TPA-Referenced Lesson Plan v2
Teacher Candidate Name: Hannah Hasz
Grade & Subject Area: Algebra 1
Date for Planned Lesson: Tuesday
LessonTitle
MN/CCStateStandard(s)
- direct quote from MN standards
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
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
*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Money Grows and the rainforest disappears
HSF-IF.C.7a: Graph functions expressed symbolically and show key
features of the graph, by hand in simple cases and using technology for
more complicated cases.*
HSF-IF.C.7e: Graph exponential and logarithmic functions, showing
intercepts and end behavior, and trigonometric functions, showing
period, midline, and amplitude.
HSF-IF.C.9: Compare properties of two functions each represented in a
different way (algebraically, graphically, numerically in tables, or by
verbal descriptions). For example, given a graph of one quadratic
function and an algebraic expression for another, say which has the
larger maximum.
HSF-LE.A.1: Distinguish between situations that can be modeled with
linear functions and with exponential functions.
HSF-LE.A.2: Construct linear and exponential functions, including
arithmetic and geometric sequences, given a graph, a description of a
relationship, or two input-output pairs (include reading these from a
table).
HSF-LE.B.5: Interpret the parameters in a linear or exponential function
in terms of a context.
Students will explore functions of growth and decay exponentially.
Students will be able to compare exponential growth and decay.
Students will be able to determine if an exponential function is a geometric sequence
a. Exponential growth, exponential decay, exponential equations, rate,
percentage, function, graph, parent function
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
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
Neededmodifications/supports Abby: Abby can use a screen reader to read the money and rainforest
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
b. Population, increase, decrease, predict, represent
c. The rainforest is decreasing exponentially at a rate of ____%.
The percent of exponential decay of the rainforest is ____.
d. In phase 3 below, students will be discussing their investigation on the rainforest or the
money problem with their group members as well as the class as a whole.
investigation problems.
Dillon: Dillon can also use a screen reader to read the money and rainforest
investigation problems or have a member in his group read the problems out loud
to the entire group.
Paul: Have para help explain investigation and write up exit slip
Samir: Working in the groups should help him understand and communicate
during the investigation but allow him to write the exit slip in his native language
and then translate it before handing it in.
Juanita: Since Juanita is busy after school with helping her parents, she doesnt
have to complete all of the homework, just ones that i mark as the most important
that will show me she understands it.
Daniella: None needed since there is no new vocabulary being learned in this
lesson
Luke: Give work for the week for him to do. If/when he finishes he can work on
other subjects.
Hand out of the Disappearing Rainforest, One Million Dollars or One Penny, and
homework.
Scratch paper to solve the problems
Exit slip
Ipad
LessonPart
Phase1
StateTarget&Activate Prior
Knowledge
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/ Read through both the One million dollars or
Inquiry - Explain procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures demonstrated in
this phase
Phase3GuidedPractice Within their groups, students will work through
- Paired/collaborative work
- Teacher(s) may roam & assist
Activity description / teacher does Students do
Prior to class, write the learning target on the board Students will begin to
where students can read it when they come to class. think about penny
Introduce activity by first splitting the class into 5 groups
problem and quickly
of about 5 students per group. Ask students initial decide if they would
thought on penny problem. Make a chart on the take the million dollars
board for everyone to see on how many would take or the 1 penny that
the million and how many choose the penny. Explain doubles every day for
that we will come back and see if we need to modify
chart after activity. Then hand out fact sheet about
one month. Make class
chart together on the
the rainforest and have students read through it, write
a short response highlighting 2 important things they board. Read through
got from it and have them discuss within their groups. rainforest fact sheet
After small group discussion we will discuss as a and write up short
larger group what we thought.
response. Discuss with
small group then with
larger
Collect short response and read through. If they wrote Hand in short response
something that makes sense and relates to the fact
sheet then they get 2 points for completion.
Silently read along with
one penny and The Disappearing rainforest teacher. Ask any
activity out loud to the class as a whole. clarifying questions and
begin to think about
Encourage students to use tables, graphs, ideas on how to start
equations, etc to help represent their ideas and and work through the
work. activity.
Complete a quick thumbs up/thumbs down asking if Thumbs up if they
they understand what the object of each activity is understand, thumbs
and if they have some ideas on how to start down if they want
something re-explained
Students will
the activity i gave them. (They will only be collaborate with each
doing one or the other) other and work through
the activity.
I will be walking around and answering any
questions that come up and help guide
students in the right direction with their ideas of Students will create
how to work through the problem. answer sheet, compare
and discuss how similar
After about 25 minutes of work time we will groups solved the
wrap things up and the students will collectively problem, talk about
within their group write up one answer sheet which dollar amount
with their math and short responses of they would choose
 justification to their way of thinking with all their now, and come up with
names on it. Then, groups who had the same 3 ideas on how to help
activity will all get together, exchange answer save the rainforest.
sheets, read through them and discuss the way
they solved the problem and for the penny Share with the large
activity, state whether they changed their mind group
from the opening activity as to which money
amount they would take. For the rainforest
group they will also discuss how they solved
the problem and come up with 3 ideas on how
help save the rainforest.

Share with the class what was discussed within

Phase 3 Assessment
Explain the plan to check for
ability to apply
demonstrated
steps/procedures during
guided practice
the groups and for the Million dollar/one penny
groups, change and re-record which one they
pick and write it on the table created on the
board during the opening activity.
Hand in group answer sheet Self reflect on how well
the activity went and
Have kids complete a 3-2-1 to hand in. (3 things they
learned, 2 things they thought were interesting and cool,
how much they
understood the math
1 question they still have)
being done. Complete
3-2-1

Phase4Independentpractice Very little homework. 1 take home problem will Complete homework
- Individual student work be assigned that involves the same way of
thinking as the rainforest activity except this
problem will be about population growth which
leads into tomorrows lesson.
Phase 4 Assessment Students will hand in answers to homework at the Hand in homework
Explain plan to check for ability beginning of tomorrows lesson.
to apply demonstrated
steps/procedures during
independent practice

Phase5Restatement& To close the class Ill ask students to respond to the Complete exit slip
Closure a) Restate following prompt as an exit slip: What surprised you before leaving
about your answers to todays problem? How do you
learning target
understand how the math works to lead to such a
b) Explain a planned opportunity surprising answer?
for students to self-assess
their perceived level of
mastery for the target.
Phase6SummativeNext Read over exit slips and make comments and give
Steps productive feedback to the students.
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