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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: TBA 1 Day

*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 Ann Bancroft: Minnesotas Explorer

MN/CCStateStandard(s) Example: MN Standard: Geometry.4.G.3: Recognize a line of symmetry for

- direct quote from MN standards a
documents MN ELA SS Standard Cite specific textual visual or
- if only focusing on one part of a physical evidence to support analysis of primary and secondary
given standard, underline the part sources, connecting insights gained from specific details to an
being focused upon understanding of the text as a whole.

MN ELA SS Standard Determine the central

ideas or information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among the key
details and ideas.
CentralFocus By analyzing and marking up the first chapter in the book No Horizon
- derived from standard, is So Far, students will juxtapose different aspects of exploration.
- communicates general goal By studying the life of Ann Bancroft, students will see that people with
disabilities (Bancroft has dyslexia) can accomplish great things.
LearningTargetforthis Possible language functions: Identify, explain, summarize, interpret, contrast,
Lesson justify
Example: Explain how X plays a role in.
- concisely says what students will
be able to know and do Explain how Ann Bancroft as a person, and as an explorer, helped
- start with appropriate language change human history and sets an example of achievement for all
function (active verb) people.
Identify the positive and negative aspects of exploration, as well as
how exploration has changed in the 20th century when there is no
new places (i.e. continents) to explore. How is exploring the world
still relevant?
AcademicLanguage(AL) A. Antarctica, glacier, Shackleton, McMurro Sound, Australian,
a. Domain-specific Acad Norwegian, skis, tent.
vocabulary B. Analyze, explore, explain, discuss.
b. General Academic vocabulary
(words used in school across
C. Ann Bancrofts life and experiences show that exploring the world
many subject areas) is still relevant because...
c. Syntax Sentence Frame: D. In Lesson Plan Phase 3, Students will be working independently
Example sentence that on reading the first chapter of the book No Horizon is So Far,
students can use to which was written by Bancroft and Arnesen. After reading and color
accomplish target coding the text, students will answer questions that are on the
projector in their notebooks.
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 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. Reading comprehension students will be given pre
additional support will be color-coded texts to help answer the questions. Will also be
provided for some aspect of given a simpler set of questions, with help from the para for
the lesson for given student(s) questions about the reading.
- visual, graphic, interactive B. Gifted student will be given the book itself to expand beyond
- reduced text, rewritten text, fill-in the one chapter that everyone else is reading.
the blank notes, word banks
- graphic organizers, sentence
Resources&materials No Horizon is Too Far book for GT student, photocopies of the first chapter for
needed other students. Will provide highlighters for students, one yellow and one light blue.

LessonPart Activity description / teacher does Students do

Phase1 Ex Learning Target: Teacher will read: Explain how Write quick write,
StateTarget&Activate X plays a role in. answer questions in
Ex Activate Prior Knowledge: Brainstorm what class
PriorKnowledge has heard about different forms of government
a) Post the learning target
statement and indicate Quick Write: Is exploring the planet still worthwhile?
whether the teacher or Can it impact us still?
student(s) will read it aloud
b) Engage students in activity After answering, ask if they can name any female
to elicit / build prior explorers. How does that make them feel if they
background knowledge cant? Do they know who Ann Bancroft is?
Phase 1 Assessment Collect quick writes, will inform instruction about Turn in quick writes
Explain the plan to capture modern exploration.
data from this phase of the

Phase2TeacherInput/ Will lecture on short biography on Ann Will take notes, give
Inquiry - Explain Bancroft: from MN, highlights of expeditions, student note outlines
procedures importance of her accomplishments and to follow along with
- Demonstration the task what it can mean for girls, as well as people important points.
- Teacher think aloud with disabilities. Show video about
Antarctica expedition, 2 minutes long.
Phase 2 Assessment Thumbs up/Thumbs down, check students for Thumbs up/Thumbs
Explain the plan to check for understanding and reteach/go over again anything down
understanding of steps / they are missing.
procedures demonstrated
in this phase

Phase3Independent Hand out reading, Ch. 1 of No Horizon is Read chapter.

practice So Far entitled Hell. Will provide Students will color
- Individual student work highlighters for activities, project questions code the texts, using
for reading on board. yellow for dangerous,
scary, etc. kinds of
phrases and
sentences, and blue
for positive phrases.
Phase 3 Assessment Let students read and answer questions, roaming as Students will answer
Explain the plan to check for needed to check progress. Simple as checking how questions that are
ability to apply students are doing, dont need to say anything.
projected on the
demonstrated board in their
steps/procedures during notebooks. Questions
guided practice will be based off of
what the students
were supposed to be
Phase4GuidedPractice Roam and check answers and Students will work
- Paired/collaborative work understanding. with seat partner and
- Teacher(s) may roam & compare questions,
assist ideas, and come up
with a question that
they would like to
know more about.
Phase 4 Assessment Moderating answers, asking questions about Answer questions
Explain plan to check for students, and guide the discussion around from teacher, give
ability to apply exploration and themes.
own answers from
demonstrated questions. Different
steps/procedures during perspectives and
independent practice understanding will
Phase5Restatement& Will ask students if they liked studying somebody that Answer questions.
Closure a) Restate they had never heard of.
Reask the question: Does exploration still have
learning target
relevance on Earth today? and cold call for some
b) Explain a planned answers.
opportunity for students to
self-assess their
perceived level of
mastery for the target.
Phase6SummativeNext 1-3 on how you felt students were doing for todays
Steps lesson. Mark answers down and differentiate/find
other strategies for future teaching.
Attach a class roster (first
names only) with space to
indicate for each student
the needed next steps of

*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