Modified TEM 4.0 Lesson Plan Template

Teacher: / Week of:
Teacher B:
(If co-teaching) / Subject:

TEM 4.0 Indicators

Teach 1: Objective Driven Lesson – Engage students in objective driven lessons based on content standards and student data.
Teach 2: Explain content clearly and accurately.
Teach 3: Appropriately Challenging Work – Engage students at all learning levels with appropriately challenging work by effectively leveraging the District’s curricula, guides, and resources.
Teach 4: Content Engagement – Provide students multiple ways to engage with content.
Teach 5: Higher-Level Thinking Skills – Use strategies that develop higher-level thinking skills.
Teach 6: Check for Understanding – Check for understanding and respond appropriately during the lesson.
Teach 7: Instructional Time – Maximize instructional time.
TEM 4.0Indicators / Monday / Tuesday / Wednesday / Thursday / Friday
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 data.) / 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:
STAGE 2.
What will students know and be able to do at theend 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).
Connecting Prior Knowledge:
Bell work, Do Now, Journaling, KWL Chart, Review,Re-teach, etc. / bell-work
journaling
KWL chart
review/re-teach
other: / bell-work
journaling
KWL chart
review/re-teach
other: / bell-work
journaling
KWL chart
review/re-teach
other: / bell-work
journaling
KWL chart
review/re-teach
other: / bell-work
journaling
KWL chart
review/re-teach
other:
Guiding Question(s):
What are the questions that will drive the contentand 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 thelearning target? Think about the standard’s level ofrigor (revised Bloom’s taxonomy) when developing the task(s).
Task(s):
Think about including one or more of theseinstructional strategies:
Literacy, interventions, differentiation, anticipation ofstudents’ misconceptions, students guiding theirlearning, accommodations/modifications, extension ofknowledge, scaffolding where appropriate, small groups, whole group, etc. / 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:
How will you maximize the instructional time witheach task?
Introduction (approximate time): / preview new learning/
skills
review previous
learning/skills / preview new learning/
skills
review previous
learning/skills / preview new learning/
skills
review previous
learning/skills / preview new learning/
skills
review previous
learning/skills / preview new learning/
skills
review previous
learning/skills
Guided Practice (approximate time):
In what ways will your learners attempt to explain or do what you have outlined? How will you monitor and coach their performances? (WE DO) / discussion
Q&A
graphic organizers
exercises/problems
prompting/cues
note-taking
Think-Pair-Share
educational games
reading aloud
stages of the writing
process
other: / discussion
Q&A
graphic organizers
exercises/problems
prompting/cues
note-taking
Think-Pair-Share
educational games
reading aloud
stages of the writing
process
other: / discussion
Q&A
graphic organizers
exercises/problems
prompting/cues
note-taking
Think-Pair-Share
educational games
reading aloud
stages of the writing
process
other: / discussion
Q&A
graphic organizers
exercises/problems
prompting/cues
note-taking
Think-Pair-Share
educational games
reading aloud
stages of the writing
process
other: / discussion
Q&A
graphic organizers
exercises/problems
prompting/cues
note-taking
Think-Pair-Share
educational games
reading aloud
stages of the writing
process
other:
Independent Practice (approximate time):
How will your different learners attempt the objective ontheir own? How will you gauge mastery? (THEY DO) / exercises/problems
worksheet
homework
note-taking
graphic organizers
reading/annotating
stages of the writing
process
other: / exercises/problems
worksheet
homework
note-taking
graphic organizers
reading/annotating
stages of the writing
process
other: / exercises/problems
worksheet
homework
note-taking
graphic organizers
reading/annotating
stages of the writing
process
other: / exercises/problems
worksheet
homework
note-taking
graphic organizers
reading/annotating
stages of the writing
process
other: / exercises/problems
worksheet
homework
note-taking
graphic organizers
reading/annotating
stages of the writing
process
other:
Assessment (approximate time)
How will you know that students have reached thetargeted learning?
Assessments may include: Pre-assessment, formativeassessment, summative assessment, post-assessment,
discussions, performance, demonstration, etc. / 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:
Closure (approximate time)
How will you engage students (not the teacher) inrestating or demonstrating their learning? Closure strategies are usually the last 5 minutes ofclass: 3-2-1, ticket out the door, journals, reflective
stems, answering guiding question, PMI, etc. / 3-2-1
ticket out the door
journal
reflective stem
answering guiding
question
do one more
other: / 3-2-1
ticket out the door
journal
reflective stem
answering guiding
question
do one more
other: / 3-2-1
ticket out the door
journal
reflective stem
answering guiding
question
do one more
other: / 3-2-1
ticket out the door
journal
reflective stem
answering guiding
question
do one more
other: / 3-2-1
ticket out the door
journal
reflective stem
answering guiding
question
do one more
other:
Resources and Materials Needed for Addressing theTask
Consider any differentiated materials needed based onthe developed tasks and student modifications (alllevels). / textbook
ancillary materials
workbook
handout
manipulatives
PowerPoint
presentation
video/movie/music
technology
other: / textbook
ancillary materials
workbook
handout
manipulatives
PowerPoint
presentation
video/movie/music
technology
other: / textbook
ancillary materials
workbook
handout
manipulatives
PowerPoint
presentation
video/movie/music
technology
other: / textbook
ancillary materials
workbook
handout
manipulatives
PowerPoint
presentation
video/movie/music
technology
other: / textbook
ancillary materials
workbook
handout
manipulatives
PowerPoint
presentation
video/movie/music
technology
other:
STAGE 4.
Thinking About This Lesson
How well did the students achieve the learning targetsbased on your evidence? Whatsurprises, 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

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