Texas Lesson Study
Texas Lesson Study (TXLS) is inquirybased, jobembedded professional development where teachers work collaboratively to develop, teach, and assess researchbased lessons. Training and meeting schedules for TXLS are tailored to fit each campus' needs. TXLS is part of the TEA strategic plan 20172023, set forth by Commissioner Mike Morath.
Check out this GREAT ATPE article on Texas Lesson Study featuring Jessica Brown, Westwood Primary teacher! Please note that it mentions Jessica is a 3rdgrade teacher; however, she is actually a kindergarten teacher!
ATPE Texas Lesson Study Article  Fall 2019
Published Lessons
PK3rd Grade Mathematics
Title and Link 
TEKS or PreK Guidelines 
Brief Overview 
Kindergarten 

K(8)(B), K(8)(C) 
Students will explore and create picture graphs through collaboration and group work. 

K(2)(I) 
Students use a pan balance model and manipulatives to identify a total that balances two parts. The use of the pan balance will help to develop the concept of equality. Students will develop the language of equality by reading and identifying the following expressions; balances, is the same as, is equal to, and equal before the symbol for equality is introduced. Students will identify an unknown part in a balance situation. Students will communicate ideas, explain, and justify how they solved problems. 

1st grade 

1(1)(E), 1(3)(C) 
Students will practice composing 10 by interacting with a counting story, playing a dice game with ten frames and response sheets, and participating in a small group to extend the learning with three addends. 

1(7)(A) 
Students will experiment with choosing tools to measure around a previously created pet habitat in preparation for choosing appropriately sized food bowls. Students will use a graphic organizer to record tools chosen and why they were or were not a good choice for continuous measurement. 

1(3)(E) 
Students will be introduced to subtraction in an inquirybased lesson that uses concrete examples and allows students to explore through different settings and scenarios. 

1(1)(A); 1(1)(D); 1(1)(E); 1(1)(F); 1(1)(G); 1(6)(G) 
Students will work collaboratively with a partner to discover what is a line of symmetry. 

1(1)(E), 1(5)(D), 1(5)(E), 1(5)(F) 
Students will listen to the story of Humpty Dumpty and share what they know about the nursery rhyme character. Then, they will help solve the math mystery of Humpty Dumpty and determine the number of broken eggs by finding the missing addend. 

1(2)(D); 1(2)(E) 
Students will extend their knowledge of greater than and less than to numbers 80–120. Students will work in stations to deepen their understanding and have multiple experiences with the concept. 

2nd grade 

2(3)(B) 
Students will participate in wholegroup and smallgroup instruction as they collaborate and use manipulatives, visuals, and handson activities to explore fractional parts. Ultimately, students will understand that when dividing a whole into fractions, the smaller the fractional part, the greater the number of parts, and the larger the part, the fewer the number of parts. 

2(4)(C) 
The students will participate in a number talk focused on subtraction with the subtrahend of nine. Then, they will be paired to rotate around the room working subtraction problems with and without regrouping. 

2(8)(A) 
Learners will engage in higherlevel thinking and studentcentered activities by building on prior knowledge of geometry, actively listening to a polygon story, and applying the new vocabulary through various handson rotations. 

2(4)(C) 
Students will work collaboratively to apply different strategies such as pictorial representations, partpartwhole, number sentences, and open number lines to solve Thanksgivingthemed onestep and multistep word problems. 

2(9)(G) 
The lesson requires students to match times to the nearest fiveminute interval using an analog clock, digital clock, and time written in words. Students will sing a song, show and write the time to the nearest minute, and tell time using analog watches. 

2(9)(F) 
Students will learn the concept of area by building a robot using manipulatives and transferring the representation onto grid paper. Then, students will determine the area of each designated body part on their think sheet. 

3rd grade 

3(4)(K) 
Students will solve onestep multiplication problems using various multiplication strategies, such as objects, pictorial models, arrays, equal groups, repeated addition, and number lines. 

3(4)(K) 
Students break an array apart to represent the sum of two multiplication facts, showing the distributive property. 

3(5)(B) 
Students will physically represent an array, a strip diagram, and an equation before working collaboratively in small groups to create these three models using a word problem. 

3(4)E, 3(5)(B) 
Students will work together to determine the amount of each snack item it will take to feed the guests at a birthday party using different methods of multiplication representation. 

3(5)(B), 3(8)(B) 
Students will be involved in a problemsolving lesson in which they are to visually represent previously collected survey data. 

3(4)(E), 3(4)(K) 
Students will solve onestep multiplication problems using concrete objects, pictorial models, arrays, and equal groups. 

3(8)(A) 
Students will construct a dot plot using data collected on the faces of a cube after it is rolled. Students will then use a key to change the data to represent a larger population. 

Utilize Strip Diagrams to Solve Multistep Multiplication and Division Word Problems 
3(4)(K) 
Students will utilize manipulatives to create concrete and pictorial strip diagram representations in order to solve multistep multiplication and division word problems. 
3(5)(E) 
Students will learn how to use an inputoutput table using realworld examples. 
4th5th Grade Mathematics
Title and Link 
TEKS or PreK Guidelines 
Brief Overview 
4th grade 

4(3)(E) 
Students will work collaboratively in small groups to create number lines, and then use those number lines to model a realworld situation. 

4(2)(F) 
Students will compare and order decimals using baseball batting statistics. Through discovery, students will determine the top six out of eleven players to be recruited for the school’s baseball team, present their findings, and explain reasons for their orderings. From students’ explanation, strategies for ordering decimals will be determined and used to adjust subsequent lessons. 

4(4)(H) 
Students will be given various one and twostep word problems and asked to interpret the remainder. Students will use foldables and anchor charts to determine under which category (“Drop the Remainder,” “Add One to the Quotient,” “Share the Remainder,” or “The Remainder is the Answer”) the question will fall. After completing that portion of the lesson, students will solve division problems and determine which type of remainder question they are working with. They will use Plicker © cards to display their answers so the teacher can have immediate formative assessment data. 

4(8)(C) 
In small groups, students will calculate elapsed time using the Z method. This method helps students better understand the importance of start time and end time when performing elapsedtime calculations. 

4(4)(H) 
Students will practice solving one and twostep problems in a simulated realworld situation by calculating the costs of different Thanksgiving dinners. 

4(6)(D) 
Teachers will engage their students in classifying 2dimensional shapes through a realworld experience. Students will review, design, and use technology as they classify figures using common attributes. 

4(9)(A); 4(9)B); 
Students will explore frequency tables, dot plots, and stem and leaf plots by creating different representations from a given set of data points. 

4(4)(A) 
Students will perform an error analysis of common subtraction errors related to the standard algorithm. 

4(4)(H) 
This lesson will introduce fourthgrade students to the concept of a remainder and the meaning of a remainder in the context of a word problem. 

5th grade 

5(3)(J); 5(3)(L) 
Students will model dividing unit fractions and whole numbers. 

5(1)(1); 5(1)(C); 5(1)(D); 5(1)(E); 5(1)(F); 5(1)(G); 5(3)(H) 
Students will work collaboratively to explore and sketch solutions to realworld addition problems involving fractions with unlike denominators. Students will be given the opportunity to use manipulatives and participate in group discussions to reflect on their learning. 

5(1)(B), 5(1)(F), 5(4)(H) 
Students will explore area by finding the square footage of their “dream home.” They will discuss different strategies as a class and describe the strategy they feel most comfortable within their journals. They will also write about any new information they learned during the lesson and questions they still have. 

5(9)(A); 5(9)(C) 
Working in groups, students will examine a bag of candy to determine if the machine that bags the candy is working properly. They will organize data on the colors of the candy in a frequency table and a bar graph. They will calculate the fraction of each color in the bag and compare the fractions to a quota set up by the factory to determine if the machine needs maintenance. Students will create a report about their findings, write a question that requires students to interpret data represented in a bar graph, and reflect in their journals. 

5(3)(H) 
Students will add and subtract unlike denominators using pictorial models and manipulatives. During the lesson, they will use both group and independent work to build confidence as they use a variety of formative assessments to check for understanding. The final activity in the lesson has both application of the concepts being taught and a personal reflection of understanding. 
6th8th Grade Mathematics
Title and Link 
TEKS or PreK Guidelines 
Brief Overview 
6th grade 


6(3)(E) 
Students will selfdiscover how to multiply mixed numbers by using background knowledge of estimation, computations, and realworld application of a recipe. 
6(5)(A) 
Students will experience a handson lesson regarding ratios. While doing this, students will deepen their understanding of the concepts of ratios. 

7th grade 

7(11)(A), 7(11)(B) 
Students will use various materials to create models of twostep equations. Then, they will take an equation, create their own model, and solve for the variable from the model. 


7(11)(A) 
Using a graphic organizer, students will write and solve a onevariable, twostep equation using the distributive property. They also will draw a picture and justify their solution. 
7(9)(A), 7(5)(C) 
Students will be involved in a problemsolving lesson to determine if paper has volume, find the volume of a piece of paper and a ream of paper, and determine how many pieces of paper will fit inside their classroom. 


7(5)(B), 7(8)(C) 
Students will discover the ratio of pi by relating the circumference to the diameter of various circles. Students will use this ratio to approximate the formulas for circumference. 

7(9)(A) 
Students will use handson manipulatives to discover the connection between the shape of the base and the height to determine the volume of a prism. 
Compound Probability: Independent vs. Dependent Events 
7th; 7(6)(I) 
Students will review steps for solving compound probability problems through an activity involving doughnuts. Students will then determine the difference between independent and dependent events through compound probability task cards. To encourage students to work through their struggle, students will rate themselves on a scale measuring effort and achievement at the end of the lesson. 

7(9)(C) 
Students will progress through performance tasks to strengthen their understanding of composite figures. During the performance tasks, students will refer to blueprints to find missing dimensions and solve for composite area. 

7(9)(C) 
Student groups will work collaboratively using the appropriate formulas to find the area of simple figures and combine the area of each shape to find the area of composite figures in realworld situations. 
7(4)(A) 
Students will use a verbal representation to explore a constant rate of change in the size of dinosaurs over a period of time and represent their data by graphing. 

7(6)(F); 7(6)(G); 7(12)(A); 7(12)(B); 7(12)(C) 
This lesson is a 90minute lesson that can be delivered in one block or split into two 45 minute lessons. The first part of the lesson engages students in a notice/wonder activity that is designed to help students begin to question how data is represented in box plots and dot plots. The second part of the lesson is designed for students to compare data in box plots and dot plots and identify truths and untruths about the representations. 

8th grade 

8(5)(B), 8(5)(I) 
Given one representation of a linear relationship, students will create a poster displaying the other three representations of linear relationships. 
High School Mathematics
Title and Link 
TEKS 
Brief Overview 
Algebra 

A(2)(C), A(2)(B), A(1)(B) 
Students will determine an appropriate tabular/graphic/formulaic linear solution given 3 sets of data points. 

A(11)(B) 
Students will discover the laws of exponents using problemsolving skills. 

A(3)(B) 
The students will determine the rate of change from tables and graphs by using the slope formula. The students will discover and interpret the realworld applications of rate of cha nge. 

Algebra II 

2A(6)(I) 
Students will discuss and formulate an equation to solve an engaging realworld problem. They will use manipulatives to describe how to find the common denominator they need to solve the equation. They will break up into groups and solve for a more complicated problem. 

2A(4); 2A(4)(E) 
This lesson is a student discovery lesson that culminates in square root regression with technology. Students will use their study of inverses, the relationship between quadratic and square root functions, their previous knowledge of regression, and determine how to find the square root regression of realworld data. 
Elementary ELAR
Title and Link 
TEKS or PreK Guidelines 
Brief Overview 
PreKindergarten 

Emergent Literacy  Reading Domain III(D)(1) 
Students retell or reenact events in sequence from "The Gingerbread Man" using pictures. 

Kindergarten 

2019 TEKS: K(2)(A)(i); 2(D)(iii) This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
The teacher will model how to recognize rhyming words by hearing them, seeing them, reading them, and writing them. Then the students will practice hearing, seeing, reading, and writing “at” word family words. 

2019 TEKS: K(2)(D)(v); K(2)(A)(x); K(2)(B)(i) This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
Students will identify and apply characteristics of an alphabetical letter (mystery letter Hh) through various handson activities and cooperative group work. 

Current Standards: K(10)(C) Previous Standards: K(13)(C) 
Students will revise a simple sentence by copying it on a series of sticky notes and adding new words using glitter pens and starshaped sticky notes. 

2019 TEKS: K(11)(A); K(10)(E) This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
Students will create their own version of "The Three Little Pigs" using story elements on a Beginning, Middle, End (BME) story map. First, students will draft their story map with detailed pictures in sequential order, and then they will go back and add their words. Once their story is completed, students will be able to retell their story to peers and their teacher. 

1st grade 

2019 TEKS: 1(2)(B)(i); 1(2)(B)(ii) This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
Students will focus on initial blends using multiple opportunities for multisensory responses to recognize, sort, and blend sounds. 

2019 TEKS: 1(6)(F) This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
Students will infer the message the author is trying to convey using schema and evidence from the text. Readers use this strategy, known as making inferences, to think about what they are reading. 

2019 TEKS: 1(11)(A) This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
Students will employ critical thinking skills to order details logically and become more effective at communicating their ideas to readers. The lesson will guide students to use critical thinking in the planning phase of drafting to purposefully include details that interest readers. 

2019 TEKS: 1(11)(E) This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
Students will compare a silly short story to a detailed story from a previous lesson. Then, they will write a rough draft/outline about a memory using details and transition words. 

2019 TEKS: 1(11)(D)(i); 1(11)(D)(viii); 1(11)(D)(ix); This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
While “scooting” from one example to another, students will explore sentences in order to determine what end punctuation is necessary and why. Students will also collaborate to explore sentences in order to identify what edits are necessary and why. 

2019 TEKS: 1(3)(B); 1(6)(I); 1(7)(D), 1(8)(C) This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
Students learn how to use the pictures in their books to retell a story in sequence. The teacher models how to use the pictures to retell the story Stellaluna by Janell Cannon. The students and teacher complete a graphic organizer using picture representations from the book. The graphic organizer is a frame for all the elements of a strong retell and requires students to include new vocabulary; the characters and setting; and the beginning, middle, and end of the book, Stellaluna. Students will apply the picture retell strategy by completing a graphic organizer for their own book and retelling the story to peers and their teacher. 

2019 TEKS: 1(7)(D); 1(8)(C) This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) Texas Essential Knowledge and Skills (TEKS) and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
Students apply their understanding of the text in order to retell the plot sequence. 

2nd grade 

Current Standards: 2(8)(C); 2(8)(D) Previous Standards:2 
Students will compare and contrast Knuffle Bunny and Knuffle Bunny Too by utilizing various types of Venn Diagrams to analyze different literary elements. 

2019 TEKS: 2(9)(A); 2(7)(D) This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
Students will compare a contemporary version of "The Three Little Pigs" to a traditional version with respect to characters, setting, and plot. In a small group, students will analyze story elements on a tchart to determine which parts of the stories are the same and which are different. 

Author's Purpose, Text Features, Informational Text, and Daily Three 
2019 TEKS: 2(10)(A); 2(9); 2(6)(F); This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
Students will follow the Daily Three structure to engage in minilessons regarding author’s purpose, text features, guided reading, work on writing, read to self, and word work. The students will also infer the author’s purpose for writing a book using a book order form. 
2019 TEKS: 2(11)(C) This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
Students will use the ARMS (add, remove, move, and substitute words and phrases) revision strategy to revise a procedural passage. 

2019 TEKS: 2(7)(D) This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
Students will explore the informational text structure of sequencing in multiple contexts, as a reader and a writer, in order to improve their comprehension of informational text and their ability to analyze the author’s purpose. They will make connections between sequencing and events in their everyday life and use pictures and time order words to write their own informational text using sequencing. 

2019 TEKS: 2(7)(D) This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
Students will apply the comprehension strategy of text mapping by using a scroll to sequence and organize information. They also will describe the order of events using time order transition words. 

2019 TEKS: 2(8)(B); 2(6)(F) This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
Students will infer character feelings and motivations and support their inference with text evidence. 

Current Standards: (2)(9)(A) Previous Standards: 2(6)(A) This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
Teacher will read How Spiders Got Eight Legs as a readaloud. Students will write notes about what they think the moral is. Students will collaborate in groups to determine what they think the moral lesson is. Students will reread, highlight, and write the text evidence that identifies the moral lesson. 

2019 TEKS: 2(3)(C); 2(3)(B); 2(3)(D) This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
Students will learn strategies to find the meaning of unfamiliar vocabulary words using the acronym SIP (sentence, illustration, prefixes/suffixes). 

3rd grade 

2019 TEKS: (3)(3)(B) This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
The teacher will introduce context clues using visuals by reading the book Baloney (Henry P.) by Jon Scieszka and Lane Smith. Then, students will use textual evidence to find the meaning of unfamiliar words via direct teach and group collaboration. 

Zoom Out: Overlapping Context Clue and Semantic Gradients Through Manipulating Context 
2019 TEKS: (3)(3)(B) This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
This lesson will scaffold students into the reading strategy of finding textual evidence. They will be able to “zoom out,” or read before and after the unknown word, to construct meaning using context. 
2019 TEKS: (3)(6)(F) This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
Students will infer, make predictions, and draw conclusions based on evidence in the text to figure out what an author is not saying directly. 

2019 TEKS (3)(7)(D); 3(6)(B) This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
This lesson teaches students to use the Get the Gist strategy to find the main idea of a section. Students will then put those Get the Gist statements together to begin a written summary of their text. 

2019 TEKS: 3(9)(D)(iii) This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
Students will explore cause and effect relationships by creating different representations of a cause or an effect from a given scenario. 

2019 TEKS: 3(9)(D)(i); 3(9)(D)(iii); 3(7)(D) This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
The students will watch the teacher model how to create a summary, and then work in groups to create a summary from an expository text. 

2019 TEKS: 3(9)(D); 3(9)(D)(i); 3(6)(E); 3(7)(A) This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
The students will read and summarize expository text using a graphic organizer to aid the process. 

2019 TEKS: 3(9)(D)(iii) This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
This lesson offers an engaging format for fourth graders to spend time working with different causeandeffect situations and text to help move them toward the objective of correctly identifying an implicit causeandeffect relationship within a text. 
Secondary ELAR
Title and Link 
TEKS or PreK Guidelines 
Brief Overview 
6th grade 

2019 TEKS: 6(5)(E); 6(5)(H) This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
This lesson is designed to teach students to synthesize and make connections between ideas within a text and with previous texts students have read. 

7th grade 

2019 TEKS: 7(6)(D) This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
Teacher will teach the routine of summarization by modeling with a short passage. Then, the teacher will have students practice in partners and have students share. Next, students will try writing a summary of their own. Students will use the rubric created by the teacher to make sure they have met the requirements of a well written summary. 

2009 TEKS: 7(19)(D), 7(10)(D) This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
Using a digital forum, seventhgrade students will collaboratively generate authentic inferences about character motivation. Students will utilize textual evidence and draw from personal schema in order to make logical connections across multiple genres. 

2019 TEKS: 7(5)(E), 7(6)(D) This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
Students will read expository text, categorize findings, and reformulate the text into an obituary. 

8th grade 


2019 TEKS: 8(6)(D); 8(5)(E); 8(5)(H) This lesson was designed and taught prior to the implementation of the current English Language Arts and Reading (ELA/Reading) TEKS and was aligned to the previous ELA/Reading TEKS (2009–Spring 2019). Educators may revise this lesson as appropriate. 
Students collaborate and criticallythink to analyze resources from informational texts of various disciplines and unlock a breakout box. Once the box is unlocked, students receive a final text to summarize. 
English I 

EI(7); EI(F19)(B) 
Students rotate to four posters which contain a single stanza from a common poem (“Digging” by Seamus Heaney), marking key literary elements (imagery, diction, figurative language) before rotating to explain the connotation of the words and phrases selected by the previous group. After text marking, students regroup to discuss the inferential connections between literary terms and their connotative meaning to theorize thematic meaning within the poem. 

How Authors Develop Complex Yet Believable Characters in Drama by Contrasting Characters 
E1(4); E1(5)(B); E1(F19)(A); E1(F19)(B) 
The students will identify characteristics of characters from Shakespeare's Romeo and Juliet, explain why the characters are foils to each other, and use text evidence to support their understanding. 
Sparking Curiosity and Wonder: Making Complex Inferences 
E1(F19)(B) 
Students will learn how to activate their curiosity and use questioning strategies to make complex inferences and connections across texts. 

E1(15)(A)(i); E1(15)(A)(ii); E1(15)(A)(iii); E1(15)(A)(iv) 
This lesson is designed to isolate and develop specific skills in use of language, organization, and idea development in order to help students become better writers. Students will work through six different stations to practice each writing skill, and then go back into their own writing to make revisions. 
E1(5)(B); E1(5)(C); E1(F19)(B) 
The class will review previous learning about how authors describe characters using speech, thoughts, effects on others, actions, and looks (STEAL). Students will make annotations on an excerpt using the STEAL strategy. We will talk them through making a guided inference. Students will complete a shortanswer response on chart paper with evidence and inference for the focus question. 

English II 

E2(9)(A) 
Students work collaboratively using reading and comprehension skills to demonstrate their mastery of summarizing a text or piece of literature. 

Exploring Identity and Diving Deep into the Complex of Meaning of Poetry 
E2(F19)(B) 
This lesson is designed to teach students to make complex inferences, choose specific text evidence that strongly supports the inference, and develop a coherent explanation of how the evidence strongly supports the validity of the idea within the genre of poetry. 
English IV 

E4(F19)(B) 
Students explore their internal definition of kindness, using visual and textual evidence to collaboratively expand that definition and perform a close reading of a poem. Students then use internal text to express the author’s complex and subtle thematic message. 
Elementary Science
Title and Link 
TEKS 
Brief Overview 
Kindergarten 

K(2)(B), K(2)(D), K(2)(E), K(4)(A), K(6)(B) 
Students will review the steps of the scientific method and conduct an investigation that involves sorting magnetic and nonmagnetic objects. 

K(6)(A) 
Students will explore sound energy by creating their own drums using a variety of materials. Then, students will listen for the loud and soft sounds that each of the drums creates. 

3rd grade 

3(6)(B) 
Students will conduct an experiment to demonstrate force, such as pushes and pulls. 

4th grade 

4(2)(A), 4(6)(A), 4(6)(D) 
Students will design an experiment to test the outcome of friction in force and motion. The students will create an inclined plane demonstrating their knowledge of mechanical energy and the effects of gravity on an object. Students will use previous knowledge of friction to complete their task of stopping their object. Critical thinking skills will be the focus of the lesson as students will have to utilize their scientific problemsolving skills to make decisions regarding their experiment. 

5th grade 

5(6)(A), 5(2)(D) 
Students will rotate through lab stations equipped with objects and videos as they explore the uses and conversion of five different types of energy. 

5(7)(B) 
Students observe how dunes and canyons are created through agents of erosion by weathering and erosion. 
Secondary Science
Title and Link 
TEKS 
Brief Overview 
6th grade 


6(8)(D) 
In this lesson, students will be introduced to the concept of motion representation using distance vs. time graphs. Students will recognize labeling of axes, steepness related to speed, horizontal lines as nonmotion, and downward slope as return to origin. 

6(11)(A) 
After a brief review of direct and indirect sunlight, students will arrange heat maps and globes around a drawing of the Sun based on the tilt of Earth and how it affects Earth’s temperature. 
7th grade 

Modeling the Path of Digestion 
7(1)(B), 7(2)(C), 7(2)(E), 7(3)(B), 7(6)(B) 
Students model the path of digestion using household items. 

7(8)(C) 
Students will model the effects of human activity on watersheds. 
8th grade 


8(6)(B) 
Students will use hover pucks to measure speed over a distance of 6 meters. Once speed has been calculated, velocity will be determined using the same data. Finally, students will be able to label all points of acceleration. 

8(9)(B) 
Students will design and test models that will identify crustal features formed by convergent plate boundaries. 
Biology 

B(6)(C), B(6)(E) 
In this lesson, students will investigate how gene expression is a regulated process controlled by DNA and the interpretations of codons through translation. 
Secondary Social Studies
Title and Link 
TEKS 
Brief Overview 
6th grade 


6(3)(D) 
Students will create a bar graph representing data about China, Japan, North Korea, South Korea, India, and the United States using information from a data bank. The data bank includes information on population, population density, gross domestic product, literacy rates, annual salary, infant mortality, and land area. Students then will examine a light pollution map to make connections between the data presented and the bar graphs. 
8th grade 


8(4)(D) 
Students will debate the representation argument of the Constitutional Convention and create a compromise that addresses the concerns of both large states and small states (the Great Compromise). Then, students will connect this concept to the presentday system of government. 
8(19)(A), 8(10)(B), 8(19)(C), 8(19)(D), 8(19)(F), 8(21)(B) 
Students will examine several items related to the First Amendment and respond to the teachercreated questions. Student groups will present their conclusions to the class. 

Teach Them How to Say Goodbye: George Washington's Farewell Address 
8(5)(E) 
Students will critically read a primary source in order to identify and explain the impact of Washington’s Farewell Address. 
Contact Us
Emili Foster, M.Ed. Texas Lesson Study Facilitator efoster@esc7.net (903) 9886801 
Brooke Kinsman, M.Ed. Coordinator bkinsman@esc7.net (903) 9886912 
Kathy Meadows Secretary kmeadows@esc7.net (903) 9886758 