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
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
a
MN ELA SS Standard 11.12.1.1 Cite specific textual visual or
physical evidence to support analysis of primary and secondary
sources, connecting insights gained from specific details to an
understanding of the text as a whole.

MN ELA SS Standard 11.12.2.2 11.12.2.2 Determine the central

CentralFocus
- derived from standard,
- communicates general goal
LearningTargetforthis
Lesson
- concisely says what students will
be able to know and do
- start with appropriate language
function (active verb)
AcademicLanguage(AL)
a. Domain-specific Acad
vocabulary
b. General Academic vocabulary
(words used in school across
many subject areas)
c. Syntax Sentence Frame:
Example sentence that
students can use to
accomplish target
ideas or information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among the key
details and ideas.
By analyzing and marking up the first chapter in the book No Horizon
is So Far, students will juxtapose different aspects of exploration.
By studying the life of Ann Bancroft, students will see that people with
disabilities (Bancroft has dyslexia) can accomplish great things.
Possible language functions: Identify, explain, summarize, interpret, contrast,
justify
Example: Explain how X plays a role in.
Explain how Ann Bancroft as a person, and as an explorer, helped
change human history and sets an example of achievement for all
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?
A. Antarctica, glacier, Shackleton, McMurro Sound, Australian,
Norwegian, skis, tent.
B. Analyze, explore, explain, discuss.
C. Ann Bancrofts life and experiences show that exploring the world
is still relevant because...
D. In Lesson Plan Phase 3, Students will be working independently
on reading the first chapter of the book No Horizon is So Far,
which was written by Bancroft and Arnesen. After reading and color
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
modifications/supports
a. Identify how some form of
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
LessonPart
Phase1
StateTarget&Activate
PriorKnowledge
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
Phase2TeacherInput/
Inquiry - Explain
procedures
- Demonstration the task
- Teacher think aloud
Ex: BP will accomplish the stated target, with the added support of sentence frames
and a word
A. Reading comprehension students will be given pre
color-coded texts to help answer the questions. Will also be
given a simpler set of questions, with help from the para for
questions about the reading.
B. Gifted student will be given the book itself to expand beyond
the one chapter that everyone else is reading.
No Horizon is Too Far book for GT student, photocopies of the first chapter for
other students. Will provide highlighters for students, one yellow and one light blue.
Activity description / teacher does Students do
Ex Learning Target: Teacher will read: Explain how Write quick write,
X plays a role in. answer questions in
Ex Activate Prior Knowledge: Brainstorm what class
has heard about different forms of government
discussion.
Quick Write: Is exploring the planet still worthwhile?
Can it impact us still?
After answering, ask if they can name any female
explorers. How does that make them feel if they
cant? Do they know who Ann Bancroft is?
Collect quick writes, will inform instruction about Turn in quick writes
modern exploration.
Will lecture on short biography on Ann Will take notes, give
Bancroft: from MN, highlights of expeditions, student note outlines
importance of her accomplishments and to follow along with
what it can mean for girls, as well as people important points.
with disabilities. Show video about
Antarctica expedition, 2 minutes long.

Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures demonstrated
in this phase
Phase3Independent
practice
- Individual student work
Phase 3 Assessment
Explain the plan to check for
ability to apply
demonstrated
steps/procedures during
guided practice
Phase4GuidedPractice
- Paired/collaborative work
- Teacher(s) may roam &
assist
Phase 4 Assessment
Explain plan to check for
ability to apply
demonstrated
steps/procedures during
independent practice
Phase5Restatement&
Closure a) Restate
learning target
b) Explain a planned
opportunity for students to
self-assess their
https://www.youtube.com/watch?v=1JZMEr
em7B4
Thumbs up/Thumbs down, check students for Thumbs up/Thumbs
understanding and reteach/go over again anything down
they are missing.
Hand out reading, Ch. 1 of No Horizon is Read chapter.
So Far entitled Hell. Will provide Students will color
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.
Let students read and answer questions, roaming as Students will answer
needed to check progress. Simple as checking how questions that are
students are doing, dont need to say anything.
projected on the
board in their
notebooks. Questions
will be based off of
what the students
were supposed to be
color-coding.
Roam and check answers and Students will work
understanding. with seat partner and
compare questions,
ideas, and come up
with a question that
they would like to
know more about.
Moderating answers, asking questions about Answer questions
students, and guide the discussion around from teacher, give
exploration and themes.
own answers from
questions. Different
perspectives and
understanding will
guide.
Will ask students if they liked studying somebody that Answer questions.
they had never heard of.
Reask the question: Does exploration still have
relevance on Earth today? and cold call for some
answers.
 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
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