TEXAS TEACHERS LESSON PLAN TEMPLATE
TNT 700.5PBP – PLANNING INSTRUCTION, PART 3
NAME: Cecilia Romero SUBJECT/GRADE: 7th Grade, English/Language Arts & Reading
CERTIFICATION AREA: ELAR 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 13 components are repeated from the previous project. You may copy these from
TNT 700.4PBP. You may add or change instructional steps, activities, or assessments to better
accommodate the diverse needs of learners, if necessary.
TEXAS ESSENTIAL KNOWLEDGE AND (Grade 7) (2) Developing and sustaining foundational
SKILLS (OR PRE-K GUIDELINES): language skills: listening, speaking, reading, writing,
Using the TEKS for your grade level and and thinking--vocabulary. The student uses newly
content area, copy the TEKS word for acquired vocabulary expressively. The student is
word. This must include the grade level, expected to:
number and letter of competency. For (A) use print or digital resources to
example, (Grade 6) 5.B. determine the meaning, syllabication,
pronunciation, word origin, and part of
speech;
PERFORMANCE Students will use dictionaries and translators to create
MEASURE/ASSESSMENT After the a glossary for words found in William Shakespeare’s
lesson, how will you know if they have work after watching The History of English 3/10 (5-7
learned the content to the level of rigor min). They will use their created glossary to translate
required? How will you measure their a worksheet of practice sentences from Modern
performance? English to Shakespeare’s English, then Shakespeare’s
English to Modern English.
LEARNING OBJECTIVE(S): The student is expected to use print or digital
Copy the TEKS word for word beginning resources to determine the meaning, syllabication,
with “the student is expected to. . .” and pronunciation, word origin, and part of speech of
the text of the student expectation. Then various words found in William Shakespeare’s work.
end your learning objective by stating the They will create a glossary using dictionaries and
translators, and use the glossary to translate practice
performance measure.
sentences from Modern English to Shakespeare’s
English, and vice versa.
, STUDENT FRIENDLY OBJECTIVE Good morning students! Today we’ll be learning
STATEMENT (must include how to use different print or digital resources to
performance measure) find the meaning of words created and used by
William Shakespeare in many of his different plays.
This is what the teacher says to students After watching a quick video called The History of
about what students will learn today, and English 3/10, you will work in groups of 2-3 people
how they will show they have learned the to create a glossary of words that can be found in
content (that is the performance measure) Shakespeare’s work. You will need to use a
dictionary or an online translator for this
assignment. As independent practice, you will use
the glossary you made with your group to translate
sentences from Modern English to Shakespeare’s
English. Then you’ll translate a separate set of
sentences from Shakespeare’s English back to
Modern English.
PURPOSE OF LEARNING Knowing how to use different resources to find
the answer we’re looking for is a skill that allows
Why do students need to learn this us to correctly identify the meaning or purpose of
today? This should be written in what you any work we are doing. As we get started to read
will say to students and should address Shakespeare’s Much Ado About Nothing, we may
both why it is important to the content encounter a lot of words that we don’t know. But
area (knowledge and skills statement) if we look at the context in which the word is
and why it is relevant in their lives. used, translate it using online resources, or use a
dictionary, we’ll be able to interpret the meaning
of it, and perhaps Shakespeare’s purpose in using
that specific word.
Remember, Shakespeare would often create new
words when he couldn’t find one that best fit into
his poetry rhythm or needed a better one to
describe a specific meaning. Because of this, it’s
important that we understand word origins and
how meaning can be altered or evolve over time.
Once you have learned the meaning of different
words, you’ll be able to use it in your everyday
interactions and begin to analyze the author’s
rhetoric.
EXPLICIT CONNECTION TO PRIOR In our last unit, we talked about morphemes and
LEARNING affixes. Remember that morphemes are the
smallest unit of language, or usually called a base
This is what you say to students about word. Words like happy, sad, and do are
what they have already learned and how considered morphemes.
it prepares them for what they are about
to learn; review what they have learned to Affixes are smaller units of language that can
prepare them for the upcoming lesson. modify the meaning of a word, such as prefixes
or suffixes. If we add the affix “un-” to the base
TNT 700.5PBP – PLANNING INSTRUCTION, PART 3
NAME: Cecilia Romero SUBJECT/GRADE: 7th Grade, English/Language Arts & Reading
CERTIFICATION AREA: ELAR 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 13 components are repeated from the previous project. You may copy these from
TNT 700.4PBP. You may add or change instructional steps, activities, or assessments to better
accommodate the diverse needs of learners, if necessary.
TEXAS ESSENTIAL KNOWLEDGE AND (Grade 7) (2) Developing and sustaining foundational
SKILLS (OR PRE-K GUIDELINES): language skills: listening, speaking, reading, writing,
Using the TEKS for your grade level and and thinking--vocabulary. The student uses newly
content area, copy the TEKS word for acquired vocabulary expressively. The student is
word. This must include the grade level, expected to:
number and letter of competency. For (A) use print or digital resources to
example, (Grade 6) 5.B. determine the meaning, syllabication,
pronunciation, word origin, and part of
speech;
PERFORMANCE Students will use dictionaries and translators to create
MEASURE/ASSESSMENT After the a glossary for words found in William Shakespeare’s
lesson, how will you know if they have work after watching The History of English 3/10 (5-7
learned the content to the level of rigor min). They will use their created glossary to translate
required? How will you measure their a worksheet of practice sentences from Modern
performance? English to Shakespeare’s English, then Shakespeare’s
English to Modern English.
LEARNING OBJECTIVE(S): The student is expected to use print or digital
Copy the TEKS word for word beginning resources to determine the meaning, syllabication,
with “the student is expected to. . .” and pronunciation, word origin, and part of speech of
the text of the student expectation. Then various words found in William Shakespeare’s work.
end your learning objective by stating the They will create a glossary using dictionaries and
translators, and use the glossary to translate practice
performance measure.
sentences from Modern English to Shakespeare’s
English, and vice versa.
, STUDENT FRIENDLY OBJECTIVE Good morning students! Today we’ll be learning
STATEMENT (must include how to use different print or digital resources to
performance measure) find the meaning of words created and used by
William Shakespeare in many of his different plays.
This is what the teacher says to students After watching a quick video called The History of
about what students will learn today, and English 3/10, you will work in groups of 2-3 people
how they will show they have learned the to create a glossary of words that can be found in
content (that is the performance measure) Shakespeare’s work. You will need to use a
dictionary or an online translator for this
assignment. As independent practice, you will use
the glossary you made with your group to translate
sentences from Modern English to Shakespeare’s
English. Then you’ll translate a separate set of
sentences from Shakespeare’s English back to
Modern English.
PURPOSE OF LEARNING Knowing how to use different resources to find
the answer we’re looking for is a skill that allows
Why do students need to learn this us to correctly identify the meaning or purpose of
today? This should be written in what you any work we are doing. As we get started to read
will say to students and should address Shakespeare’s Much Ado About Nothing, we may
both why it is important to the content encounter a lot of words that we don’t know. But
area (knowledge and skills statement) if we look at the context in which the word is
and why it is relevant in their lives. used, translate it using online resources, or use a
dictionary, we’ll be able to interpret the meaning
of it, and perhaps Shakespeare’s purpose in using
that specific word.
Remember, Shakespeare would often create new
words when he couldn’t find one that best fit into
his poetry rhythm or needed a better one to
describe a specific meaning. Because of this, it’s
important that we understand word origins and
how meaning can be altered or evolve over time.
Once you have learned the meaning of different
words, you’ll be able to use it in your everyday
interactions and begin to analyze the author’s
rhetoric.
EXPLICIT CONNECTION TO PRIOR In our last unit, we talked about morphemes and
LEARNING affixes. Remember that morphemes are the
smallest unit of language, or usually called a base
This is what you say to students about word. Words like happy, sad, and do are
what they have already learned and how considered morphemes.
it prepares them for what they are about
to learn; review what they have learned to Affixes are smaller units of language that can
prepare them for the upcoming lesson. modify the meaning of a word, such as prefixes
or suffixes. If we add the affix “un-” to the base
