TPA-Referenced Lesson Plan Template
v2
Name: Matthew Meno
Date & Time of Lesson: 11/10/16 1310 Grade & Subject Area: 4th Grade Humanities
*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
C.I.A Day 17: Use Important Details to Make Predictions (Chapter 9, PP 72-79)
MN/CC State
Standard(s)
RL 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.
Central Focus
Students will use evidence from the text to make predictions
- direct quote from MN
standards
documents
- if only focusing on one part of
a given standard, underline the
part being focused upon
- derived from standard
- communicates general goal
Learning Target
Possible language functions: Identify, explain, summarize, interpret, contrast,
justify
Example: Explain how X plays a role in.
Predict events based on evidence in the text
Academic Language
(AL)
a. Domain-specific academic vocabulary ex: perpendicular, separatist, fable..
- concisely says what students
will be able to know and do
- start with appropriate
language function (active verb)
a. Domain-specific academic
vocabulary
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
Needed
Modifications/Supports
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. General academic vocabulary ex: essay, illustrate, contrast, critique, table
Honest
Dishonest
Predict
Prediction
c. Sentence Frame ex: X & Y are different because... I agree with X because the text
says
When the book said__. I made a prediction. I was thinking __.
d. In Lesson Part 2 Assessment (below), students will be asked to explain X to a
partner using at least 2 of the following words
When students turn and talk to their partners, they will be encouraged to
use the vocabulary we learned today.
Students will use the word predict and prediction in their sentence frames.
Ex: BP will accomplish the stated target, with the added support of sentence frames
and a word
Sentence Frames: When the book said __, I made a prediction. I was thinking __.
Ex: handout on X, Graphic organizer on Z, McGraw Hill textbook chapter 4, pp. 4852.
Shiloh Book
CIA Vocabulary Packet
Blue Notebook
Lesson Part
Phase 1: State Target &
Activate Prior
Activity Description
Teacher does:
It is now time for us to work on
Shiloh, so I need everyone to grab
Activity Description
Students do:
o Students will be
expected to fill
Knowledge
a.
b.
Post the learning
target
statement and
indicate whether
the teacher or
student(s) will
read it aloud
Engage students
in activity to
elicit / build prior
background
knowledge
Phase 1 Assessment
Check for
Understanding
Phase 2: Teacher
Input/Inquiry
Explain the plan to capture data
from this phase of the lesson
a. Explain procedures
b. Demonstration of the task
c. Teacher think aloud
out the
vocabulary page
Honest vs
Dishonest along
with the teacher.
your CIA vocabulary packets, grab
your blue notebooks, and we will
start with vocabulary today.
o Our vocabulary words for
today are honest vs
dishonest. When we look at
these words, we can see
that they have the same
base word honest.
Honest means
characterized by truth.
The prefix dis means
separate or not. So if
honest means something
that is truthful, what does
dishonest mean?
o I will read some examples
from the text to show you
our vocabulary words in
context.
o And I wont ask him [the
stranger] where home is,
neither, so when Ma asks me
where the dog is, I can tell
her honest I dont know
o Martys dad points out
Martys dishonesty when he
says, You keeping Judds
dog up there on our hillgot
a place for him all built,
never letting on. What else
you keeping from me?
o Okay, next I would like to
write down a few examples
of what being honest is. Who
has an idea?
o Now, I would like to write
down a few examples of
what dishonest means. Who
has an idea?
o Last, I would like you to
write a word, phrase, or
draw a sketch of something
that will help you remember
the words honest and
dishonest
Students will show their
understanding of the words
dishonest and honest by writing two
phrases or drawing sketches of what
they think honest and dishonest are
and explain what their drawings are
when asked.
We have learned that good readers
gather evidence to support their line
of thinking. Today, we will learn that
good readers make predictions
based on the text and what they
know about the genre.
Who can tell me what a prediction
is?
In realistic fiction, the main
character will often change over the
course of the book. I will model how
to pay attention to the clues in the
text that will help me make a
Students will be asked
to make predictions
using evidence from
the text.
prediction about how Marty will
change by the end of the book.
Today, we will be using this stem for
turn and talk: When the book said
__, I made a prediction. I was
thinking __.
Begin reading chapter 9, stop
after Not in the eyes of the
law it doesnt
When the book said Ma told
Marty the dog didnt belong
to him, I made a prediction. I
was thinking that Ma believes
in the law and trying to teach
Marty that it is right to give
the dog back to Judd. I predict
that Marty will begin to
change his thinking about
what is right and what is
wrong.
Phase 2 Assessment
Check for
Understanding
Students will be asked to give
explain what a prediction is.
Phase 3: Guided
Practice
Continue reading until I dont
answer, because the very thing
crossed my mind
Turn and talk to your partners using
this stem When the book said __, I
made a prediction. I was thinking __.
Who would like to share what they
talked about with their partner?
Continue reading until Got one day
to decide what to do with Shiloh,
and nothing I think of is right
Turn and talk to your partners using
this stem When the book said __, I
made a prediction. I was thinking __.
Who would like to share what they
talked about with their partner?
Continue reading until And Im bent
over there in the beam of Dads
flashlight, bawling, and I dont even
care.
Turn and talk to your partners using
this stem When the book said __, I
made a prediction. I was thinking __.
Who would like to share what they
talked about with their partner?
Explain the plan to check for
understanding of steps/
procedures demonstrated in this
phase
a. Paired/collaborative work
b. Teacher(s) may roam & assist
Phase 3 Assessment
Check for
Understanding
Explain the plan to check for
ability to apply demonstrated
Students will turn and talk to their
partners while the teacher roams
the classroom.
Teacher will call on students to share
what they discussed.
Students will discuss in
pairs predictions they
can make about the
text.
steps/ procedures during guided
practice
Phase 4: Independent
Practice
Individual student work
Phase 4 Assessment
Check for
Understanding
Students will fill in the last part of
the chart individually and answer in
the form of the sentence stem if
asked.
Today, we learned to stop and make
predictions as we read. We also were
able to find evidence of our thinking
in the text and in the genre. As you
go forward, remember to stop and
think deeply about the characters
actions and emotions in a story.
Explain the 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.
Part 6: Summative Next
Steps
Finally, I would like you to fill
out one more space on your
Line of Thinking charts. Go
ahead and open your blue
notebooks and fill in one
event on your chart. What did
you notice about Marty in this
section that we read? What
may have affected his line of
thinking?
Who would like to share what
they wrote down?
Students will fill in the
last part of the chart
individually and answer
in the form of the
sentence stem if asked.
Assessment Example: (3 columns on attached roster)
Reteach, Extend Slightly, Transfer to new situation/topic
Attach a class roster (first
names only) with space to
indicate for each student the
needed next steps of
instruction.
Note: When submitting your EdTPA for formal scoring, it is recommended that you conduct a planned preassessment to be done at the beginning of your 3-5 lesson sequence, as well as a planned post-assessment to be
done at end of your 3-5 lesson sequence.
*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 10/2016
