Model Lesson Plan Template[1]

Tennessee Benchmark Lesson Plan Template
Lesson plan originally created by: _____
Quality Lesson Components
My Lesson
Lesson Title
Lesson Plan Overview / Details
Summary of the task, challenge, investigation, career-related
scenario, problem, or community link
Summary of TaskStudents will complete a bell-ringer article that
engages them in thinking about the words that signal
different text structures by sorting them into
appropriate categories. Students will come to
Smartboard to share answers.
After the bell ringer, the teacher will model the analysis
of a cause and effect text that takes students through
the steps of the day’s group activity. This activity will
use the Starboard
Then, students will analyze an ability level appropriate
text in homogenous reading ability groups with the
purpose of annotating, summarizing, and visualizing
the text.
Then, students will transition to teacher assigned
heterogeneous groups to share information and
summarize text in a graphic organizer.
Finally, students will complete a reflection and
assessment piece alone to show mastery of learning
targets. As well, they can choose to complete an
extension piece that allows them to make a public
service announcement to share the information from
the day’s lesson or to rewrite a summary of the
information without using key words in order to stretch
vocabulary skills.
Career-Students interested in medicine, marketing, or
communication can make career connections in the
course of today’s lesson.
Problem- Students will analyze the hearing loss
associated with listening to loud music.
Community link- Students will create a public service
announcement to share knowledge with other
Tennessee Career & Technical Ed (CTE) Program of Study:
9 to 12
Grade 9 Freshman Academy
Tennessee Benchmark Lesson Plan Template
Course Title
Content Area Reading (course code 3081)
Lesson Time
80 minutes
Tennessee CTE Standards & Competencies
Course Standard: Communication/Literacy
Course Competency: Analyzes two selections for
common themes and disparate elements.
Communicates complex ideas and themes verbally.
Constructs multiple paragraph/page reports or texts
that demonstrate a deep awareness of purpose and
audience and provides supporting evidence.
Common Core Standards
Reading Informational Text: Analyze how a particular
sentence, paragraph, chapter, or section fits into the
overall structure of a text and contributes to the
development of the ideas.
Tennessee CLEs
Content Area Reading: The student will evaluate and
reflect upon learning strategies utilized to make
meaning from text.
English I: CLE 3001.6.2 Analyze the organizational
structures of informational and technical texts. (e.g.,
sequential, problem-solution, comparison-contrast,
Objectives and Goals
1. Hook/Set
Getting Started/Essential Question
Also called a "hook" to grab the students’ attention, the Hook
Activity is a brief activity or event at the beginning of the lesson
that effectively engages all students' attention and focuses their
thoughts on the learning objective(s). Your Essential Question
encourages students to put forth more effort when faced with a
complex, open-ended, challenging, meaningful and authentic
Have students:
Observe a scenario or process
Listen to a story
Predict an outcome
Inspect a machine, tool, part or instrument
Assess prior knowledge
Review an external document (article, ad, interview or
job application)
Connect learning objectives to prior knowledge,
I can choose a transition appropriate for a category of
text structure
I can provide textual support for inferences
I can define text structure
I can explain ways to help myself identify text structure
1. Do Now: Students will complete a sorting
handout that allows them to sort a list of
transitions into according text structure
2. Post Do Now Discussion:
What transitions were most difficult to place in
a category? Why?
How can noticing transitions help you
understand text?
Why is it important to identify text structure as
we read?
Tennessee Benchmark Lesson Plan Template
experiences, observations, feelings, or situations in
their daily lives both inside and outside of school
Quality Lesson Components
2. Direct Instruction
The teacher provides the basic information needed for students
to gain the knowledge or skill through brief, direct instruction.
My Lesson
Review elements of daily lesson as posted on white
board, including overview of assessments and
Introduce learning targets as they relate to the model
Teacher might:
Verbalize real world connections to day’s lesson.
State learning objectives of the day in easy, accessible
language; display standards and objectives
Introduce/review vocabulary terms
Identify how students will be assessed
Provide detailed overview of skill or process
Induce curiosity and suspense
Incorporate multimedia and technology
Illuminate where this skill/info is applied in the field
Connect standards to real-world and help students
“make sense” of the content
Students will share knowledge of text structure and
connect to past class experiences.
Students should:
Build on experiences and background knowledge
Organize information
Incorporate literacy strategies through teacher
prepared, interactive, or combination note taking
(graphic organizers)
3. Demo/Modeling: I DO
This part of the Discover/Explain process provides students
with proficient modeling by the teacher.
Teacher Activities:
Short Teacher Read-Aloud of model text.
Analysis and Think-Aloud on Starboard.
Teacher should:
Explain critical aspects moving from basic to complex
Reinforce understanding through labeling,
categorizing, explaining, comparing
Balance talking with showing
Provide student with choices
Identify real application of skill in workplace
Students should:
Follow along closely and ask questions
Take notes or diagram a sequence
Follow along or perform steps themselves
Place model text information in cause effect graphic
organizer and summarizing information.
Anticipation Guide on overhead for concepts in group
Survey the number of students who listen to music on
head phones.
Survey knowledge about hearing loss and noise.
Student Activities:
Engage in discussion
Support group members
4. Checking Understanding
The teacher will provide a do now, two group activities,
Tennessee Benchmark Lesson Plan Template
Formative Assessment
Continuous monitoring of whether or not a student "got it"
Teacher should:
Summarize process or knowledge
Ask questions that go beyond recall
Clarify expectations and allow students to redo
Students Should:
Know their roles in grouping arrangements (either as
whole class, small groups, pairs, individual, etc.)
Be held accountable for their work
Quality Lesson Components
5. Guided Practice (Group Work or Lab): WE DO
An opportunity for each student to demonstrate grasp of new
learning by working through an activity or exercise under the
teacher's direct supervision and support.
Teacher should:
Give oral/written feedback that is focused and frequent
Circulate, support engagement, and monitor student
Monitor and adjust instruction based on student
feedback Guide whole group
Remind students of required elements for summative
assessment; clarify expectations
Target and build on one or more dimensions of the
Competency Attainment Rubric Categories
Students should:
Go through all steps of the process or items to be
Have assistance from teacher and solve routine and
authentic problems
Generate a variety of ideas and alternatives
Analyze problems from multiple perspectives
Self assess and monitor own learning
and a reflective exit activity to check for understanding.
As well, the teacher will orally assess each student as
they participate in groups and note performance levels
on a Common Core Standards speaking and listening
The students will communicate their roles to the
teacher and to each other as students work together.
The students will submit annotated articles, completed
graphic organizers, and reflective writings to show
formative understandings.
My Lesson
The teacher will monitor and communicate with each
group during expert and sharing groups to check for
Visit each group rotationally and as needed during all
group activities.
Discuss the activity and ask questions that reinforce
student articulation of learning targets.
Students will communicate questions to the teacher
about activities, learning targets, and processes.
Check their progress against those in their groups.
Tennessee Benchmark Lesson Plan Template
6. Independent Practice (Lab): YOU DO
To help students reach proficiency, next is reinforcement
practice. Applies knowledge to new situations to complete a
relevant project (this may happen in class or in extended time
such as homework).
Teachers should:
Define proficiency and mastery
Provide assistance materials such as safety posters,
Provide clear expectations for performance, timelines,
evaluation elements (rubric), etc…
Provide regular opportunities to accommodate
individual student needs; Sometimes provide
differentiated instructional methods and content
Measure student performance in more than three ways
(in the form of a project, experiment, presentation,
essay, short answer, or multiple choice test)
Collect evidence that most students demonstrate
mastery of the objective
Students should:
Work independently
Have less direct guidance and intervention as deemed
safe and appropriate
Use their notes and materials to assist with recall and
Problem solve and monitor their own learning gaps in
relation to what will be expected of them on the
summative assessment
After the group activity, students will use notes and
experiences from the group setting to complete a
learning activity that asks them to summarize
information from multiple texts accessed through
shared learning group experiences, identify the
elements of text that are specific to cause and effect
text structure, create a communication piece that
benefits the school community.
Tennessee Benchmark Lesson Plan Template
Quality Lesson Components
7. Closure
Designed to help students bring things together.
My Lesson
Exit Slip that assesses the following:
Ability to define text structure
Teachers should:
Provide informal review of proficiency and determine if
gaps exist on behalf of individuals and/or class
Review standards and objectives covered
Remind what this is leading up to
Identify methods for determining text structure
Reflect on current level of skill in connection to
identifying and analyzing text structure.
Areas of question or concern.
Students should:
Assess their own performance/learning (in groups,
pairs or individually)
Individually review steps, procedures, information to
increase performance
Connect content to powerful questions or ideas
8. Assessment
Students provide evidence of their proficiency.
Assessment Tools:
Do Now: Transition Sort
Teachers should:
Assess knowledge/skills for each individual student
Provide feedback in accordance with rubric and/or
expectations for performance
Look for ways to exhibit student work beyond the
classroom for authentic feedback
Group Practice- Short Written Responses and Graphic
Individual Practice- Extended Written Response and
Public Service Announcement
Exit Slip- Multiple Choice and Reflection
Students should:
Organize, interpret, analyze, synthesize, and evaluate
information rather than reproduce it
Use practical thinking by applying and implementing
what they learn in real-life scenarios
Draw conclusions, make generalizations, and produce
arguments that are supported through extended writing
Model appropriate soft skills, ethical and occupational
safety behaviors
Identify gaps in learning by self-evaluation
Students will organize information, analyze effective
examples in an article, and evaluate text for the most
persuasive facts to include in a Public Service
CTE Competency Attainment Rubric Categories Embedded
Communication/Literacy- Analyzes two selections for
common themes and disparate elements.
Communicates complex ideas and themes verbally.
Constructs multiple paragraph/page reports or texts
that demonstrate a deep awareness of purpose and
audience and provides supporting evidence.
McRel Strategies used?
Anticipation Guide, Read Aloud, Think Aloud
Tennessee Benchmark Lesson Plan Template
Scaffolding Extensions (modifications provided to IEP or
GT students)
Groups have been formed homogenously in expert
groups and heterogeneously in sharing groups.
Additional Information: Materials? Groupings?
Questioning Techniques? Instructional Strategies?
Technology? Etc.?
Expert groups are homogenous so that students can
access text as independently as possible.
Shared groups are heterogeneous so that students of
mixed ability can engage in varying levels of
Instructional strategies include direct instruction,
cooperative learning,
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