TEM 3.0 Lesson Plan Template
Teacher: Dr. Feel Good in the Morning
Week of: September 23, 2013/Week 8
Subject: 8th grade ELA
Plan 1: Know your students in order to plan your instruction effectively.
Plan 2: Set through-course and end-of-course goals.
Plan 3: Create or adapt standards-based instructional plans and assessments
guided by pacing and content from instructional maps.
CLE 1:
CLE 2:
CLE 3:
CLE 4:
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.
Reflect and Adjust 1: Monitor progress relative to through-course and
end-of-course goals.
Reflect and Adjust 2: Use student data to inform and modify
instructional practice.
Indicators
Monday
Stage 1.
What knowledge of your students’ performance
data,* interests, background, etc., are you
using to inform your planning process?
(*Data may range from district’s assessment data
to teacher-created classroom data.)
Stage 2.
What will students know and be able to do at
the end of this lesson? The learning objective(s)
is best stated in student friendly language
(learning target or an “I Can” statement),
measurable, stating what the student will be able
to do by the end of the lesson. Objective(s)
should also be communicated within the context
of the standard(s).
 Skills Focus: central idea, fact/opinion,
supporting details, persuasive techniques,
point of view, organizational structure, main
ideas
Build a respectful, learning-focused classroom community.
Develop classroom procedures and routine.
Use classroom space and resources to support instruction.
Manage student behavior.
Tuesday

P1, P2,
P3, RA2
P1, P2,
P3, T1, T3
Last week’s exit slips,
teacher observations,
teacher-made
assessments
I can…
 Support my point by
quoting from the text
 Determine the main
idea and supporting
details of a text
 Make Inferences and
draw conclusions
 Use context to
determine the
meanings of multiple
meaning words
 Annotate text.
 Identify fact and
opinion.

Monday’s exit
slips
responses
Teacher
observation
during large
and small
group work
I can…
 Analyze the
development
of similar
themes across
two or more
texts.
 Evaluate text
for fact and
opinion.
 Identify a
false premise
 Identify bias
and
stereotyping
 Identify and
use
conjunctions
Wednesday



Class notes
Written
and/or oral
responses to
textdependent
questions
Teacher
observation
I can…
 Cite evidence
from the text
 Select and
write a thesis
statement
 Select the
most
appropriate
format for
writing
 Formulate
questions
before, during
and after
reading
 Identify and
determine the
Thursday


Class notes
Written
and/or oral
responses to
textdependent
questions and
exit slips
 Teacher
observation
I can…
 Select
appropriate
time order or
transitional
words to
enhance
writing
 Choose the
best sentence
that fits and
flows in
context
 Use accurate
and precise
language to
convey
meaning
Friday


Class notes
Written
and/or oral
responses to
textdependent
questions and
exit slips
 Teacher
observation
I can…
 Select
appropriate
time order or
transitional
words to
enhance
writing
 Choose the
best sentence
that fits and
flows in
context
 Use accurate
and precise
language to
convey
meaning

Connecting Prior Knowledge:
Bell work, Do Now, Journaling, KWL Chart,
Review, Re-teach, etc.
Guiding Question(s):
What are the questions that will drive the
content and skills that you will teach?
Higher order, open-ended, and frequently asked
questions begin with “how” or “why”.
Can be the driving question for the lesson or for a
longer period of time (i.e., week, unit).
Stage 3.
What instructional task(s) will be used to reach
the learning target? Think about the standard’s
level of rigor (revised Bloom’s taxonomy) when
developing the task(s).
Task(s):
Think about including one or more of these
instructional strategies:
Literacy, interventions, differentiation,
anticipation of students’ misconceptions,
students guiding their learning,
accommodations/modifications, extension of
knowledge, scaffolding where appropriate, small
groups, whole group, etc.
T1, T7
T2, T5
T1, T3, T4,
T5 & T6
P1, T7
How will you maximize the instructional time
with each task?
Introduction (approximate time):
Guided Practice (approximate time):
In what ways will your learners attempt to
explain or do what you have outlined? How will
T4, T7
Bellwork
Writing About the Big
Question, Vocabulary, and
Meet the author
(Vocabulary Knowledge
Rating Chart)
How much information is
enough?
How can I annotate text?
Whole Group
*Discuss bellwork while
introducing the selection.
*Teacher will read aloud
the first 2 pages of “The
Trouble with Television”
while students listen and
read silently annotating
the text – identifying key
points and vocabulary,
writing questions and/or
confusions, and writing
what they are thinking as
they read the text.
*Teacher will ask text
dependent questions and
students will analyze the
text to answer the questions
(Teacher/Student
discussion about the text.)
Small Group
Students will partner read
the rest of the selection
while making annotations
and discussing points of
main idea and
details
Identify and
use
conjunctions


Annotate text
and cite
evidence
Edit and
revise writing


Annotate text
and cite
evidence
Edit and
revise writing
Bellwork
Reading Warm-up
A (Vocabulary)
Bellwork
Reading Warm-up
B (Vocabulary)
Bellwork
Read and annotate
article titled
“Watching TV..”
Bellwork
PARCC like
assessment (text
and 2 questions)
What is the
evidence that
supports your
answer?
What is the central
idea of the text?
Why?
What steps must
be taken to write
an evaluative
essay?
How can I
incorporate
evidence when
stating a claim?
How much
information is
enough?
Whole Group
*Discuss bellwork
and HW (voc. and
reading).
*Review main
points from the
beginning of the
selection
yesterday. Teacher
and students will
participate in
discussion of the
selection through
asking and
answering text
dependent
questions and
student
annotations.
*Teacher will
introduce
conjunctions using
a powerpoint
lesson.
Small Group
Whole Group
*Discuss bellwork
and HW(reading &
grammar).
*Critical Thinking –
Teacher and
Students will
interact with other
answering
questions verbally
and in written
form.
*Teacher will
introduce the
writing assignment
by discussing how
to write an
evaluative essay.
Independent
Practice
Students will begin
writing an
evaluation of the
selection by citing
evidence from the
Whole Group
*Discuss bellwork
and HW (voc. &
grammar).
*Review main
ideas and details
of the selection,
revisiting
vocabulary and
important ideas
and concepts from
the selection.
*Review writing
tips from the day
before.
Small Group
*Students will get
with an elbow
partner and share
their evidence and
supporting details
to be used in their
writing piece.
Independent
Practice
Whole Group
*Discuss bellwork
*Review
important points
of selection,
vocabulary, and
grammar
*Administer the
selection test
Small Group
Students will work
in peer groups
critiquing each
others’ writings.
Independent
Practice
Students continue
to revise and write
to finish
evaluation essays.
you monitor and coach their performances? (WE
DO)
T4, T5, T6
Independent Practice (approximate time)
How will your different learners attempt the
objective on their own? How will you gauge
mastery? (THEY DO)
confusion or interest
along the way
(accountable talk).
Teacher will monitor
groups, direct and redirect
thinking.
*Students will
complete the
Integrated
Language Skills
(conjunctions)
activity on pg. 570
(practice activities,
reading and writing
applications) using
the text.
text to support the
author’s negative
views of watching
television.
*Students will take
their evidence
chart, notes from
partner, and begin
writing an
evaluation of “The
Trouble with
Television”.
Whole group (Closure)
Teacher will discuss main
points of the day’s lesson.
Students will fill out an
exit slip noting questions,
confusions, or what they
learned today.
Closure
*discuss answers,
main points, fill
out exit slip noting
questions,
confusions, or
what they learned
today
Closure
Teacher will
discuss main
points of the day’s
lesson. Students
will fill out an exit
slip noting
questions,
confusions, or
what they learned
today.
HW- Unit 3
Resources pg. 134
(vocabulary
builder) and pg.
154 (Integrated
Language Skills:
Grammar)
Pearson Lit.
textbook (Unit 3
Resources pg. 155
– Integrated
Language Skills:
Support for
Writing an
Evaluation)
Closure
Teacher will
discuss main
points of the day’s
lesson. Students
will fill out an exit
slip noting
questions,
confusions, or
what they learned
today.
HW- Study
vocabulary and
main ideas and
concepts of the
selection along
with conjunctions.
Closure
Teacher will
discuss main
points of the day’s
lesson. Students
will fill out an exit
slip noting
questions,
confusions, or
what they learned
today.
Pearson Lit.
textbook (Unit 3
Resources pg. 155
– Integrated
Language Skills:
Support for
Writing an
Evaluation),
Elements of
Language
Pearson Lit.
textbook,
Elements of
Language
Teacher made
assessments
Pearson Lit
selection test
P3, T6,
RA2
Assessment (approximate time)
How will you know that students have reached
the targeted learning?
Assessments may include:
Pre-assessment, formative assessment,
summative assessment, post-assessment,
discussions, performance, demonstration, etc.
Closure (approximate time)
How will you engage students (not the teacher)
in restating or demonstrating their learning?
T1, T6, T7
Closure strategies are usually the last 5 minutes
of class: 3-2-1, ticket out the door, journals,
reflective stems, answering guiding question,
PMI, etc.
Resources and Materials Needed for Addressing
the task
Consider any differentiated materials needed
based on the developed tasks and student
modifications (all levels).
HW- Unit 3 Resources pg.
131- Writing about the
question
* Unit 3 Resources pg. 132
– Reading: Use Clue
Words to Distinguish Fact
from Opinion
CLE3
*Pearson Lit textbook
(Professional
Development Guidebook
pg. 33, Unit 3 resources,
CC Companion workbook)
*Stud. Reading Notebook
HW- Unit 3
Resources pg. 133Literary Analysis:
Persuasive
Techniques
*Conjunctions
*Pearson Lit
textbook (Unit 3
resources, CC
Companion
workbook)
*Stud. Reading
Notebook
*teacher
powerpoint
*computer etc.
Stage 4. (TO BE COMPLETED AFTER TEACHING
LESSON)
RA2, P1
Thinking About This Lesson
How well did the students achieve the learning targets
based on your evidence? What surprises, questions,
dilemmas, or problems did you encounter?
Thinking Ahead
What will you do next for your students; why?
Consider students who mastered the learning target at
different levels or not at all.
RA2, P1