Modified TEM 3.0 Lesson Plan Template
Teacher:
Week of:
Teacher B:
(if co-teaching)
Subject:
TEM 3.0 Indicators
Teach 1: Engage students in objective driven lessons.
Teach 2: Explain content clearly and accurately.
Teach 3: Engage students at all learning levels in appropriately challenging
work.
Teach 4: Provide students multiple ways to engage with content.
Teach 5: Use strategies that develop higher‐level thinking skills.
Teach 6: Check for understanding and respond appropriately during the lesson.
Teach 7: Maximize instructional time.
TEM 3.0
Indicators
Stage 1
(performance data)
Monday
Tuesday
CLE 1: Build a respectful, learning-focused classroom community.
CLE 2: Develop classroom procedures and routine.
CLE 3: Use classroom space and resources to support instruction.
CLE 4: Manage student behavior.
Wednesday
Thursday
Friday
formative assessment
common formative
assessment
district’s assessment
learning styles inventory
other:
formative assessment
common formative
assessment
district’s assessment
learning styles inventory
other:
formative assessment
common formative
assessment
district’s assessment
learning styles inventory
other:
formative assessment
common formative
assessment
district’s assessment
learning styles inventory
other:
formative assessment
common formative
assessment
district’s assessment
learning styles inventory
other:
bellwork
journaling
KWL chart
review/re-teach
other:
bellwork
journaling
KWL chart
review/re-teach
other:
bellwork
journaling
KWL chart
review/re-teach
other:
bellwork
journaling
KWL chart
review/re-teach
other:
bellwork
journaling
KWL chart
review/re-teach
other:
Stage 2
(learning objective
or “I can”
statement)
Stage 2
(prior knowledge)
Stage 2
(guiding question)
Stage 2
(lesson details, SPI,
& CCSS)
Stage 3
(instructional
strategies)
literacy
intervention(s)
differentiation
anticipation of students’
misconceptions
modeling
students guiding their
learning
accommodations/
modifications
extension of knowledge
scaffolding
small groups/peer teaching
whole group
lecture
other:
literacy
intervention(s)
differentiation
anticipation of students’
misconceptions
modeling
students guiding their
learning
accommodations/
modifications
extension of knowledge
scaffolding
small groups/peer teaching
whole group
lecture
other:
literacy
intervention(s)
differentiation
anticipation of students’
misconceptions
modeling
students guiding their
learning
accommodations/
modifications
extension of knowledge
scaffolding
small groups/peer teaching
whole group
lecture
other:
literacy
intervention(s)
differentiation
anticipation of students’
misconceptions
modeling
students guiding their
learning
accommodations/
modifications
extension of knowledge
scaffolding
small groups/peer teaching
whole group
lecture
other:
literacy
intervention(s)
differentiation
anticipation of students’
misconceptions
modeling
students guiding their
learning
accommodations/
modifications
extension of knowledge
scaffolding
small groups/peer teaching
whole group
lecture
other:
Stage 3
(introduction)
new learning/skills
review previous
learning/skills
discussion
Q&A
graphic organizers
exercises/problems
prompting/cues
notetaking
Think-Pair-Share
educational games
reading aloud
stages of the writing process
other:
new learning/skills
review previous
learning/skills
discussion
Q&A
graphic organizers
exercises/problems
prompting/cues
notetaking
Think-Pair-Share
educational games
reading aloud
stages of the writing process
other:
new learning/skills
review previous
learning/skills
discussion
Q&A
graphic organizers
exercises/problems
prompting/cues
notetaking
Think-Pair-Share
educational games
reading aloud
stages of the writing process
other:
new learning/skills
review previous
learning/skills
discussion
Q&A
graphic organizers
exercises/problems
prompting/cues
notetaking
Think-Pair-Share
educational games
reading aloud
stages of the writing process
other:
new learning/skills
review previous
learning/skills
discussion
Q&A
graphic organizers
exercises/problems
prompting/cues
notetaking
Think-Pair-Share
educational games
reading aloud
stages of the writing process
other:
Stage 3
(independent
practice)
exercises/problems
worksheet
homework
notetaking
graphic organizers
reading/annotating
stages of the writing process
other:
exercises/problems
worksheet
homework
notetaking
graphic organizers
reading/annotating
stages of the writing process
other:
exercises/problems
worksheet
homework
notetaking
graphic organizers
reading/annotating
stages of the writing process
other:
exercises/problems
worksheet
homework
notetaking
graphic organizers
reading/annotating
stages of the writing process
other:
exercises/problems
worksheet
homework
notetaking
graphic organizers
reading/annotating
stages of the writing process
other:
Stage 3
(assessment)
pre-assessment
formative (individual teacher)
formative (common)
summative
post-assessment
discussions
performance/demonstration
product
other:
pre-assessment
formative (individual teacher)
formative (common)
summative
post-assessment
discussions
performance/demonstration
product
other:
pre-assessment
formative (individual teacher)
formative (common)
summative
post-assessment
discussions
performance/demonstration
product
other:
pre-assessment
formative (individual teacher)
formative (common)
summative
post-assessment
discussions
performance/demonstration
product
other:
pre-assessment
formative (individual teacher)
formative (common)
summative
post-assessment
discussions
performance/demonstration
product
other:
Stage 3
(closure)
3-2-1
ticket out the door
journal
3-2-1
ticket out the door
journal
3-2-1
ticket out the door
journal
3-2-1
ticket out the door
journal
3-2-1
ticket out the door
journal
Stage 3
(guided practice)
Stage 3
(resources and
materials)
reflective stem
answering guiding question
do one more
other:
textbook
ancillary materials
workbook
handout
manipulatives
PowerPoint presentation
video/movie/music
technology (computer,
laptops, Ipad, hover cam, SMART
board overhead projector, tv,
vcr/dvd/cd/cassette player)
other:
reflective stem
answering guiding question
do one more
other:
textbook
ancillary materials
workbook
handout
manipulatives
PowerPoint presentation
video/movie/music
technology (computer,
laptops, Ipad, hover cam, SMART
board overhead projector, tv,
vcr/dvd/cd/cassette player)
other:
reflective stem
answering guiding question
do one more
other:
textbook
ancillary materials
workbook
handout
manipulatives
PowerPoint presentation
video/movie/music
technology (computer,
laptops, Ipad, hover cam, SMART
board overhead projector, tv,
vcr/dvd/cd/cassette player)
other:
reflective stem
answering guiding question
do one more
other:
textbook
ancillary materials
workbook
handout
manipulatives
PowerPoint presentation
video/movie/music
technology (computer,
laptops, Ipad, hover cam, SMART
board overhead projector, tv,
vcr/dvd/cd/cassette player)
other:
Lesson Resources:
SCS curriculum guides by subject (http://www.scsk12.org/uf/ci/?Letter=C)
Common Core State Standards by subject (http://www.tncore.org/)
Tested SPIs for EOC courses (http://www.state.tn.us/education/assessment/ach_rpt_cat_spi.shtml) for EOC course tested SPIs
Standards for all courses including Careers and Technology (http://www.state.tn.us/education/curriculum.shtml)
Evaluation rubric (http://www.mylearningplan.com/) (click MY LIBRARY and find TEM 3.0 GEN ED RUBRIC)
reflective stem
answering guiding question
do one more
other:
textbook
ancillary materials
workbook
handout
manipulatives
PowerPoint presentation
video/movie/music
technology (computer,
laptops, Ipad, hover cam, SMART
board overhead projector, tv,
vcr/dvd/cd/cassette player)
other: