TPA-Referenced Lesson Plan v2
Teacher Candidate Name: Cory Bennett
Grade & Subject Area: 4th Reading/Writing
Date for Planned Lesson: April 8th - April 11th
Lesson Title
MN/CC State Standard(s)
- direct quote from MN standards
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
Central Focus
- derived from standard,
- communicates general goal
Learning Target for this Lesson
- concisely says what students will be
able to know and do
4-Day Reading/Writing Plan for 4th Grade
4.1.1.1 Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
4.1.2.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
4.1.3.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific
details in the text (e.g., a character’s thoughts, words, or actions).
4.1.4.4 Determine the meaning of words and phrases as they are used in a text, including those
that allude to significant characters found in mythology (e.g., Herculean).
4.2.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text
relevant to a grade 4 topic or subject area.
4.2.5.5 Describe the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part of a text.
4.2.9.9 Integrate information from two texts on the same topic in order to write or speak about the
subject knowledgeably.
4.3.0.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Use
combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology
(e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of
context.
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.
4.6.3.3 Write narratives and other creative texts to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
4.6.4.4 Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
4.6.9.9 Draw evidence from literary or informational texts to support analysis, reflection, and
research.
4.8.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher- led) with diverse partners on grade 4 topics and texts, building on others’ ideas and
expressing their own clearly.
4.8.2.2 Paraphrase portions of a text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
4.10.1.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
4.10.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing
conventions when writing, speaking, reading, or listening.
4.10.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
4.10.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 4 reading and content, choosing flexibly from a range of strategies
4.10.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words
and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed,
whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and
endangered when discussing animal preservation).
Students will examine a variety of old folk tales. They will gain enough
familiarity with the texts so as to be able to summarize the texts,
paraphrase the texts, define words in the texts, rewrite the texts, illustrate
the texts, and consider the text from a variety of different viewpoints.
Students will be able to reiterate stories from the book. Students will be
able to describe the different characters both by their traits and the parts
- start with appropriate language they played in the stories. Students will be able to recognize and define the
function (active verb) vocabulary words attached to the lesson.

Academic Language (AL) a. Stole, Glade, Fierce, Dell, Winding, Patter, Clung,
a. Domain-specific Acad vocabulary suspicious, disgrace, absentminded, hobble, blunderbuss,
b. General Academic vocabulary Stern, etc.
(words used in school across many
subject areas) b. Fable, Text, Summarize, Reiterate, illustrate, Paraphrase, etc.
c. Syntax Sentence Frame: Example
sentence that students can use
to accomplish target c. Some of the ways I could check to see if my grandma isn’t a wolf would be…
d. Point in lesson where students will
be given opportunity to use d. All students are given a list of the vocabulary with definitions. During group reading,
Academic Vocabulary (Note: It students will be given the opportunity to aid and/or assist each other. Teacher will
prompt/remind if necessary.
is important that this appear in
TPA videotape segments

Needed modifications/supports The teacher will provide support and initiate conversations with students.
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 Story books, Pencils, a dictionary, Worksheets, and coffee
Lesson Part
Phase 1
State Target & 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
Phase 2 Teacher Input / 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
Phase 3 Guided Practice
- Paired/collaborative work
- Teacher(s) may roam & assist
Phase 3 Assessment
Explain the plan to check for
ability to apply demonstrated
steps/procedures during
guided practice
Phase 4 Independent practice
- Individual student work
Activity description / teacher does Students do
During days 1-4, the teacher will facilitate group The students will
discussions, read with students aloud, model and engage in discussions,
assist in group/individual worksheets. Each day will
cover a different fairy tale, a different discussion, and
reading, writing, and
a different set of worksheets relevant to the story. illustrating activities
Students will be able to reiterate stories from both in whole and small
the book. Students will be able to describe group
the different characters both by their traits
and the parts they played in the stories.
Students will be able to recognize and define
the vocabulary words attached to the lesson.
Teacher will read aloud.
Student’s responses, readings, completed worksheets, Students will provide
and illustrations will be assessed by the teacher responses, readings,
throughout the 8-day period.
completed worksheets,
and illustrations to be
assessed by the
teacher.
Teacher will explain expectations before every Students will
lesson clearly. Teacher will stimulate demonstrate P.A.R.
discussions using inquiry-based methods. during the 8-day lesson
Teacher will model how to perform the plan. Students will
readings, how to complete the worksheets, and participate in “I do,” “we
how to illustrate the text. do,” “you do” style
instruction
The expectations will be on “P.A.R.” Students will
P- Participation demonstrate P.A.R. with
A-Appropriate volume both the teacher and
R- Respect their peers.
Students will be assessed based on their
behavior related to P.A.R.
Teacher will work together with students in both Students will work both
group, and individual work. Teacher on day (x) in pairs, and individually
will bring a dictionary. One group of students
will find a vocab word from the text. That group
will paraphrase the definition to group number
two to act out or illustrate.
Teacher will assess group one for the ability to Students will work both
find vocab definitions. Teacher will assess in pairs, and individually
group two for the ability to
“reiterate/paraphrase” with charades and/or
illustrations. Teacher will assess both groups for
an understanding of the material
Teacher will provide each individual student Students will respond
with all necessary materials and individually, read from
instruction/assistance. the text individually,

Phase 4 Assessment
Explain plan to check for ability to
apply demonstrated
steps/procedures during
independent practice
Phase 5 Restatement & Closure
a) Restate learning target
b) Explain a planned opportunity
for students to self-assess
their perceived level of
mastery for the target.
Phase 6 Summative Next Steps
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
complete the
worksheets individually,
and illustrate the story
individually.
Teacher will assess individual student performance Students will provide
throughout the lesson plan teacher with
opportunities to assess
their individual
performance throughout
the lesson plan
Have students fill out
Teacher will provide students with questionnaires and self-
questionnaires related to the learning target that assess
include a form of self-assessment.
Students will be able to reiterate stories from
the book. Students will be able to describe the
different characters both by their traits and the
parts they played in the stories. Students will be
able to recognize and define the vocabulary
words attached to the lesson.
N/A N/A