Winona State TPA-Referenced Lesson Plan

Teacher Candidate Name: _______ Grace Florin _______

Grade & Subject Area:_______ Grade 5, Spelling ________
Date for Planned Lesson:_______ January 31, 2023 _______
Personal Goal: What lesson delivery skill do you want to improve?
I want the skill of using context clues to help figure out answers to improve throughout the
students.

*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 5-16 Suffixes: Context Clues

MN/CC State Standard(s) 5.10.6.6: Acquire and use accurately grade-appropriate general academic
- direct quote from MN standards and domain-specific words and phrases, including those that signal
documents contrast, addition, and other logical relationships.
- if only focusing on one part of a
given standard, underline the part 5.10.5.5: Demonstrate understanding of figurative language, word
being focused upon relationship, and nuances in word meanings.
Central Focus Use the relationship between particular words (e.g., synonyms, antonyms,
- derived from standard, homographs) to better understand each of the words.
- communicates general goal
Learning Target for this Lesson Identify which word fits best with each description.
- concisely says what students will be
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) boredom, wisdom, stardom, freedom, sibling, lonesome, dumplings,
a. Domain-specific Acad vocabulary gosling, blindfold, wholesome, trifold, inkling, worrisome, twofold,
b. General Academic vocabulary threesome, seedling, earthling, tenfold, troublesome, bothersome
(words used in school across many write, antonym, synonym, complete
subject areas)
c. Syntax Sentence Frame: Example The opposite of _____ is _____.
sentence that students can use ____ is similar to ____.
to accomplish target In phase 3 the students will get a chance to work with their pod-mates to
d. Point in lesson where students will discuss why they think a certain word fits best with each problem they are
be given opportunity to use working on.
Academic Vocabulary (Note: It
is important that this appears in
TPA videotape segments
Needed modifications/supports VF will get one-on-one time for better explanation on the assignment if
a. Identify how some form of they find it to be too difficult to understand.
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 Spelling list, highlighter, pencil, worksheet, dictionary
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 correcting pen.
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
Activity description / teacher does Students do
Teacher will state the learning target students will be Students will listen
focusing on: “I can state the meaning and role of each to directions.
suffix team and define each word based on each
meaning.” Students will take
out needed
Teacher will have students take out homework and materials.
Students will correct
Teacher will have students pass homework to another homework.
student to correct.
Teacher will have answers up on the board.
Teacher will have students come up and give their Students will tell
score before turning it into the turn in bin. teacher their score.
Teacher will tell students to take out their spelling list, a Students will turn
pencil, and highlighter when they are telling teacher their work in.
their scores.
Students will return
to seat and take out
their spelling list, a
pencil, and a
highlighter.
Teacher will pass out assignment. Students will write
their names and
Teacher will have students write their names and numbers at the top.
numbers at the top.
Students will
Teacher will have students listen to each direction and highlight each
highlight as we go along. direction after it is
read.
Teacher will explain its independent work.
Teacher will ask if anyone has any questions. Students will raise
hands if they have
Teacher will have students use their materials questions.
(dictionary) to practice independent problem solving.
Teacher will clarify that students cannot use the
example sentences they find in the dictionary for their
answers.
Teacher will remind students that the beginning portion Students will
of work time is independent. independently
complete their
assignment.
Teacher will walk around and check progress. Students can
discuss with pod-
 Explain the plan to check for
ability to apply
demonstrated
steps/procedures during
guided practice
Phase 4 Independent
practice
- Individual student work
Teacher will let students collaborate on answers they mates on problems
might be having difficulty with. they may be
struggling with.
Teacher will let students share their fun sentences they
create once others have shown they have completed Students can share
their own work. their creative
sentences with each
other once all work
is complete.
Students will be
independently
working on
assignment.

Students will be
working at their
desks (no free
space).
Phase 4 Assessment Teacher will make sure students are working Students will be
Explain plan to check for independently. independently
ability to apply working on
demonstrated Teacher will get grade book put away. assignment.
steps/procedures during
independent practice
Teacher will put extra assignments in the spelling Students will be
folder. working at their
desks (no free
Teacher will put spelling material in Wednesday folder. space).

Teacher will remind students who finish to hold onto Students who finish
the assignment until the following day. early will put
homework in
spelling folder.

Phase 5 Restatement & Teacher will ask students on a thumps up, middle, or Students will show
Closure a) Restate down scale how they feel about their understanding of their knowledge
learning target the word’s meanings. based on how they
b) Explain a planned hold their thumbs
opportunity for students up.
to self-assess their
perceived level of
mastery for the target.
Phase 6 Summative Next Reteach Extend Transfer to new
Steps Slightly topic
Attach a class roster (first Loralee
names only) with space Ezra
to indicate for each
student the needed next Knox
steps of instruction. Kyra
Ethan
Olive
Nick
Cal
Isaac
Vivian
Keith
Piper
Grant
Charlie
Drew
Jackson
Mack
Mason
Amelia
Evie
Reyna
Esmé
Jackson
Charlie