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Winona State TPA-Referenced Lesson Plan

Teacher Candidate Name: _Haley Sabin


Grade & Subject Area: Fourth Grade Shared Reading
Date for Planned Lesson: Monday February 16th, 2017
Personal Goal: What lesson delivery skill do you want to improve?
The lesson delivery skill I would like to improve is, wait time. I have found myself moving on from a
question or topic while some students may still be thinking about the question. To improve on this
skill I will allow the students more time to process the question at hand.

*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 Come to Bali Day 1

MN/CC State Standard(s) MN Standard: Language Arts: Reading Literature: RL.4.1.1.1


- direct quote from MN standards Key Ideas and details. Refer to details and examples in a text when
documents explaining what the text says explicitly and when drawing inferences from the
- if only focusing on one part of a text.
given standard, underline the part
being focused upon MN Standard: Language Arts: Reading Literature: RL. 4.2.2.2
Determine the main idea of a text and explain how it is supported by
key detains; summarize the text.

MN Standard: Language Arts: Reading: Foundational Skills: RF.4.3.0.4


Read with sufficient accuracy and fluency to support
comprehension. A) Read grade-level text with purpose and understanding. B)
Read grade-level prose and poetry orally with accuracy, appropriate rate, and
expression on successive readings. C) Use context to confirm or self-correct word
recognition and understanding rereading as necessary.

Central Focus The students will be able to identify details in order to answer questions from the
- derived from standard, text.
- communicates general goal

Learning Target for this Lesson The learner will identify details in order to answer questions from the text.
- concisely says what students will be I will record information in my interactive notebook.
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. Domain-specific academic vocabulary: Bali, Climate, Landscape
a. Domain-specific Acad vocabulary
b. General Academic vocabulary b. General academic vocabulary: Identify, Details, Record
(words used in school across many
subject areas) c. Sentence Frame: One thing I learned about Bali is
c. Syntax Sentence Frame: Example
sentence that students can use d. The students will use academic language while completing questions in their
to accomplish target interactive notebooks. They will point out and read examples from the text that
d. Point in lesson where students will explicitly answer the guided reading questions.
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments

Needed modifications/supports Ex: B will accomplish the stated target, with support from modeling and guided
a. Identify how some form of reading.
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 Come to Bali SMART Board presentation, Interactive Notebook question handout

Lesson Part Activity description / teacher does Students do


Phase 1 Learning Target: Teacher will read: The learner will Students will read the
State Target & Activate Prior identify details in order to answer questions from the language objective: I will
Knowledge text. record information in my
a) Post the learning target interactive notebook.
statement and indicate whether Activate Prior Knowledge: Brainstorm why people
the teacher or student(s) will research a destination before traveling. Students will list reasons
read it aloud why people research a
b) Engage students in activity to destination before
elicit / build prior background traveling.
knowledge
Phase 1 Assessment Assessment: Note responses from brainstorming
Explain the plan to capture data
from this phase of the lesson

Phase 2 Teacher Input / Inquiry The teacher will read each question that the The students will
- Explain procedures students need to answer while reading the story complete the first example
- Demonstration the task Welcome to Bali. The teacher will then demonstrate with the interactive
- Teacher think aloud finding answers within the text and writing the notebook template using
example within the interactive notebook template. the teacher-demonstrated
example.
Phase 2 Assessment Assessment: Ensure that every student has the
Explain the plan to check for correct answer written in his or her interactive
understanding of steps / notebook.
procedures demonstrated in
this phase

Phase 3 Guided Practice The teacher will continue to read Welcome to Bali, The students will point out
- Paired/collaborative work as the story is read the teacher will stop after each examples within the text
- Teacher(s) may roam & assist sections asking Is there anything here that will help that will answer questions
us answer a question in our interactive notebook? within the interactive
notebook.
Phase 3 Assessment Assessment: Ensure that every student is
Explain the plan to check for completing the questions in his or her interactive
ability to apply demonstrated notebook.
steps/procedures during
guided practice

Phase 4 Independent practice The students will work independently while


- Individual student work completing the answers in his or her interactive
notebook.

Phase 4 Assessment Assessment: Check individual student answers


Explain plan to check for ability within the interactive notebook.
to apply demonstrated
steps/procedures during
independent practice

Phase 5 Restatement & Closure A) The learner will identify details in order to answer
a) Restate learning target questions from the text. I will record information in
b) Explain a planned opportunity my interactive notebook.
for students to self-assess B) The students will have the opportunity to self-
their perceived level of asses by giving a thumb up, showing an
mastery for the target. understanding of the concept, giving a thumbs
down, showing the need for more support to
understand the concept.

Phase 6 Summative Next Steps Assessment: Class roster attached


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
Student Assignment (1-5) Reteach Extend Slightly Transfer to a new
Topic
Estrellita 4 X
Bella 4 X
Lincoln 5 X
Henry 3 X
Mayela 5 X
Pa 2 X
Ashley 5 X
Garlo 4 X
Mena 5 X
Madison 5 X
Johanna 5 X
Neh Meh 5 X
Honesti 4 X
Joziah 2 X
Karla 4 X
Thoo Lei 5 X
Nadia 4 X
Mathias 4 X
Pedro 4 X
Allison 2 X
Mathew 2 X
Akaylah 2 X
Jorden 3 X
Winona State TPA-Referenced Lesson Plan

Teacher Candidate Name: Haley Sabin


Grade & Subject Area: Fourth Grade Shared Reading
Date for Planned Lesson: Monday February 20th
Personal Goal: What lesson delivery skill do you want to improve?
I would like to improve on my volume and tone. I believe there are times when I speak to softly
causing the students to have a more difficult time hearing myself deliver the lesson. To improve on
this skill I will speak in a louder, but comfortable, volume and tone while teaching.

*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 Come to Bali Day 2

MN/CC State Standard(s) MN Standard: Language Arts: Reading Literature: RL.4.1.1.1


- direct quote from MN standards Key Ideas and details. Refer to details and examples in a text when
documents explaining what the text says explicitly and when drawing inferences from the
- if only focusing on one part of a text.
given standard, underline the part
being focused upon MN Standard: Language Arts: Reading Literature: RL.4.2.2.2
Determine the main idea of a text and explain how it is supported by
key details; summarize the text.

MN Standard: Language Arts: Reading: Foundational Skills: RF.4.3.0.4


Read with sufficient accuracy and fluency to support
comprehension. A) Read grade-level text with purpose and understanding. B)
Read grade-level prose and poetry orally with accuracy, appropriate rate, and
expression on successive readings. C) Use context to confirm or self-correct word
recognition and understanding rereading as necessary.
Central Focus The students will be able to identify details in order to answer questions from the
- derived from standard, text.
- communicates general goal

Learning Target for this Lesson The learner will identify details in order to answer questions from the text.
- concisely says what students will be I will record information in my interactive notebook.
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. Domain-specific academic vocabulary: Tourist
a. Domain-specific Acad vocabulary
b. General Academic vocabulary b. General academic vocabulary: Identify, Record, Illustrate, Details
(words used in school across many
subject areas) c. Sentence Frame: My illustration shows me _______ in Bali. I chose this activity
c. Syntax Sentence Frame: Example because
sentence that students can use d. The students will use academic language while writing his or her paragraphs
to accomplish target and while creating an illustration of themselves completing an activity in Bali.
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 B will accomplish the stated target, with support from modeling and guided
a. Identify how some form of instruction.
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 Welcome to Bali SMART Board presentation, Interactive Notebook, Question
handout, and Crayons

Lesson Part Activity description / teacher does Students do


Phase 1 Learning Target: Teacher will read: The learner will Students will read the
State Target & Activate Prior identify details in order to answer questions from language objective I will
Knowledge the text. record information in my
a) Post the learning target Activate Prior Knowledge: Brainstorm examples of interactive notebook.
statement and indicate whether activities tourists can do in Bali.
the teacher or student(s) will Students will list examples
read it aloud of activities tourists can do
b) Engage students in activity to in Bali.
elicit / build prior background
knowledge
Phase 1 Assessment Assessment: Note responses from brainstorm
Explain the plan to capture data
from this phase of the lesson

Phase 2 Teacher Input / Inquiry The teacher will read about tourism and culture in Students will ask
- Explain procedures Bali, then ask for any questions regarding the questions regarding
- Demonstration the task reading. tourism in Bali.
- Teacher think aloud

Phase 2 Assessment Assessment: Note students who are actively


Explain the plan to check for participating in the discussion on tourism in Bali.
understanding of steps /
procedures demonstrated in
this phase

Phase 3 Guided Practice The teacher will explain the assignment the The students will ask
- Paired/collaborative work students will be completing, while creating a model questions and complete
- Teacher(s) may roam & assist within the SMART lesson. The teacher will then ask the given assignment of
for questions regarding the model or the writing a paragraph on
assignment. The assignment given is a writing and tourism in Bali and
drawing piece. The students will be asked to write a illustrating a drawing of
paragraph explaining their reasoning for wanting to themselves partaking in
travel to Bali. They will then illustrate a drawing of an activity common to Bali
themselves partaking in an activity common to Bali tourism.
tourism. The teacher will roam and assist students
as needed with their assignments.
Phase 3 Assessment Assessment: Actively working to complete the given
Explain the plan to check for writing and illustrating assignment.
ability to apply demonstrated
steps/procedures during
guided practice

Phase 4 Independent practice The teacher will actively roam and assist the The students will
- Individual student work students as needed during their independent work complete writing and
time. illustrating piece on
tourism in Bali. They will
work independently for ten
minutes.
Phase 4 Assessment Assessment: Check individual writings and
Explain plan to check for ability illustrations
to apply demonstrated
steps/procedures during
independent practice

Phase 5 Restatement & Closure Teacher will restate the learning targets and will The students will give a
a) Restate learning target read aloud the content and language objectives: thumb up if the learning
b) Explain a planned opportunity The learner will identify details in order to answer target was met for the
for students to self-assess questions from the text. I will record information in lesson.
their perceived level of my interactive notebook. The teacher will then ask
mastery for the target. the students to give a thumb up if the learning target
was met.

Phase 6 Summative Next Steps Assessment: Class roster attached


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
Student Assignment (1-5) Reteach Extend Slightly Transfer to a new
Topic
Estrellita 4 X
Bella 4 X
Lincoln 5 X
Henry 4 X
Mayela 5 X
Pa 3 X
Ashley 5 X
Garlo 5 X
Mena 5 X
Madison 5 X
Johanna 5 X
Neh Meh 5 X
Honesti 4 X
Joziah 3 X
Karla 4 X
Thoo Lei 5 X
Nadia 4 X
Mathias 5 X
Pedro 4 X
Allison 3 X
Mathew 4 X
Akaylah 4 X
Jorden 5 X
Winona State TPA-Referenced Lesson Plan

Teacher Candidate Name: Haley Sabin


Grade & Subject Area: Fourth Grade Literacy
Date for Planned Lesson: Monday February 21st
Personal Goal: What lesson delivery skill do you want to improve?
The delivery skill I want to improve is time management. I sometimes worry that I am not going to be able to
fit all of the content into one lesson and I find myself going faster then necessary to complete the lesson.
There have been lessons that I have ended too soon because of this I had the students fill the remaining time
by independently reading their good fit book (a book at their reading level). I have also had the opposite
happen where I have spent too much time on a topic causing me to loose time on the next subject.

*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 Come to Bali Day 3

MN/CC State Standard(s) MN Standard: Language Arts: Reading Literature: RL.4.1.1.1


- direct quote from MN standards Key Ideas and details. Refer to details and examples in a text when
documents explaining what the text says explicitly and when drawing inferences from the
- if only focusing on one part of a text.
given standard, underline the part
being focused upon MN Standard: Language Arts: Reading Literature: RL.4.2.2.2
Determine the main idea of a text and explain how it is supported by
key details; summarize the text.

MN Standard: Language Arts: Reading: Foundational Skills: RF.4.3.0.4


Read with sufficient accuracy and fluency to support comprehension. A)
Read grade-level text with purpose and understanding. B) Read grade-level
prose and poetry orally with accuracy, appropriate rate, and expression on
successive readings. C) Use context to confirm or self-correct word recognition
and understanding rereading as necessary
Central Focus Classify details from the text
- derived from standard,
- communicates general goal

Learning Target for this Lesson The learner will classify details from the text. I will write details using a tree map.
- 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: Culture, Festivals, and Ceremonies
a. Domain-specific Acad vocabulary
b. General Academic vocabulary b. General academic vocabulary: Classify, Details, Write, Tree Map
(words used in school across many
subject areas) c. Sentence Frame: An example of a festival in Bali is _________.
c. Syntax Sentence Frame: Example
d. The students will have the opportunity to use academic language when writing
sentence that students can use
details about the story in a tree map.
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 B and E will accomplish the stated target, with support from modeling and guided
a. Identify how some form of instruction.
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 SMART board system, Writing notebook,

Lesson Part Activity description / teacher does Students do


Phase 1 Learning Target: The teacher will read: The learner The students will read I
State Target & Activate Prior will classify details from the text. will write details using a
Knowledge Activate Prior Knowledge: Brainstorm examples of tree map.
a) Post the learning target festivals or culture in Bali.
statement and indicate whether Students will create a tree
the teacher or student(s) will map in their writing
read it aloud notebooks.
b) Engage students in activity to
elicit / build prior background
knowledge
Phase 1 Assessment Assessment: Note creation of tree map in the
Explain the plan to capture data students notebook.
from this phase of the lesson

Phase 2 Teacher Input / Inquiry The teacher will read about culture in Bali out loud The students will explain
- Explain procedures to the students. As the teacher reads they will which parts in the story
- Demonstration the task underline parts in the story that should be added to need to be underlined.
- Teacher think aloud the tree map they are creating. The teacher will ask
for students to explain what should be underlined
within the story.
Phase 2 Assessment Assessment: Note examples given that should be
Explain the plan to check for underlined.
understanding of steps /
procedures demonstrated in
this phase

Phase 3 Guided Practice The teacher will model the creation of a tree map on The students will give
- Paired/collaborative work the white board. The teacher will write each examples of Bali culture
- Teacher(s) may roam & assist example given by the students on the tree map. that need to be added to
the tree map.
Phase 3 Assessment Assessment: Note the active participation during the
Explain the plan to check for creation of the tree map on Bali culture.
ability to apply demonstrated
steps/procedures during
guided practice

Phase 4 Independent practice The teacher will actively roam and assist the The students will
- Individual student work students as needed during their independent work complete a tree map on
time. Bali culture. They will
work independently for ten
minutes.
Phase 4 Assessment Assessment: Check individual tree maps
Explain plan to check for ability
to apply demonstrated
steps/procedures during
independent practice

Phase 5 Restatement & Closure Assessment: Teacher will restate the learning The students will give a
a) Restate learning target targets and will read aloud the content and thumb up if the learning
b) Explain a planned opportunity language objectives: The learner will classify details target was met for the
for students to self-assess from the text. I will write details using a tree map. lesson.
their perceived level of The teacher will then ask the students to give a
mastery for the target. thumb up if the learning target was met.

Phase 6 Summative Next Steps Assessment: Class roster attached


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.
Student Assignment (1-5) Reteach Extend Slightly Transfer to a new
Topic
Estrellita 4 X
Bella 4 X
Lincoln 4 X
Henry 4 X
Mayela 5
Pa 3 X
Ashley 4 X
Garlo 3 X
Mena 5 X
Madison 4 X
Johanna 5 X
Neh Meh 5 X
Honesti 4 X
Joziah 3 X
Karla 4 X
Thoo Lei 5 X
Nadia 4 X
Mathias 4 X
Pedro 4 X
Allison 3 X
Mathew 3 X
Akaylah 3 X
Jorden 3 X
Winona State TPA-Referenced Lesson Plan

Teacher Candidate Name: Haley Sabin


Grade & Subject Area: Fourth Grade Math
Date for Planned Lesson: Monday February 22nd
Personal Goal: What lesson delivery skill do you want to improve?
The lesson delivery skill I would like to improve is using more models while teaching. I have discovered that
even for those students who do not require modeling, it helps them process the task at hand. The students
know what is expected of them when they are able to visually see the final product.

*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 Welcome to Bali Day 4

MN/CC State Standard(s) MN Standard: Language Arts: Reading Literature: RL.4.1.1.1


- direct quote from MN standards Key Ideas and details. Refer to details and examples in a text when explaining
documents what the text says explicitly and when drawing inferences from the text.
- if only focusing on one part of a
given standard, underline the part MN Standard: Language Arts: Reading: Foundational Skills: RF.4.3.0.4
being focused upon Read with sufficient accuracy and fluency to support comprehension. A) Read
grade-level text with purpose and understanding. B) Read grade-level prose and
poetry orally with accuracy, appropriate rate, and expression on successive
readings. C) Use context to confirm or self-correct word recognition and
understanding rereading as necessary.

MN Standard: Language Arts: Reading Literature: RL.4.1.9.9


Compare and contrast the treatment of similar themes and topics (e.g, opposition
of good and evil) and patterns of events (e.g. the quest) in stories myths and
traditional literature from different cultures, including American Indian.

Read and comprehend nonfiction texts.

Learning Target for this Lesson The learner will compare Bali to Austin, MN.
- concisely says what students will be I will create a double bubble map sharing how Bali and Austin, MN are similar and
able to know and do different.
- start with appropriate language
function (active verb)
Academic Language (AL) a. Domain-specific academic vocabulary: Religion, Odaian, Gulaungan
a. Domain-specific Acad vocabulary
b. General Academic vocabulary b. General academic vocabulary: Compare, Create, Similar, Different
(words used in school across many
subject areas) c. Sentence Frame: One difference between Bali and Austin, MN is ________.
c. Syntax Sentence Frame: Example d. The students will use academic language while comparing Bali to Austin, MN.
sentence that students can use Academic language will also be used while creating their double bubble maps.
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 Student B will accomplish the stated target, with support from modeling and
a. Identify how some form of guided instruction.
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 SMART board system, Writing notebook

Lesson Part Activity description / teacher does Students do


Phase 1 Learning Target: The teacher will read, the learner Students will read, I will
State Target & Activate Prior will compare Bali to Austin, MN. create a double bubble
Knowledge map sharing how Bali and
a) Post the learning target Activate prior knowledge: Brainstorm possible Austin, MN are similar and
statement and indicate whether differences between Bali and Austin, MN different.
the teacher or student(s) will
read it aloud
b) Engage students in activity to
elicit / build prior background
knowledge
Phase 1 Assessment Assessment: Note answers during brainstorming
Explain the plan to capture data
from this phase of the lesson

Phase 2 Teacher Input / Inquiry The teacher will read about religion, festivals, The students will provide
- Explain procedures language, and food. The teacher will then ask the example comparing and
- Demonstration the task students for examples comparing and contrasting contrasting life in Austin,
- Teacher think aloud life in Austin, MN and life in Bali. MN and life in Bali.

Phase 2 Assessment Assessment: Active participation in a discussion on


Explain the plan to check for the differences in cultures.
understanding of steps /
procedures demonstrated in
this phase

Phase 3 Guided Practice The teacher will introduce the assignment the Students will create a
- Paired/collaborative work students will be completing. The students will be double bubble map in
- Teacher(s) may roam & assist completing a double bubble map to compare and their writing notebooks to
contrast life in Austin, MN and life in Bali. The compare and contrast life
teacher will roam and assist students as needed in Austin, MN to life in
while they are creating their double bubble maps. Bali.
Phase 3 Assessment Assessment: Creation of a double bubble map.
Explain the plan to check for
ability to apply demonstrated
steps/procedures during
guided practice

Phase 4 Independent practice The teacher will instruct the students to work with The students will work
- Individual student work their shoulder partners to compare and contrast life with their shoulder
in Austin, MN to life in Bali. partners to create a
double bubble map. They
must have three examples
of unique cultural
practices for Austin, MN
and Bali. The students
must also have two
examples of common
cultural practices between
Austin, MN and Bali.
Phase 4 Assessment Assessment: Individual student work will be
Explain plan to check for ability checked and graded
to apply demonstrated
steps/procedures during
independent practice

Phase 5 Restatement & Closure Assessment: The teacher will restate the learning The students will give a
a) Restate learning target targets, the learner will compare Bali to Austin, MN, thumb up if the learning
b) Explain a planned opportunity I will create a double bubble map sharing how Bali target was met for the
for students to self-assess and Austin are similar and different. The teacher will lesson.
their perceived level of then ask the students to give a thumb up if the
mastery for the target. learning target was met.

Phase 6 Summative Next Steps Assessment: Class roster attached


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
Student Assignment (1-5) Reteach Extend Slightly Transfer to a new
Topic
Estrellita 4 X
Bella 3 X
Lincoln 4 X
Henry 3 X
Mayela 5 X
Pa 3 X
Ashley 4 X
Garlo 4 X
Mena 3 X
Madison 5 X
Johanna 5 X
Neh Meh 5 X
Honesti 4 X
Joziah 3 X
Karla 3 X
Thoo Lei 5 X
Nadia 4 X
Mathias 4 X
Pedro 4 X
Allison 3 X
Mathew 3 X
Akaylah 3 X
Jorden 3 X