TNT 700.3P PLANNING INSTRUCTION PART 1 RUBRIC FOR SCORING CRITERIA EXPERT 10 pts. PROFICIENT 8 pts. DEVELOPING 6 pts. NOVICE 4 pts. Texas Essential Knowledge and Skills (TEKS) The verbiage of the TEKS is copied exactly from the Texas Administrative Code. Verbiage comes directly from (b) Knowledge and Skills and includes the Grade level, the number of the standard and the letter of the student expectation. The verbiage of the TEKS is copied exactly from the Texas Administrative Code. Verbiage comes directly from (b) Knowledge and Skills and includes the Grade level, the number of the standard and the letter of the student expectation. The verbiage of the TEKS is mostly copied exactly from the Texas Administrative Code. Verbiage comes directly from (b) Knowledge and Skills and includes the Grade level, the standard and the student expectation. The standard identified is inappropriate for one lesson, and/or the verbiage of the TEKS is copied somewhat from the Texas Administrative Code. Verbiage includes portions of the standard that are NOT part of the student expectation; may come from the Introduction or Goals, may include the student expectations but is not specific to the (b) knowledge and skills with the number and letter of student expectation. May be missing the grade level/number/letter identification. Standard written includes more TEKS than can be taught in one lesson, is not part of the (b) knowledge and skills, and/or is missing the grade level/number/letter for the student expectation. Assessment/Performance Measure The rigor of the assessment/performance measure is explicitly aligned to the rigor of the TEKS student expectation and is developmentally appropriate for the grade level and content area. The assessment as described will accurately measure the student's proficiency in meeting the student expectation. The rigor of the assessment/performance measure is explicitly aligned to the rigor of the TEKS student expectation and is developmentally appropriate for the grade level and content area. The assessment as described will accurately measure the student's proficiency in meeting the student expectation. The rigor of the assessment/performance measure is aligned to the rigor of the TEKS student expectation and is appropriate for the grade level and content area. The assessment as described will measure the student's proficiency in meeting the student expectation The rigor of the assessment/performance measure is somewhat aligned to the rigor of the TEKS student expectation and is somewhat appropriate for the grade level and content area. The assessment as described will not adequately measure the student's proficiency in meeting the student expectation. The rigor of the assessment/performance measure is not aligned to the rigor of th ...

1. TNT 700.3P PLANNING INSTRUCTION PART 1 RUBRIC
FOR SCORING
CRITERIA EXPERT 10 pts. PROFICIENT 8 pts. DEVELOPING
6 pts. NOVICE 4 pts.
Texas Essential Knowledge and Skills (TEKS)
The verbiage of the TEKS
is copied exactly from the
Texas Administrative Code.
Verbiage comes directly
from (b) Knowledge and
Skills and includes the
Grade level, the number of
the standard and the letter
of the student expectation.
The verbiage of the TEKS is
copied exactly from the Texas
Administrative Code. Verbiage

2. comes directly from (b)
Knowledge and Skills and
includes the Grade level, the
number of the standard and the
letter of the student expectation.
The verbiage of the TEKS is
mostly copied exactly from the
Texas Administrative Code.
Verbiage comes directly from (b)
Knowledge and Skills and
includes the Grade level, the
standard and the student
expectation.
The standard identified is
inappropriate for one lesson,
and/or the verbiage of the TEKS is
copied somewhat from the Texas
Administrative Code. Verbiage

3. includes portions of the standard
that are NOT part of the student
expectation; may come from the
Introduction or Goals, may include
the student expectations but is
not specific to the (b) knowledge
and skills with the number and
letter of student expectation. May
be missing the grade
level/number/letter identification.
Standard written includes more
TEKS than can be taught in one
lesson, is not part of the (b)
knowledge and skills, and/or is
missing the grade
level/number/letter for the
student expectation.
Assessment/Performance Measure

4. The rigor of the
assessment/performance
measure is explicitly
aligned to the rigor of the
TEKS student expectation
and is developmentally
appropriate for the grade
level and content area.
The assessment as
described will accurately
measure the student's
proficiency in meeting the
student expectation.
The rigor of the
assessment/performance
measure is explicitly aligned to
the rigor of the TEKS student
expectation and is

5. developmentally appropriate for
the grade level and content area.
The assessment as described will
accurately measure the student's
proficiency in meeting the
student expectation.
The rigor of the
assessment/performance
measure is aligned to the rigor of
the TEKS student expectation
and is appropriate for the grade
level and content area. The
assessment as described will
measure the student's
proficiency in meeting the
student expectation
The rigor of the
assessment/performance

6. measure is somewhat aligned to
the rigor of the TEKS student
expectation and is somewhat
appropriate for the grade level
and content area. The assessment
as described will not adequately
measure the student's proficiency
in meeting the student
expectation.
The rigor of the
assessment/performance measure
is not aligned to the rigor of the
TEKS student expectation and/or is
inappropriate for the grade level
and content area. The assessment
as described will not measure the
student's proficiency in meeting
the student expectation.

7. Learning Objective EXPERT 10 pts PROFICIENT 8 pts.
DEVELOPING 6 pts. NOVICE 4 pts.
The learning objective
explicitly uses
the appropriate language of
the TEKS and includes the
performance measure for
successfully meeting the
student expectation.
The learning objective explicitly
uses the appropriate language of
the TEKS and includes the
performance measure for
successfully meeting the student
expectation.
The learning objective uses most
of the appropriate language of
the TEKS and includes the
performance measure for
successfully meeting the student
expectation.

8. The learning objective uses some
of the language of the TEKS but
does not include the performance
measure for successfully meeting
the student expectation, or the
performance measure will not
adequately measure student
success.
The learning objective does not use
the language of the TEKS and/or
does not include the performance
measure, or the performance
measure will not adequately
measure student success.
Objective Statement
The objective statement is
written in student-friendly
terms and describes what
the teacher will say to
students. This statement
includes the knowledge and
skills from the TEKS that

9. students will learn, and the
performance measure by
which students are
evaluated.
The objective statement is
written in student-friendly terms
and describes what the teacher
will say to students. This
statement includes the
knowledge and skills from the
TEKS that students will learn,
and the performance measure
by which students are
evaluated.
The objective statement is
written in mostly student-
friendly terms and describes
what the teacher will say to

10. students. This statement
includes the knowledge and skills
from the TEKS that students will
learn, and the performance
measure by which students are
evaluated.
The objective statement is
written in somewhat student-
friendly terms and describes what
the teacher will say to students.
The statement is missing either
the knowledge and skills to be
learned by students or the
performance measure by which
students are evaluated.
The objective statement is not
written in student-friendly terms
and does not describe what the

11. teacher will say to students. The
statement is missing either the
knowledge and skills to be learned
by students or the performance
measure by which students are
evaluated.
Purpose of Learning
The purpose of learning is
stated in student friendly
terms and accurately
describes what the teacher
will say to students. The
purpose of learning
explicitly explains why the
content is important to the
student's academic life
and personal life.
The purpose of learning is stated

12. in student friendly terms and
accurately describes what the
teacher will say to students. The
purpose of learning explicitly
explains why the content is
important to the student's
academic life and personal life.
The purpose of learning is stated
in student friendly terms and
describes what the teacher will
say to students. The purpose of
learning explains why the
content is important to the
student's academic life or
personal life.
The purpose of learning is stated
in student friendly terms but is
vague in its description of what

13. the teacher will say to students.
The purpose of learning
somewhat explains why the
content is important to the
student's academic life or
personal life. The description
does not adequately answer "why
do we have to know this"
question that students often ask.
The purpose of learning is missing,
or not stated in student friendly
terms. The statement as written
does not accurately describe why
the content is important to the
student's academic life and
personal life.

14. Connection to Prior
Learning,
Background, Interests,
Cross‐ Content
10 pts. 8 pts. 6 pts. 4 pts.
The connection to prior
learning,
background knowledge,
and/or student interests
explicitly describes the
knowledge and skills
students must have to
successfully meet the
learning objective. The
connection supports the
student in accessing prior
knowledge and/or
connections across
content areas.

15. The connection to prior learning,
background knowledge, and/or
student interests explicitly
describes the knowledge and
skills students must have to
successfully meet the learning
objective. The connection fully
supports the student in accessing
prior knowledge and/or
connections across content
areas.
The connection to prior
learning, background knowledge,
and/or student interests
describes the knowledge and
skills students must have to
successfully meet the learning
objective. The connection

16. adequately supports the
student in accessing prior
knowledge and/or connections
across content areas.
The connection to prior learning,
background knowledge, and/or
student interests somewhat
describes the knowledge and
skills students must have to
successfully meet the learning
objective. The connection is not
explicitly made for students to
access prior knowledge and/or
with other content areas.
The connection to prior learning,
background knowledge, and/or
student interests does not include
the knowledge and skills students

17. must have to successfully meet the
learning objective and/or the
connection does not help students
access prior knowledge or other
content areas.
TEACHERS OF TOMORROW LESSON PLAN FORMAT
NAME:
SUBJECT/GRADE:
CERTIFICATION AREA:
SUBMISSION #
TNT 700.3P - PLANNING LESSONS, PART 1
TEXAS ESSENTIAL KNOWLEDGE AND SKILLS:
Using the TEKS for your grade level and content area, copy the
TEKS word for word. This must include the grade level, number
and letter of competency. For example, (Grade 6) 5.B.
PERFORMANCE MEASURE/ASSESSMENT
After the lesson, how will you know if they have learned the
content to the level of rigor required? How will you measure
their performance?
LEARNING OBJECTIVE(S):
Copy the TEKS word for word beginning with “the student is
expected to. . .” and the text of the student expectation. Then

18. end your learning objective by stating the performance measure.
OBJECTIVE STATEMENT (must include performance measure)
This is what the teacher says to students about what students
will learn today, and how they will show they have learned the
content (that is the performance measure)
PURPOSE OF LEARNING
Why do students need to learn this today? This should be
written in what you will say to students and should address both
why it is important to the content area (knowledge and skills
statement) and why it is relevant in their lives.
EXPLICIT CONNECTION TO PRIOR LEARNING
This is what you say to students about what they have already
learned and how it prepares them for what they are about to
learn; review what they have learned to prepare them for the
upcoming lesson.
SAMPLE TEACHERS OF TOMORROW PERFORMANCE
BASED ASSESSMENT TNT 700.3P

19. NAME: Your name here CONTENT AREA: English
Language Arts
GRADE LEVEL: Grade Level Here SUBMISSION # 1 or 2
REQUIREMENT RESPONSE
TEXAS ESSENTIAL KNOWLEDGE AND
SKILLS:
Using the TEKS for your grade level and
content area, copy the TEKS word for
word. This must include the grade level,
number and letter of competency. For
example, (Grade 6) 5.B.
(Grade 6) (5) Comprehension skills: listening, speaking,
reading,
writing, and thinking using multiple texts. The student uses
metacognitive skills to both develop and deepen comprehension
of increasingly complex texts. The student is expected to:
(B) generate questions about text before, during, and
after reading to deepen understanding and gain
information
PERFORMANCE
MEASURE/ASSESSMENT
After the lesson, how will you know if they
have learned the content to the level of
rigor required? How will you measure
their performance?
Students will complete a T-chart with 10 questions generated

20. before, during, and after reading Lesson 2 in The Call of the
Wild.
Students must include lesson/page numbers and/or passages that
sparked the questions. Students must also reflect on why the
questions were chosen. Students will be scored with a rubric
that
includes this criteria.
LEARNING OBJECTIVE(S):
Copy the TEKS word for word beginning
with “the student is expected to. . .” and
the text of the student expectation. Then
end your learning objective by stating the
performance measure.
The student is expected to generate questions about The Call of
the Wild, Lesson 2, before, during, and after reading to deepen
understanding and gain information, by completing a 10
question
T-chart that includes questions, passages, and reflection.
OBJECTIVE STATEMENT (must
include performance measure)
This is what the teacher says to students
about what students will learn today, and
how they will show they have learned the
content (that is the performance
measure)
Students, today we’ll be learning about how asking questions
before, during, and after reading can help us deepen our
understanding of the story. We’re reading Lesson 2 of Call of
the
Wild, and you’ll complete a T-Chart of 10 questions that you
generate during reading this passage. You’ll also reflect on why

21. you had those questions. You’ll turn this T-chart and reflection
into
me at the end of the class and I’ll score it using this rubric.
PURPOSE OF LEARNING
Why do students need to learn this today?
This should be written in what you will
say to students and should both why it is
important to the content area
(knowledge and skills statement) and
why it is relevant in their lives.
This is important for you to know how to do. Learning to think
about what you are reading helps you understand the story
better.
This is also important when you are reading other texts, like
those
in your science textbook, or even the newspaper.
EXPLICIT CONNECTION TO PRIOR
LEARNING
This is what you say to students about
what they have already learned and how
it prepares them for what they are about
to learn; review what they have learned
to prepare them for the upcoming lesson.
Students, we’ve worked with T-charts before, and yesterday, we
read Lesson 1 and I modeled how to think-aloud about questions
I
had while reading. Today, you’ll be completing that first on
your
own, and then in groups so you can have a full discussion of
what
the reading is telling you.