TPA-Referenced Lesson Plan v2

Teacher Candidate Name: Mandy Farrow

Grade & Subject Area: Business Communication, Grade 11-12
Date for Planned Lesson: April 10 - 11

*Examples are given in the right hand column. When submitting

Lesson Title
MN/CC State Standard(s)
- direct quote from MN standards
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
Central Focus
- derived from standard,
- communicates general goal
Learning Target for this
Lesson
- concisely says what students
will be able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL)
a. Domain-specific Academic
vocabulary
b. General Academic vocabulary
(words used in school across
many subject areas)
c. Syntax Sentence Frame:
Example sentence that
students can use to
accomplish target
d. Point in lesson where students
will be given opportunity to
use Academic Vocabulary
(Note: It is important that this
appear in TPA videotape
segments
Needed
modifications/supports
a. Identify how some form of
additional support will be
provided for some aspect of
the lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in
your lesson plan, you may either replace the given examples or
leave them intact.
Business Letters
NBEA: Communication: III.A.3
Evaluate effectiveness of message
Compare drafts to final documents and make editorial changes
The purpose of this lesson is to build on business communication skills learned
throughout the semester. Students apply communication skills to compose drafts,
evaluate drafts for effectiveness of message and formatting, and make editorial
changes to improve quality.
Students will write a business letter:
Analyze drafts
Identify areas in need of improvement
Edit content as needed
a. Block formatting, Recipient, Reference (line), Salutation, Close, Signature,
Enclosure
b. Business letter, Introduction, Body, Conclusion
c. I will be able to write a business letter with a clear message and correct
formatting.
d. As work through the parts of a business letter the vocabulary will be introduced.
The students will have a chance to use the vocabulary to refer to the parts of a
business letter during their peer evaluations.
Content may be read aloud
Fill-in template of the letter (no need to format)
Visual example of completed letter (different information)
Peer review interactive
Direct guidance from teacher (if needed) during student work time
 the blank notes, word banks
- graphic organizers, sentence
frames
Resources & materials
needed
Lesson Part
Phase 1
State Target & Activate
Prior Knowledge
a) Post the learning target
statement and indicate
whether the teacher or
student(s) will read it aloud
b) Engage students in
activity to elicit / build prior
background knowledge
Phase 1 Assessment
Explain the plan to capture
data from this phase of the
lesson
Phase 2 Teacher Input /
Inquiry - Explain
procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures demonstrated
in this phase
Phase 3 Guided Practice
- Paired/collaborative
work
Computer with Word or Google Docs (Classroom has desktops with Microsoft
Office, students have 1:1 Chromebooks with access to Google Docs)
Teacher provided during lesson:
Letter writing section of Business Communication for Success
HBR article A Bizspeak Blacklist
HBR article A Well-Crafted Letter Still Gets the Job Done
Peer review form
Activity description / teacher does Students do
Opening discussion: Brief review of what they have Use prior knowledge to
discussed in other classes about the collaborative create a rough draft of a
project that was introduced earlier in the day. business letter.
Opening activity: Using prior knowledge (and maybe
some imagination), create a letter inviting the
mayor of Rochester to the final presentation of this
project. Students will be allowed 15 minutes.
Completion is not necessary, as long as they are
working for that time.
As students write, I will walk around the room to get Work on letters.
an idea of their current knowledge of business letter
construction. Any attempt is considered a success.
These drafts will be used to complete the lesson.
Formatting: I will post an example letter on the smart Formatting:
board (one section at a time, from top to bottom). Participate in discussion
As we discuss each section, the students will have Follow example
the opportunity to edit their letters. At this point we Edit draft to match
will not cover the content of the body, just the example formatting
formatting.
Content: Read and
Content: Students will be given two articles regarding understand one article.
message content. In pairs each student will read Explain article to
one of the articles silently, which should take no partner.
more than 10 minutes.
Formatting: Two quick questions: Formatting:
Does everyone understand this section? Answer questions
Has everyone edited their draft to match? Ask if anything is unclear
(If not, quick troubleshoot.) Let teacher know if she is
IEP or ELL students may have been give fully moving too quickly
formatted templates, so they can focus on content.
Content: After reading and discussing articles in pair, Content: Participate in
we will have a large group discussion about how to discussion with
apply the information from these articles to the suggestions and/or
letters. questions.
Students will be given their assignment sheet with
requirements for the final draft.
As students are applying the information from the Finish initial edits to
articles to their drafts, I will walk around and offer content.
guidance. Pair and evaluate a
 - Teacher(s) may roam &
assist
Phase 3 Assessment
Explain the plan to check for
ability to apply
demonstrated
steps/procedures during
guided practice
Phase 4 Independent practice
- Individual student work
Phase 4 Assessment
Explain plan to check for ability
to apply demonstrated
steps/procedures during
independent practice
Phase 5 Restatement &
Closure
a) Restate learning target
b) Explain a planned opportunity
for students to self-assess their
perceived level of mastery for
the target.
Phase 6 Summative Next
Steps
Attach a class roster (first names
only) with space to indicate for
each student the needed next
steps of instruction.
Pair: As students finish their initial edits, they will be classmates work.
paired. They will be given a peer evaluation form, Discuss evaluations with
which they will complete for each others work. classmate.
Then, they will have a discussion about their
evaluations.
As students discuss their evaluations, I will move Participate in the
from group to group. If it seems that a pair is having evaluations and offer
trouble with the evaluation, I may pair them with a constructive feedback.
pair that is doing well, so they get another
perspective on their work.
While the students use their peer feedback to Use feedback to edit letter
complete a final draft of the business letter, I will walk into a final draft.
around and clarify and questions or concerns from
students.
Final drafts of the letter will be checked for: Submit final draft
Formatting Submit peer review
Required parts
Message clarity / appropriate language/style
Mechanics/Grammar
Students will be asked to submit a reflection journal Complete the response
answering the following questions: journal questions.
List something that you learned but didnt already
know about writing a business letter. Complete electronically
List something that you still wonder about writing a and send to teacher.
business letter. Complete on paper and
Tell me your current confidence level in writing a hand to teacher.
business letter: IEP ELL. Option to
1. I am extremely confident that I can create a complete orally at the
correctly formatted business letter with a clear end of class.
message.
2. I could create a business letter by referring to the
information given during class.
3. I dont know where to start.
After correcting and grading the final draft, looking (optional) Make
over the completed peer reviews, and reading the corrections and resubmit
reflection responses, I will determine if any additional final draft of the letter
instruction is required. All students have the option of
accepting their grade or revising their letters based
on my feedback and resubmitting it.
RTI Plan
About Lydia Stone: Student Lydia Stone has partial hearing loss and uses a hearing aid to
increase her ability to hear. She is not able to catch everything that is said in class, especially
during group discussions. As a result, she misses assignments or portions of the instructions
which impact the quality of her work.

About the research: Consistently, the research conducted to determine the most effective
teaching methods for students classified as deaf or hard of hearing (DHH) is inconclusive. It is
assumed that the differences in environments, availability of resources, quality of resources,
and degree to which a student is DHH make generalizations difficult. One study showed the use
of RTI (not any particular strategy within the RTI plan) to be effective, because it encourages
finding solutions to an individuals unique issues. RTI also encourages regular review of what is
working and what may need to be changed.

About DHH students: I watched several videos and read personal accounts online to get an idea
of the biggest challenge DHH students have with their education. The most mentioned issue is
simply missing something that was said by the instructor an assignment or a detail regarding
the instructions on an assignment. The following RTI is aimed at making sure that the student
doesnt misunderstand or simply miss assignments.
Exceptionality:
Hearing Impairment
Student: Lydia Stone Strategies Measurable Actionable Realistic Time-bound
Tier II Intervention Lydias teachers Lydia will Lydia will The biggest Lydia and
Goal: Lydia will use will upload check review her issue will be her
Moodle to access assignment Moodle daily assignments making sure teachers will
assignments with due directions and and her and that all evaluate her
dates, supplemental electronic teachers will supplemental teachers progress
materials, and course versions of upload their materials on have the toward
discussions to supplemental materials in Moodle. If time to get increasing
improve her materials used in a way the she has their her
homework completion class. This will suits their further information homework
rate to 95% and give Lydia a schedule questions on Moodle. completion
improve her chance to review and lesson regarding Many of and the
homework/test scores all materials and plan (by the assignments, Lydias quality of
st
by 5% of her 1 assignments. unit, weekly, she can teachers are her finished
semester scores. This When available or daily.) follow up already work. Each
strategy will be used links to videos or with her using month the
during second audio files will teachers. Moodle in a RTI team
semester with a also be similar way, will meet
monthly review and uploaded, so that but a few and discuss
slight modifications if Lydia has the may need any
necessary. opportunity to some concerns
listen to them training or from Lydia,
again if she peer support her
thinks that she in the teachers,
missed some of beginning. and her
the information. parents. We
Many of Lydias will make
teachers were alterations if
willing to conduct needed, but
some classroom intend to
discussions on continue the
the Moodle strategy for
discussion the entire
 nd
boards. This will 2
give Lydia more semester, at
opportunity to be which point
involved and it the plan will
will give her be
classmates reevaluated.
practice typing
and using an
online forum for
communication.
Research/Literature: Cawthon, S. W., & Leppo, R. (2013). Accommodations quality for students who
are d/deaf or hard of hearing. American Annals Of The Deaf, 158(4), 458-
452.
Cawthon, S. W., Leppo, R., Jin Jin, G. E., & Bond, M. (2015). Accommodations
use patterns in high school and postsecondary settings for students who
are d/deaf or hard of hearing. American Annals Of The Deaf, 160(1), 9-23.
Luckner, J., & Pierce, C. (2013). Response to intervention and students who
are deaf or hard of hearing. Deafness and Education International, 15(4),
222-240.
Marschark, M., Shaver, D. M., Nagle, K. M., & Newman, L. A. (2015).
Predicting the academic achievement of deaf and hard-of-hearing students
from individual, household, communication, and educational factors.
Exceptional Children, 81(3), 350-369.
Nagle, K., Newman, L. A., Shaver, D. M., & Marschark, M. (2016). College and
career readiness: Course taking of deaf and hard of hearing secondary
school students. American Annals of the Deaf, 160(5), 467482.
The interventions are intended to give Lydia the same access to all assignment
Advocacy: instructions and materials as her classmates receive. Lydia will be encouraged
to speak with her teachers if she notices a difference between what she sees
on Moodle and what she understood in class. Lydias teachers will receive
support from peers and the administration if they need help setting up their
Moodle classrooms. By participating in the online discussion forums, Lydia will
feel more included and her classmates will learn career communication skills
(online meetings). Overall, the strategies should encourage better
communication throughout the classrooms by making information available to
all students in an additional format.