TEXAS TEACHERS LESSON PLAN TEMPLATE for 700.5PBP
INSTRUCTIONS: Fill out all portions of the lesson plan. Within the Instructional Steps, note the
following items as indicated below to facilitate identification of the required elements. Answer the
reflection questions that follow the plan
Create at least 6 formative questions you will ask throughout the lesson and highlight them in green.
NAME: Tamera Robinson SUBJECT: English Language Art/3rd Grade
TEXAS ESSENTIAL KNOWLEDGE AND SKILLS
Grade 3 (9) Multiple genres: listening, speaking, reading, writing, and thinking using multiple text-
genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes
within and across increasingly complex traditional, contemporary, classical, and diverse texts.
The student is expected to:
(D) recognize characteristics and structures of informational text, including:
(i) the central idea with supporting evidence.
LEARNING OBJECTIVE(S):
The student will identify the central idea and supporting details in a passage. The instructor will give the
students a bucket of mystery items, and they will have to put their knowledge to use by figuring out the
central idea of each bucket of details.
ASSESSMENT/PERFORMANCE MEASURE:
The instructor will provide a bucket containing supporting details at each station. Students are
expected to write a sentence based on the specific items in each bucket and determine the main idea.
A list of central idea sentences, one for each bucket of items, will be given to the students. Each
central idea should be matched by the students to the appropriate item bucket.
MATERIALS and SETTING 5 buckets filled with items that are related in some
, What materials do you need for this way and together evidently will create a topic.
lesson? What is the setting? Are
students in pairs, groups, stations, Circle Map Graphic Organizer.
floor, library, science lab?
The classroom will be set up in 5 stations with 4
desks at each station.
Students will be working in groups of 4.
KEY VOCABULARY and ACADEMIC KEY VOCABULARY:
LANGUAGE Central Idea, Supporting details
What vocabulary terms must students
know to understand the concept being (Teacher will assess comprehension of the following terms)
taught? Can anyone tell me what central idea means?
ACADEMIC LANGUAGE:
Summarize, Topic, Analyze, Theme
FOCUS ACTIVITY/ANTICIPATORY SET The students will begin the lesson by watching a short
What activity will students engage in instructional cartoon film https://youtu.be/S-1DZWNVBT4?
that will pique their interest about the si=6yPfN4lmJsE8oSHE that will provide an entertaining and
upcoming lesson? Think of this like a informative animation to help introduce students to central
preview for an upcoming movie – idea or main topic. I will ask the students according to the
something that ignites curiosity film what supporting details help the detective arrive at the
central idea of the note. I will select 2 students to respond.
After the film, I will have the students work on a 5-to-10-
minute group activity where they will categorize words in
light of what each word shares in common. I'll encourage
the students to make sense of why they're arranging or
sorting with a specific goal in mind. From there I will ask the
students if they notice any words that might be related to
one another or have similar characteristics. I will check for
understanding by how students’ group together any words
that are similar to one another.
CONNECTION TO PRIOR LEARNING OR Scholars, an overall central idea will help you to understand
REAL WORLD what you read. The best way to determine the central idea
This is what you say to students about is by supporting details that are expressed in a text. While
what they have already learned and watching the short film we observed how the detective was
how it prepares them for what they called in to analyze a note left behind by the robbers. As he
are about to learn; review what they was reading, he was able to gather a lot of details, which
have learned to prepare them for the allowed him to determine the main reason for the stolen
upcoming lesson. fish. After watching the film, we now know that we would
not have been able to find out the main reason or topic
without those supporting details.
So, think about that the next time when you’re talking to
your friends or family about something cool you've seen or
INSTRUCTIONS: Fill out all portions of the lesson plan. Within the Instructional Steps, note the
following items as indicated below to facilitate identification of the required elements. Answer the
reflection questions that follow the plan
Create at least 6 formative questions you will ask throughout the lesson and highlight them in green.
NAME: Tamera Robinson SUBJECT: English Language Art/3rd Grade
TEXAS ESSENTIAL KNOWLEDGE AND SKILLS
Grade 3 (9) Multiple genres: listening, speaking, reading, writing, and thinking using multiple text-
genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes
within and across increasingly complex traditional, contemporary, classical, and diverse texts.
The student is expected to:
(D) recognize characteristics and structures of informational text, including:
(i) the central idea with supporting evidence.
LEARNING OBJECTIVE(S):
The student will identify the central idea and supporting details in a passage. The instructor will give the
students a bucket of mystery items, and they will have to put their knowledge to use by figuring out the
central idea of each bucket of details.
ASSESSMENT/PERFORMANCE MEASURE:
The instructor will provide a bucket containing supporting details at each station. Students are
expected to write a sentence based on the specific items in each bucket and determine the main idea.
A list of central idea sentences, one for each bucket of items, will be given to the students. Each
central idea should be matched by the students to the appropriate item bucket.
MATERIALS and SETTING 5 buckets filled with items that are related in some
, What materials do you need for this way and together evidently will create a topic.
lesson? What is the setting? Are
students in pairs, groups, stations, Circle Map Graphic Organizer.
floor, library, science lab?
The classroom will be set up in 5 stations with 4
desks at each station.
Students will be working in groups of 4.
KEY VOCABULARY and ACADEMIC KEY VOCABULARY:
LANGUAGE Central Idea, Supporting details
What vocabulary terms must students
know to understand the concept being (Teacher will assess comprehension of the following terms)
taught? Can anyone tell me what central idea means?
ACADEMIC LANGUAGE:
Summarize, Topic, Analyze, Theme
FOCUS ACTIVITY/ANTICIPATORY SET The students will begin the lesson by watching a short
What activity will students engage in instructional cartoon film https://youtu.be/S-1DZWNVBT4?
that will pique their interest about the si=6yPfN4lmJsE8oSHE that will provide an entertaining and
upcoming lesson? Think of this like a informative animation to help introduce students to central
preview for an upcoming movie – idea or main topic. I will ask the students according to the
something that ignites curiosity film what supporting details help the detective arrive at the
central idea of the note. I will select 2 students to respond.
After the film, I will have the students work on a 5-to-10-
minute group activity where they will categorize words in
light of what each word shares in common. I'll encourage
the students to make sense of why they're arranging or
sorting with a specific goal in mind. From there I will ask the
students if they notice any words that might be related to
one another or have similar characteristics. I will check for
understanding by how students’ group together any words
that are similar to one another.
CONNECTION TO PRIOR LEARNING OR Scholars, an overall central idea will help you to understand
REAL WORLD what you read. The best way to determine the central idea
This is what you say to students about is by supporting details that are expressed in a text. While
what they have already learned and watching the short film we observed how the detective was
how it prepares them for what they called in to analyze a note left behind by the robbers. As he
are about to learn; review what they was reading, he was able to gather a lot of details, which
have learned to prepare them for the allowed him to determine the main reason for the stolen
upcoming lesson. fish. After watching the film, we now know that we would
not have been able to find out the main reason or topic
without those supporting details.
So, think about that the next time when you’re talking to
your friends or family about something cool you've seen or
