using lesson vocabulary in
performance measure. context, and writing a paragraph that explains how
the evidence supports one of the identified themes.
LANGUAGE OBJECTIVE: The student will use inferential reading skills to
This should begin with, “The identify a theme in Thank you, Ma’am and explain the
student will… theme in writing by using academic vocabulary,
It should be derived from ELPS sentence stems, and relevant text evidence from the
standard you chose and be story.
connected to the content objective.
It should address how students are
using language in the lesson. Are
they listening, speaking, reading,
and/or writing to master the TEKS?
STUDENT FRIENDLY Today, we are going to learn how to identify themes
OBJECTIVE STATEMENT (must in a story and support our ideas with evidence from
include performance measure) the text. As we read Thank You, Ma’am, we’ll also
This is what the teacher says to learn and use new vocabulary words to help us better
students about what students will understand the story. You’ll show what you’ve
learn today, and how they will show learned by completing a theme analysis graphic
they have learned the content (that organizer, identifying two themes with supporting
is the performance measure) text evidence, using the lesson vocabulary correctly,
and writing a paragraph that explains how the
TNT 800.5PBP – PLANNING INSTRUCTION, PART 3
NAME: SUBJECT/GRADE: ELA / 7th
CERTIFICATION AREA: Secondary School Grades 7-12
INSTRUCTIONS: Complete all portions of the lesson plan. Within the
focus activity, instructional steps, and/or lesson closure include the
following required elements, and identify them in the lesson plan as
indicated below:
Create at least 6 formative questions you will ask throughout the lesson
and highlight them in green.
You will notice 15 components are repeated from the previous project. You
may copy these from TNT 800.4PBP. You may add or change instructional
steps, activities, or assessments to better accommodate the diverse needs of
learners, if necessary.
TEXAS ESSENTIAL (Grade 7) (7) Multiple genres: listening, speaking,
KNOWLEDGE AND SKILLS (OR reading, writing, and thinking using multiple texts—
PRE-K GUIDELINES): literary elements. The student recognizes and
Using the TEKS for your grade analyzes literary elements within and across
level and content area, copy the increasingly complex traditional, contemporary,
TEKS word for word. This must classical, and diverse literary texts. The student is
include the grade level, number and expected to:
letter of competency. For example,
(Grade 6) 5.B.
(A) infer multiple themes within and across texts
using text evidence
ENLGISH LANGUAGE Reading 4J: The student is expected to demonstrate
PROFICIENCY STANDARDS English comprehension and expand reading skills by
(ELPS): employing inferential skills such as predicting, making
Copy the one ELPS standard that connections between ideas, drawing inferences and
you will focus on for this lesson conclusions from text and graphic sources, and
word for word beginning with, “The finding supporting text evidence commensurate with
student is expected to…” Make content area needs.
sure to include the type of standard,
the number, and the letter
associated with the standard. For
example: Listening 2C The
student is expected to learn new
language structures,
expressions, and basic and
, academic vocabulary heard
during classroom instruction
and interactions
PERFORMANCE Students will read Langston Hughes’ Thank You,
MEASURE/ASSESSMENT After Ma’am and complete a theme analysis graphic
the lesson, how will you know if organizer with at least 80% accuracy. Students will
they have learned the content to identify two themes from the story and support each
the level of rigor required? How theme with at least two pieces of relevant textual
will you measure their evidence. In addition, students will correctly use five
performance? vocabulary words from the lesson in context to
demonstrate understanding of their meanings.
Students will then write a well-developed paragraph
explaining how the evidence supports one of the
identified themes. Performance will be measured
using a teacher created rubric that evaluates the
accuracy of the themes, the quality of textual
evidence, vocabulary application, and the clarity of
the written explanation.
LEARNING OBJECTIVE(S): The student is expected to infer multiple themes
Copy the TEKS word for word within and across texts using text evidence by reading
beginning with “the student is Thank You, Ma’am, completing a theme analysis
expected to. . .” and the text of the graphic organizer with at least 80% accuracy,
student expectation. Then end your identifying two themes supported by relevant textual
learning objective by stating the evidence, correctly using lesson vocabulary in
performance measure. context, and writing a paragraph that explains how
the evidence supports one of the identified themes.
LANGUAGE OBJECTIVE: The student will use inferential reading skills to
This should begin with, “The identify a theme in Thank you, Ma’am and explain the
student will… theme in writing by using academic vocabulary,
It should be derived from ELPS sentence stems, and relevant text evidence from the
standard you chose and be story.
connected to the content objective.
It should address how students are
using language in the lesson. Are
they listening, speaking, reading,
and/or writing to master the TEKS?
STUDENT FRIENDLY Today, we are going to learn how to identify themes
OBJECTIVE STATEMENT (must in a story and support our ideas with evidence from
include performance measure) the text. As we read Thank You, Ma’am, we’ll also
This is what the teacher says to learn and use new vocabulary words to help us better
students about what students will understand the story. You’ll show what you’ve
learn today, and how they will show learned by completing a theme analysis graphic
they have learned the content (that organizer, identifying two themes with supporting
is the performance measure) text evidence, using the lesson vocabulary correctly,
and writing a paragraph that explains how the
