Edtpa Three Connected Lesson Plan-2

Winona State TPA Connected Lesson Plan (Day 1)
Teacher Candidate Name: _Fairy Apolo Grade & Subject Area:__2nd grade math Date for
Planned Lesson: 2/6/2023
Lesson Title Pennies, Nickels, and Dimes
MN/CC State Standard(s) MN Standard: Spatial Reasoning. 2.2.3.7: Identify pennies,

- direct quote from MN nickels, dimes and quarters. Find the value of a group of coins and
standards determine combinations of coins that equal a given amount, using
documents $ and ¢ symbols appropriately.
- if only focusing on one part of
a given standard, underline
the part being focused upon
Central Focus Solve word problems involving dollar bills, quarters, dimes, nickels,
- derived from standard, and pennies, using $ and ¢ symbols appropriately.
- communicates general goal
Learning Target for this Students will count to find the value of pennies, nickels, and
Lesson dimes.
- 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:
a. Domain-specific Acad Cent
vocabulary Dime
b. General Academic Nickel
vocabulary Pennies
(words used in school
across many subject b. General academic vocabulary:
areas) Solve
c. Syntax Sentence Frame: Problems
Example sentence that Symbols
students can use to Count
accomplish target
d. Point in lesson where -c. Sentence Frame: Pennies worth_____.
students will be given Nickels worth_______.
opportunity to use Dimes worth_______.
Academic Vocabulary -d. In phase 2 assessment, students will be asked to repeat after
(Note: It the teacher using the sentence frame Pennies worth_____,
is important that this Nickels worth_______, and dimes worth.
appear in TPA videotape
segments
Needed Teachers will use sentence frames to help students start their own
modifications/supports sentences.
a. Identify how some form of Teachers will help students who need help by giving more
additional support will be examples, helping with counting, and showing visuals to help
provided for some aspect students understand the assignment.
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 -McGraw Hill textbook chapter 8, pp. 483-488.
needed -Pennies, nickels, and dimes.
-powerpoint
-White board
-Markers
-Pencil
-Students workbook
Lesson Part Activity description / teacher does Students do

Phase 1 Teacher will said, “Today our learning Students will turn
State Target & Activate Prior target is that students will count to find the and talk to their
Knowledge value of pennies, nickels, and dimes.” neighbor a
a) Post the learning target Teacher will ask the essential question
statement and indicate “how do I count and use money.”
whether the teacher or
student(s) will read it aloud
b) Engage students in
activity to elicit / build prior
background knowledge
Phase 1 Assessment Teacher will said, “I want you to put your Students will put their
Explain the plan to capture head down and give me a thumbs up if head down and
data from this phase of the you know the worth of pennies, nickels, students will give a
lesson and dimes.” thumbs up if they
know the worth of
pennies, nickels, and
dimes.
Phase 2 Teacher Input / Teacher will pass out pennies, nickels and Students will follow
Inquiry - Explain dimes. along as the teacher
procedures On the projector, the teacher will take out demonstrates
- Demonstration the task pennies, nickels and dimes. thinking out loud.
- Teacher think aloud Teacher pulled out the coins and said “I
will pull out each coin and I want you to
repeat after me. This is pennies and
pennies worth one cent. This is nickels
and nickel worth 5 cents. This is a dime
and dime worth 10 cents.”
Teacher will say “Now I want you to take

out your work book. Tear out lesson one.
page 483-488.”
Phase 2 Assessment Assessment: Teacher will give students Using fake coins
Explain the plan to check sets of play coins. Teacher will say “On students will match
for understanding of page 483, I want you to match the coins to pennies, nickels and
steps / procedures its worth. After you are done, put your dimes to its worth.
demonstrated in this pencil down and you can put your head on
phase your table. I will come around and check
your answer.”
Phase 3 Guided Practice Teacher will say “ now look at the next Students will do 3
- Paired/collaborative page. We will do 1 and 2 together. We will and 4 with a partner.
work also do number 7,8,9, and 10 together”
- Teacher(s) may roam & “Now I want you to work on 3 and 4 with
assist your partner. I will come around and
check. After we are finished we will all
check together.
Phase 3 Assessment Assessment: Teacher will walk around the
Explain the plan to check classroom to see how each student are
for ability to apply doing, If there’s a few students that are
demonstrated confused, the teacher will help them.
steps/procedures
during guided practice
Phase 4 Independent Teacher will say “On your own I want you Student will work on
practice to do number 5 and 6.” their own
- Individual student work
Phase 4 Assessment Assessment: Teacher will check individual
Explain plan to check for answers.
ability to apply
demonstrated
steps/procedures
during independent
practice
Phase 5 Restatement & Assessment :
Closure a) Restate Teacher will say “Today's learning target is
learning target Students will count to find the value of
b) Explain a planned pennies, nickels, and dimes. Did we reach
opportunity for our learning target today? If you think we
students to self-assess have reached our target I want you to give
their perceived level of a thumbs up. Before we go, complete this
mastery for the target. assessment for lesson one and do your
best. This quiz will be on what we learn
today.”
Teacher will hand out an assessment for
lesson one.
Phase 6 Summative Next Assessment :Reteach, Extend Slightly,

Steps Transfer to new situation/topic
Attach a class roster (first Assessment one
names only) with 0=reteach 1=extend slightly 2=New topic
space to indicate for Name Reteach Extend slightly New Situation/topic
each student the Student 1 X
Student 2 x
needed next steps of Student 3 x
instruction. Student 4 X
Student 5 x
Student 6 x
Student 7 x
Student 8 x
Student 9 x
Student 10 x
Student 11 X
Student 12 x
Student 13 x
Student 14 X
Student 15 x
Student 16 x
Student 17 x
Student 18 X
Student 19 x
Student 20 x
Student 21 x
Student 22 x

Teacher Candidate Name: _Fairy ApoloGrade & Subject Area:__2nd grade math Date for
Lesson Title Quarters

Learning Target for this Students will count to find the value of coins.
Lesson
verb)
vocabulary Dime
vocabulary Penny
(words used in school Quarter
across many subject
areas) b. General academic vocabulary:
c. Syntax Sentence Frame: Solve
Example sentence that Problems
students can use to Symbols
accomplish target
d. Point in lesson where -c. Sentence Frame: Pennies worth_____.
students will be given Nickels worth_______.
opportunity to use Dimes worth_______.
Academic Vocabulary Quarter worth______.
(Note: It
is important that this -d. In phase 2 assessment students will be asked to match the
appear in TPA videotape coins to its worth using the sentence frame Pennies worth_____,
segments Nickels worth_______, Quarter worth____, and dimes
worth____.
student(s)
banks
frames
Resources & materials -McGraw Hill textbook chapter 8 Lesson 2, pp. 489-494.
needed -Pennies, nickels, quarters, and dimes.
-powerpoint
-White board

Phase 1 Teacher will said, “Today our learning Students will answer
State Target & Activate Prior target is that Students will count to find the “how I count and use
Knowledge value of coins.” money.”
a) Post the learning target Teacher will ask the essential question Student will do
statement and indicate “how do I count and use money.” problem of the day
whether the teacher or with the teacher.
Phase 1 Assessment Teacher will put on a quick check. Teacher Students will work on
Explain the plan to capture will said, “on your white board I want you “quick check” on their
data from this phase of the to solve this problem on your own. Once white board.
lesson you finish, put your marker down.”
Phase 2 Teacher Input / Student will answer

Inquiry - Explain Teacher will show this slide in the or make a guess on
procedures powerpoint. Teacher will say “ How do you how they count
- Demonstration the task count quarters?” quarters.
- Teacher think aloud
Teacher will say “Now I want you to take
out your work book. Tear out lesson two.
page 489-494.”
for understanding of page 489, I want you to match the coins to pennies, nickels,
steps / procedures its worth. After you are done, put your Quarters and dimes
demonstrated in this pencil down and you can put your head on to its worth.
your answer.”
Phase 3 Guided Practice Teacher will say, “now look at the next Students will do 3
work also do numbers 6, 9,10,11, and 12
- Teacher(s) may roam & together.”
assist “Now I want you to work on 3 and 4 with
your partner. I will come around and
check together.
Explain the plan to check classroom to see how each student is
for ability to apply doing. If there’s a few students that are
steps/procedures
Phase 4 Independent Teacher will say “On your own I want you Student will work on
practice to do number 5, 7 and 8 on your own.” their own
- Individual student work
Phase 4 Assessment Assessment: Teacher will check individual
Explain plan to check for answers.
ability to apply
demonstrated
steps/procedures
during independent
practice
Closure a) Restate Teacher will say “ Today's learning target
learning target is Students will count to find the value of
b) Explain a planned coins. Did we reach our learning target
opportunity for today? If you think we have reached our
students to self-assess target I want you to give a thumbs up.
their perceived level of Before we go, complete this assessment
mastery for the target. for lesson two and do your best. This quiz
will be on what we learn today.”
lesson two.

Steps Transfer to new situation/topic.
Attach a class roster (first Assessment two
names only) with 0-4=reteach 5-7=extend slightly 8-10=New
space to indicate for topic
each student the
needed next steps of Name Reteach Extend slightly New Situation/topic
instruction. Student 1 X
Student 2 X
Student 3 X
Student 4 X
Student 5 X
Student 6 X
Student 7 X
Student 8 X
Student 9 X
Student 10 x
Student 11 X
Student 12 X
Student 13 x
Student 14 x
Student 15 X
Student 16 x
Student 17 x
Student 18 x
Student 19 x
Student 20 x
Student 21 x
Student 22 x

Teacher Candidate Name: _Fairy ApoloGrade & Subject Area:__2nd grade math Date for
Lesson Title Count Coins

Learning Target for this Students will skip count and count on to determine the value of a
Lesson group of coins.
verb)
vocabulary Dime
vocabulary penny
(words used in school quarter
across many subject Value
areas) Coin
c. Syntax Sentence Frame: b. General academic vocabulary:
Example sentence that Solve
students can use to Problems
accomplish target symbols
d. Point in lesson where -c. Sentence Frame:
students will be given A____ is worth____ Cents.
opportunity to use The coin with the greatest value is_____.
Academic Vocabulary First I skip counted by_____ then I skip counted by_____.
(Note: It The value of all the coins is____ cents.
is important that this
appear in TPA videotape -d. In phase 2 assessment students will be asked to match the
segments coins to its worth using the sentence frame A____ is worth____
Cents.
The coin with the greatest value is_____.
First I skip counted by_____ then I skip counted by_____.
The value of all the coins is____ cents.
student(s)
banks
frames
Resources & materials -McGraw Hill textbook chapter 8 Lesson 3, pp. 495-500.
needed -Pennies, nickels, quarters, and dimes.
-powerpoint
-White board

Phase 1 Teacher will said, “Today our learning Students will answer
State Target & Activate Prior target is that students will skip count and “how I count and use
Knowledge count on to determine the value of a group money.”
a) Post the learning target of coins. ”
statement and indicate Teacher will ask the essential question
whether the teacher or “how do I count and use money.”
Phase 1 Assessment Teacher will put on a quick check. Teacher Students will work on
Explain the plan to capture will said, “on your white board I want you “quick check” on their
data from this phase of the to solve this problem on your own. Once white board.
lesson you finish, put your marker down.”
Phase 2 Teacher Input / Teacher will show this slide in the Students will answer
Inquiry - Explain powerpoint. Teacher will say “ How do you “how do you count a
procedures count a group of coins? Do we count them group of coins? Do
- Demonstration the task up and down or do we count them in a line we count them up
- Teacher think aloud straight across? Why do we count coins and down or do we
when they are in a line? How can you count them in a line
arrange a group of coins to make it easier straight across? Why
to count?” do we count coins
Teacher will say “Now I want you to take when they are in a
out your workbook. Go to lesson three. line? How can you
Page 495-500.” arrange a group of
coins to make it
easier to count?”
for understanding of page 495, I want you to match the coins to pennies, nickels,
steps / procedures its worth. After you are done, put your Quarters and dimes
demonstrated in this pencil down and you can put your head on to its worth.
your answer.”
Phase 3 Guided Practice Teacher will say, “now look at the next Students will do 3,4
work also do numbers 6, 7, and 8 together.”
- Teacher(s) may roam & “Now I want you to work on 3,4 and 5 with
assist your partner. I will come around and
check together.
Explain the plan to check classroom to see how each student is
for ability to apply doing. If there’s a few students that are
steps/procedures
Phase 4 Independent Teacher will say, “ we will do a quick Students will work on
practice review on what we just learned.” their own making
- Individual student work Teacher will hold out the coins and ask sure that they have
“what is this coin and how much is it the right amount of
worth? Now I will put out the coins and we coins to buy the
will count together finding how much all items that they want.
the coins are worth. Now I want us to go
into two groups. Some students will go to
the back table and some students will go
to the front table.”
“The name of this activity is called seller
and buyer. We will start by being in a
group of two. A group will start being the
seller and the other are the buyer. After
you buy the item, your group will become
the seller. The seller will go to the back of
the line and become the buyer. After every
group has a chance to be the buyer and
the seller, we will go into one line and one
person will be the seller. Another person
will be the buyer. After the buyer buys, the
buyer will become the seller. The seller will
go to the end of the line to be the buyer.
We will do a full rotation again. This
activity will help us relate to the real world
where we have to buy items”
Phase 4 Assessment Assessment: Teacher will watch and make
Explain plan to check for sure students are following the direction
ability to apply and make sure students are counting the
demonstrated money correctly.
steps/procedures
during independent
practice
Closure a) Restate Teacher will say “ Today's learning target
learning target is students will skip count and count on to
b) Explain a planned determine the value of a group of coins.
opportunity for Did we reach our learning target today? If
students to self-assess you think we have reached our target I
want you to give a thumbs up. Before we
their perceived level of go, complete this assessment for lesson
mastery for the target. three and do your best. This quiz will be
on what we learn today.”
lesson three.

Steps Transfer to new situation/topic.
Attach a class roster (first 0-4=reteach 5-7=extend slightly 8-10=New
names only) with topic
space to indicate for Name Reteach Extend slightly New Situation/topic
each student the Student 1 x
needed next steps of Student 2 x
instruction. Student 3 x
Student 4 X
Student 5 X
Student 6 X
Student 7 X
Student 8 X
Student 9 X
Student 10 X
Student 11 X
Student 12 X
Student 13 x
Student 14 X
Student 15 X
Student 16 X
Student 17 x
Student 18 x
Student 19 X
Student 20 x
Student 21 X
Student 22 x

Edtpa Three Connected Lesson Plan-2

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Winona State TPA Connected Lesson Plan (Day 1)

Lesson Title Pennies, Nickels, and Dimes

MN/CC State Standard(s) MN Standard: Spatial Reasoning. 2.2.3.7: Identify pennies,

Lesson Part Activity description / teacher does Students do

Teacher will say “Now I want you to take

Phase 6 Summative Next Assessment :Reteach, Extend Slightly,

each student the Student 1 X

Winona State TPA Connected Lesson Plan (Day 2)

MN/CC State Standard(s) MN Standard: Spatial Reasoning. 2.2.3.7: Identify pennies,

Lesson Part Activity description / teacher does Students do

Phase 2 Teacher Input / Student will answer

Phase 6 Summative Next Assessment :Reteach, Extend Slightly,

Winona State TPA Connected Lesson Plan (Day 3)

Lesson Title Count Coins

Lesson Part Activity description / teacher does Students do

Phase 6 Summative Next Assessment :Reteach, Extend Slightly,

each student the Student 1 x

needed next steps of Student 2 x

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