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: 10/1/2015 Grade: Kindergarten
Time: 45 min.
Lesson 9

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 a scene of five (groups of
five), associating the groups with the written
symbol. Students will understand that graphing is a
way to display quantities.
I will draw groups of five to practice my numbers. I
will learn that graphing means to show numbers.

Students who are on or above level will be asked to

draw 3-4 groups of five and encouraged to make a
scene. Students who are below level will need to
draw 1-2 groups of five.
Activity description/teacher does
Students do
Gather on the carpet. Recall the previous days Recall previous lesson.
lesson. Read through their scenes of four,
Share pictures on their
asking students to share one or two groups that scene of four.
they drew.
Think about the word,
Like I said yesterday, today I will be showing
graph. Have I heard
you something new and exciting that will help
that word before? What
us learn more about numbers.
could it mean?
Introduce the word, graph. Ask students if
theyve heard the word before-relate to their
lives.

Assess 1.1
Check for Understanding
Part 2: Teacher Input/ Inquiry
We are going to learn about graphs today. I will
show you what its used for and how it helps us
Intro of learning target
with our numbers.
Explanation/procedures
Teacher demonstration
Pull graph up on SMART Board. Explain to

Think about the word

graph. Where have I
heard it before?
Verbalize which tower is

Teacher think aloud

them that one column is for one thing, and the

other column is for another thing.
Graphs help us to see information. We can
read them quickly and compare things. Always
give a graph a title, or name, so we know what
the graph is showing us. Today we are going to
compare the numbers two and five.
Pull numbers two and five down on board and
put them above the columns. Demonstrate
graphing two by putting two tiles in the first
column (blue). Do the same for five (red).

taller, which number is

more, which tower is
smaller, which number
is less.
Brain break.
Look at scene of five in
Annos Counting Book.
Look for groups of five
that I see.

Which tower, or column, is taller? (five/red)

Which number is more, two or five? (five) Which
tower is shorter? (two/blue) which number is
less? (two) How do you know?
Give graph a name. Restate that graphs help
us to see information quickly.
*Brain break*
Regroup back on carpet. Read Annos
Counting Book scene of five. Call on students
to point out what they see five of. Demonstrate
drawing a scene of five, reminding them to draw
a scene and not just groups of random things
(ex. five suns, five lines, five shapes).Dismiss
by table number and instruct them to use pencil
first and then crayon.
Assess 1.2
Check for Understanding
Part 3: Guided support/practice
Paired/collaborative work
Individual work & partner
check
Teacher(s) roam & assist

Students will think about what their scene of

five is going to be. They will use pencil first in
case of mistakes. Teachers will roam and
compliment artwork. If you see a student
struggling, suggest something they could draw.
As students finish up, make sure that the
students who are at or above have 3-4 groups
and students who are below have 1-2 groups of
five.

Think about and draw

scene of five, using
pencil first.
Share with a neighbor.

When you are done, share your scene with a

neighbor and then turn it into the basket.
Assess 1.3
Check for Understanding
Part 4: Closure
Today we learned about graphing. Remember,
graphing is a way to help us see information.
Restate learning target
We can read them quickly and compare things.
We also drew our scene of five. Drawing
scenes helps us become more familiar with
numbers.

Recall what graphing

means.

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.