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TPA-Referenced Lesson Plan v2

Teacher Candidate Name: Joe Birkholz


Grade & Subject Area: 11-12 World History
Date for Planned Lesson: TBD, 2 Day Plan

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


your lesson plan, you may either replace the given examples or
leave them intact.
LessonTitle Lewis and Clark: The Exploration of the American Future

MN/CCStateStandard(s) Example: MN Standard:


- direct quote from MN standards ELA MN Standard: 11.12.2.2 Determine the central ideas of information of a
documents primary or secondary source; provide an accurate summary that makes
- if only focusing on one part of a clear the relationships among the key details and ideas.
given standard, underline the part SS Standard: 9.4.1.2.1 Pose questions about topics in history; suggest
being focused upon possible answers and write a thesis; locate and organize primary and
secondary sources; analyze them for credibility and bias; corroborate
information across the sources; use sources to support or refute the thesis;
and present supported findings.
SS Standard 9.4.4.18.2 Analyze how the expansion of the United States
territory and redefinition of borders affected the relationship of the United
States with other nations, provided land for settlement, and resulted in
political conflict. (Expansion and Reform: 1792-1861)

CentralFocus -Read and comprehend nonfiction texts (Journals of Lewis and Clark,
- derived from standard, Thomas Jefferson letter)
- communicates general goal -Draw connections and themes between alternate sources (Lewis
and Clark interactions with Native Americans, Jeffersons instructions
and reasoning for how they should interact, journal documents of
wonders and perils of the expedition and using those to represent
themes of exploration as a whole). Political reasons for the
expedition!
-Keep in mind that the final product for interdisciplinary unit is about
going to Mars: remind students that they are going to be using the
ideas, themes, and historical evidence to support the argument:
should mankind go to Mars? (Interdisciplinary PBL between Calculus,
Physics, and Math)
LearningTargetforthis Day 1: By reading primary sources from the Journals of Lewis and
Lesson Clark, students will examine the interactions with Native American
- concisely says what students will Tribes and Jeffersons instructions for these interactions, and why this
be able to know and do was important.
- start with appropriate language
function (active verb) Day 2: After reading more primary sources, students will place
themselves in the shoes of the Lewis and Clark expedition through a
RAFT activity.
AcademicLanguage(AL) A. Buffalo, black bear, brown bear, elk, balls (bullet), natives, U.S.,
a. Domain-specific Acad nation, Missouri, St. Louis, Dakotas, Sacagawea, Lewis & Clark,
vocabulary expedition, Corps of Discovery, Thomas Jefferson, Indians (Native
b. General Academic vocabulary Americans), government, voyage, Columbia, President, Shoshone,
(words used in school across Charboneau (sp diff in readings),
many subject areas) B. Explain, answer, discuss, analyze, connect
c. Syntax Sentence Frame:
Example sentence that C. The Lewis and Clark expedition was important for the history of the
students can use to United States because
accomplish target Thomas Jefferson wanted the expedition to behave (this way)
d. Point in lesson where students towards the Native Americans because...this was important
will be given opportunity to because...
use Academic Vocabulary d. In Lesson Part 2 Assessment (below), students will be asked to explain X to a
(Note: It partner using at least 2 of the following words
is important that this appear in D. In Lesson Phrase 3 and 4 students will work individually and in
TPA videotape segments groups to answer questions. Phrase 3: QAR from readings, using
academic vocabulary in their answer. Will be assessed with a
Socrative and discussion. Phrase 4 will be a RAFT activity that will
be informed by readings and class discussion.
Needed Ex: BP will accomplish the stated target, with the added support of sentence frames
modifications/supports and a word
a. Identify how some form of A. Students with a lower reading level can use ChromeVox for
additional support will be their readings, with a vocabulary list supplied for strange use
provided for some aspect of and context of words. Will be given simpler identifying
the lesson for given student(s) answers rather than comprehension answers.
- visual, graphic, interactive B. Spanish language students can work together to answer
- reduced text, rewritten text, fill-in questions.
the blank notes, word banks
- graphic organizers, sentence Notes from lecture will be provided to students, paras will be available
frames to help where need arises.
Resources&materials The Journals of Lewis and Clark readings on iPad, markers/colored
needed pencils for RAFT activity for advertisement that will be created.

LessonPart Activity description / teacher does Students do


Phase1 Day 1: Teacher throw a Quick Write on the board: Both days: Answer
StateTarget&Activate What do you know about Lewis and Clark? Quick Write question
Students will answer what they know. Teacher will
PriorKnowledge ask students to share answers, propelling the
in notebook and then
a) Post the learning target discussion into the lecture with the basic overview of participate in
statement and indicate the Lewis and Clark expedition, which will incorporate questions from the
whether the teacher or the learning target. teacher about what
student(s) will read it aloud Day 1: Prior learning will be activated by Quick Write, they wrote.
as well as teacher being able to gauge the level
Day 2: Students will
of the class and knowledge already known.
be able to bring
b) Engage students in activity Day 2: Quick Write about what they learned from the questions or
to elicit / build prior assigned readings, giving examples for the confusion that they
background knowledge different themes (Danger and wonder/awe). This
had with assigned
readings.
Phase 1 Assessment Note the way students respond, the content with
Explain the plan to capture which they respond. Will inform what depth you will
data from this phase of the need to go to for lecture, and on Day 2 if you need to
reteach any concepts or understanding.
lesson

Phase2TeacherInput/ Teacher will give short lecture on Lewis and Take notes on
Inquiry - Explain Clark, indicating important points and things lecture.
procedures that students should be thinking about.
- Demonstration the task Louisiana Purchase, Corps of Discovery
- Teacher think aloud expedition, timeline/map of the journey,
reasons for expedition (science & discovery,
relationships with Native Americans). Will
pepper open-ended questions throughout
short lecture.
Phase 2 Assessment Thumbs up, thumbs down, or thumbs to the side on
Explain the plan to check for comprehension and checking for understanding.
understanding of steps /
procedures demonstrated
in this phase

Phase3Independent Roam classroom as needed, checking in on Students will read


practice differentiated students, answering questions excerpts from The
- Individual student work as needed. Temperature checking. Let Journals of Lewis and
students know that in the reading there are Clark, edited by
some spelling errors, but that whatever the Bernard De Voto.
words sound like is what they are supposed This edited version
to be (i.e. St. Lewis is St. Louis, Missouri) clears up some
spelling/language
uses that are hard to
understand from the
original journals.
Students will read in
this order: Excerpt
from August 17th,
1805 that describes a
meeting between
L&C and a Shoshone
tribe, then read
excerpt from Thomas
Jeffersons
instructions on
interacting with the
Native Americans,
then read the
Shoshone excerpt
again. Students will
answer QAR
questions designed to
get them thinking
about why the
President wanted
them to interact the
way they do and this
aspect of exploration.
Phase 3 Assessment Assessment Example: Ask turn and talk question. After completing
Explain the plan to check for Walk around and make note of overheard questions, students
ability to apply misconceptions.
will participate using
demonstrated Will set up Socrative questions, as well as
Socrative, answering
steps/procedures during facilitate the discussion, asking questions to
first and then
guided practice drive discussion and direct it towards the
participating in
learning target. Will explain homework
partner discussion,
assignment and how it will be important for
coming back to
the class activity the next day.
answer the same
question to see if
anything has
changed. Students
will read new
excerpts from Lewis
and Clark journals
around dangers and
wonders of their
expedition for
homework, which will
be assessed for the
RAFT assessment
the next day.
Students will be
asked to identify parts
of readings that
signify: danger and
wonder.
Phase4GuidedPractice After going through Quick Write, students Students will work in
- Paired/collaborative work will break into their groups that they have their assigned groups
- Teacher(s) may roam & been assigned for the larger Mars or Bust on RAFT Project.
assist project. Will be assigned RAFT assessment, Students will fill out
which has been frontloaded/ by the worksheet while
assigned reading overnight. Will roam the brainstorming
room and assist students as need be. together.
Phase 4 Assessment Assessment Example: Check indiv answers on Turn in RAFT
Explain plan to check for handout. assignment, will have
ability to apply Will receive completed RAFT from students most of class to
demonstrated by end of class period. complete the
steps/procedures during assignment.
independent practice

Phase5Restatement& Teacher will take mental note on how Fist-to-five on


Closure a) Restate students respond, will inform further understanding,
learning target instruction, particularly quick writes for the verbalize any
b) Explain a planned beginning of classes. confusion for teacher.
opportunity for students to
self-assess their
perceived level of
mastery for the target.
Phase6SummativeNext Will take note with 0-5 on for understanding, fist
Steps being 0 and 5 being 5.
Attach a class roster (first
names only) with space to
indicate for each student
the needed next steps of
instruction.

*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

Joe, I see you have written two days worth of lessons on the Lewis and Clark expedition. Thank
you for that. I notice evidence of formative and summative assessment, technology use, and
differentiation. On a side note - the reading/writing strategies you picked seem particularly
appropriate for the scope of the lesson. This lesson plan fulfills all requirements of the
assignment. No resubmissions necessary.