Winona State TPA-Referenced Lesson Plan

Teacher Candidate Name:

Keera Tijerina
Grade & Subject Area:
Reading Literature 5th
grade
Date for Planned Lesson: 2/10/2023

Personal Goal: My personal goal is to make sure everyone is following along and engaged in the lesson while I
read, as well as group and class discussions.

*Examples are given in the right-hand column. When submitting your lesson plan,
you may either replace the given examples or leave them intact.

Lesson Title Parker Inheritance: Chapter 17

MN/CC State Standard(s) MN Standard:
- direct quote from MN standards RL.5.2
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon

Central Focus Determine a theme of a story, drama from details in the text, including how
- derived from standard, characters in a story or drama respond to challenges or how the speaker in a poem
- communicates general goal reflects upon a topic; summarize the text.
Learning Target for this Lesson ● Students will connect what they are reading to their life.
- concisely says what students will ● Students will share their personal experiences with others
be able to know and do ● Students will listen with the intent to understand the experiences of others
- start with appropriate language
function (active verb)
Academic Language (AL) a. Domain-specific academic vocabulary:
a. Domain-specific Acad ● Altar
vocabulary ● Congregation
b. General Academic vocabulary ● Deacon
(words used in school across many ● Equate
subject areas) ● Forewarn
c. Syntax Sentence Frame: ● Juneteenth
Example sentence that students ● Seething
can use to accomplish target
d. Point in the lesson where b. General academic vocabulary:
students will be allowed to use ● Discrimination
● Bullying
Academic Vocabulary (Note: This
must 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)
a.visual, graphic, interactive
b.reduced text, rewritten text,
fill-in-the-blank notes, word
banks
c. graphic organizers, and
sentence frames
Resources & materials needed
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 an 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 of the task
- Teacher thinks aloud
● Harsh
●
c. Sentence Frame:
I will provide additional support by
● Providing a visual on the board of rewritten text.
Book, Packet, Pencil, and Reading notebook
Activity description/teacher does
The teacher will display the screen
showing the materials that the students will
need for today’s lesson. After the students
gather their materials the teacher will read
the unbolded text on the screen stating the
learning target.
The teacher will listen and make sure the
students are engaged by hearing the
response of the students.
The teacher will then review what the students
did the previous day. Reading the screen
displayed; “Last time we read chapter 16
through the lens of expectations. We thought….”
The teacher will then review the word
expectations means and what it means to them
as a class. The teacher will then ask students to
do a turn and talk discussing what happened in
ch.16 and how it relates to the theme of
Students do
Students will gather their
materials and then read as a
class the bolded text stating the
learning target;
I can….connect what I am
reading to my own life.
I can…..share my experiences
and how they relate to what I am
reading.
Students will read the text aloud
Students then think about the
word expectations and what that
word means to them. Then a
student will volunteer to discuss
after their turn talks about how
that theme related to the text.

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 the
ability to apply demonstrated
steps/procedures during guided
practice
Phase 4 Independent practice
- Individual student work
expectations. Then the teacher will ask
volunteers to summarize what they read
yesterday and how it relates to expectations.
The teacher will check for assessment by Students will discuss with their
walking around the room while the students are elbow buddies the expectations
taking turns and talking. Observing which on the\
students are engaging in the conversation, and board.
who is not.
The teacher will then display the Teach slide The students will open up their
stating the agenda for today's lesson; “Today we books to chapter 17 and follow
are going to read ch.17 through the lens of along with the teacher reading
discrimination and bullying. That means we are alothe ud.
going to think about how the events and
characters relate to this theme.”
The teacher will then check for those following Students will then read aloud if
along while reading, and call on random people called on or say pass.
to read. The students know that if the teacher
calls on them they can always pass. After the chapter is read the
students will get out their guided
After the chapter is read the teacher will then reading packet. The students will
ask the students to open up their guided reading then choose a corner to start in.
packets to the comprehension questions. When the music starts they will
walk around the room listening
The teacher will then read aloud the for the music to pause.
comprehension questions. Then the teacher will When the music does pause the
explain a merry-ground discussion around the students will then choose a
room. The teacher will then say that they should corner to go to and discuss the
bring their packets and possibly a whiteboard for first questions and write their
something to write on to complete the first three answer.
answers. Everyone pick a corner (remember
there can only be 4-5 people in a corner at a
time) when you hear the music you have to walk
counterclockwise around the room, and when
you hear the music stop go to the nearest corner
and discuss question 1 with your group and
write your answer down.
The teacher will then ask the students to head Students will then independently
back to their desks. The teacher will then tell the finish any questions that they did
students to finish up any questions they have not complete on their own.
not answered at their desks.
The teacher will also announce the exit
directions at this time giving the students their
jobs.
Do: Comprehension Questions
Put: Reading materials away at your desk
Then:
 ● Finish summary from yesterday
● Any Unfinished comprehension
questions from yesterday's chapter
● Independtly Read

Phase 4 Assessment The teacher will then walk around the room Students will finish any
Explain the plan to check for ability making sure that the students are writing and comprehension questions they
to apply demonstrated understanding about the text they wrote about. did not do or ask questions at
steps/procedures during this time.
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.
The teacher will then restate the learning target Students will then put their
after the teacher will then pass out a sticky note, answer on the sticky note with
and ask the students to write how the theme their names and place them on
related to the events/characters in today’s the whiteboard. That will be the
chapter. students' exit ticket to get ready
for lunch.

Phase 6 Summative Next Steps The teacher will check for understanding by Ali
Attach a class roster (first names reading the sticky notes displayed by the Connor
only) with space to indicate for students of their understanding of the theme, Morgan
each student the needed next and the relation to the characters. Thongbai
steps of instruction. Faith
Julian
Landyn
Titus
Devry
Treasure
Zoey
Elliot
Liam
Reia
Abdulrahman
Leo
Sophia
Henry
Lilly
Cale
Amel

*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