TPA- Referenced Lesson Template

Lesson Title
MN/CC State Standard(s)

Central Focus
Learning Target

Academic Language (AL)

a. Domain-specific vocabulary
b. Any needed sentence structures
c. Language demands: Planned points
where students would use AL
Needed modifications/supports
Planned points for specific students

Lesson Part
Part 1: Initiating Instruction
Preview
Review of pre-requisite
knowledge/skills

Name: Mackenzie Bentzin

Date: 9/30/2015 Grade: Kindergarten
Time: 45 min.
Lesson 7 Part 2

K.1.1.2. Read, write, and represent whole numbers

from 0 to at least 31. Representations may include
numerals, pictures, real objects and picture graphs,
spoken words and manipulatives such as
connecting cubes.
To help students gain familiarity with quantities and
their names.
Students will illustrate groups of four objects,
associating groups of four with the written symbol
of the quantity.
I will draw groups of four to practice my numbers
and become familiar with the quantity.

Students who are below level will be asked to draw

1-2 groups of four. Students who are on or above
level will be asked to draw groups of 3-4 groups of
four.
Activity description/teacher does
Students do
Students will be seated on the rug. Introduce
Participate in the storys
10 Red Apples by Pat Hutchins. Pass out
activities; count the
animal cards to 10 different students. Explain
apples.
that when they hear their animal in the story,
they must go up and eat an apple. After the
Recall previous lessons
story is over, collect animal cards.
and activities; color-bynumber and pattern
That was a fun story, wasnt it? It also helped
blocks.
us practice our numbers more using the apples.
Weve been practicing our numbers a lot lately.
Who remembers what we did yesterday?
Review the pattern blocks and color-by-number
worksheet.

Assess 1.1
Check for Understanding
Part 2: Teacher Input/ Inquiry
If needed, do a brain break activity. Regroup
and introduce scene of four in Annos Counting
Intro of learning target
Book. Call on students to point out groups of
Explanation/procedures
four that they see on the page.

Actively listen to
Annos Counting
Book, scene of four
and recognize groups of

Teacher demonstration
Teacher think aloud

four.
Just like weve done in the past, we are going
to draw our own scene. So far, weve done
scenes of one, two, and three. Can anyone
guess what are scene is going to be today?
Right, four!

Brainstorm ideas for

their scene of four.

Draw a scene of four as an example, drawing

two or three different objects. Remind them that
whatever they draw, they must draw four of
them.
What are some things that you could draw?
Dismiss students to their tables by carpet color.
Assess 1.2
Check for Understanding
Part 3: Guided support/practice
Paired/collaborative work
Individual work & partner
check
Teacher(s) roam & assist

Once they are at their table, students will first

use pencil to draw their scene of four, and then
go over it with crayon.
Teachers will be roaming the room, stopping to
make sure students are drawing four of
everything. Encourage students to draw 3-4
groups of four, as well as making a scene (ex.
Four trees, four different animals, four pathways
going in different directions). Be sure to
compliment students artwork.

Assess 1.3
Check for Understanding
Part 4: Closure
Students will place their completed scene of
four into the basket. As students get done,
Restate learning target
dismiss them to their assigned math center.
You all did a wonderful job with your scene of
four! Drawing these scenes helps us
understand numbers better and become
familiar with their symbols.
Tomorrow we will be doing something new and
exciting, but it will still help us practice our
numbers.

Thoughtfully plan out

their drawings, using
pencil first in case they
make a mistake.
Draw a scene of four
with multiple groups of
four.

Turn completed scene

in and go to math
center.
Recall what drawing
scenes of four helps us
with.

Part 5 Class Overview of Assessment Results: Include a template for a class overview of data assessment for
each lesson. This can be as simple as a class roster with a place to mark 3 levels of proficiency such as Strong,
Moderate and Developing.
Note: When submitting your EdTPA for formal scoring, it is recommended that you conduct a planned preassessment to be done at the beginning of your 3-5 lesson sequence, as well as a planned post-assessment
to be done at end of your 3-5 lesson sequence.