Winona State TPA-Referenced Lesson Plan

Teacher Candidate Name: _Emily Thompson______________

Grade & Subject Area: 3rd Grade Shared Reading___________
Date for Planned Lesson: _February 28th, 2017_____________
Personal Goal: What lesson delivery skill do you want to improve?
A lesson delivery skill that I would to improve on is classroom management.

*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Lesson Title Coming to America (Day 1)

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
MN Standard: Reading: Literature 3.1.6.6 Distinguish their own point of view from
that of the narrator or those of the characters.
3.1.1.1 Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.
3.1.9.9 Refer to Journey to a New Land-Analyze how two or more texts analyze
or address similar themes, settings, and plots of stories written by the same
author about the same or similar characters.

Central Focus Distinguish point of view, ask and answer questions, and analyze similar texts; to help
- derived from standard, students deepen their understanding of the text by making text-to-self, text-to-text, and
- communicates general goal text to world connections.

Learning Target for this Lesson Link personal experiences to construct meaning and deepen understanding.
- 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: Language, Phrases, how it use to be, leaving
a. Domain-specific Acad vocabulary everything behind, have a chance, brand new-life, sweat runs the machines
b. General Academic vocabulary b. General academic vocabulary: Distinguish, analyze, connection, link, construct, recall
(words used in school across many c. Sentence Frame. While reading this text I thought of
subject areas)
c. Syntax Sentence Frame: Example d. In Lesson Part 3 Assessment (below), students will be asked to recall a time they felt
sentence that students can use like a new comer and explain what they felt to a partner.
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 Students will receive a movement break before shared reading time to ensure full
a. Identify how some form of engagement.
Certain boys in the class may need to be separated to limit disruption.
 additional support will be
provided for some aspect of the
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in 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
- Teacher(s) may roam & assist
Will provide copy of the text to those who cannot see it.
Will use chart paper to write down thoughts to refer to.
Eight students will be out due to testing
Coming to America Song chart in Mondo bookshop, chart paper, handout of song lyrics
(optional) and pointer
Activity description / teacher does Students do
Link personal experiences to construct meaning and Student will listen to learning
deepen understanding. target and participate in
Activate Prior Knowledge: Brainstorm ideas about what brainstorming.
they know about people who come to America.
Student will show if the understand what is expected of Place finger on nose to show
them by putting their finger on their nose. understanding.
First introduce the text. Have students use the Students will be engaged in
illustrations and title of the text to help them brainstorm reading aloud as whole class
what the text is going to be about. as they are comfortable.
Students will as participate in
Then, read the text. Having the students read along if discussions as the occur.
they are comfortable. Also listen to the text after the read
through. Explain to students that after reading the text Student volunteer will point
there will be a short time to recall a time when they were to lyrics
a new person.
Lastly discuss the text. Restate the focus and explain to
the student how using personal experiences can help
provide a deeper meaning.
Ask for student volunteer to point to lyrics on the song
chart with pointer
Students will be engaged in group discussion. On roster, Students will show active
will receive a 0-5 based on their participation. 0 meaning participation in class/group
not present, 1 meaning no participation, 2-3 means discussion.
partial participation, and 4-5 mean full participation
With their shoulder partners, students will recall a time Participate in conversation
when they might of felt like a new comer. with shoulder partner.
Teacher will roam around the groups listening to
conversations, engaging those who are struggling.
 Phase 3 Assessment Ask a turn and talk question, have students then recall Students will listen to their
Explain the plan to check for their partners answer. partner.
ability to apply demonstrated
steps/procedures during
guided practice

Phase 4 Independent practice Before ending the lesson have students independently Students will answer exit
- Individual student work respond to the exit ticket prompt While reading this text I ticket prompt
thought of

Phase 4 Assessment Check individuals answers on exit ticket. Turn in completed exit ticket.
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.
Restate that students used their prior knowledge of being Place a 1, 2, or 3 on exit
a newcomer to help them create a deeper understanding ticket to show
of the text. understanding.
On their exit ticket have them write a 1, 2, or 3 with 1
being I have no idea what happened today, 2 Im still a
little confused on what we did today, and 3 I completely
understand what we did today.
(3 columns on attached roster) Students will receive
Reteach, Extend Slightly, Transfer to new situation/topic indicated help on provided
Use responses of previous assessment to determine roster.
what is needed for next steps for each student.

*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory
video to the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016