TPA-Referenced Lesson Plan v2

Teacher Candidate Name: Cory Bennett

Lesson Title 4-Day Reading/Writing Plan for 4th Grade

MN/CC State Standard(s) 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.
- direct quote from MN standards 4.1.2.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
documents 4.1.3.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific
- if only focusing on one part of a 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
given standard, underline the part that allude to significant characters found in mythology (e.g., Herculean).
being focused upon 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).

Central Focus Students will examine a variety of old folk tales. They will gain enough
- derived from standard, familiarity with the texts so as to be able to summarize the texts,
- communicates general goal paraphrase the texts, define words in the texts, rewrite the texts, illustrate
the texts, and consider the text from a variety of different viewpoints.
Learning Target for this Lesson Students will be able to reiterate stories from the book. Students will be
- concisely says what students will be able to describe the different characters both by their traits and the parts
able to know and do
- 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 Activity description / teacher does Students do
Phase 1 During days 1-4, the teacher will facilitate group The students will
State Target & Activate Prior discussions, read with students aloud, model and engage in discussions,
assist in group/individual worksheets. Each day will
Knowledge cover a different fairy tale, a different discussion, and
reading, writing, and
a) Post the learning target a different set of worksheets relevant to the story. illustrating activities
statement and indicate whether Students will be able to reiterate stories from both in whole and small
the teacher or student(s) will read the book. Students will be able to describe group
it aloud
the different characters both by their traits
b) Engage students in activity to
elicit / build prior background and the parts they played in the stories.
knowledge Students will be able to recognize and define
the vocabulary words attached to the lesson.
Teacher will read aloud.
Phase 1 Assessment Student’s responses, readings, completed worksheets, Students will provide
Explain the plan to capture data and illustrations will be assessed by the teacher responses, readings,
from this phase of the lesson throughout the 8-day period.
completed worksheets,
and illustrations to be
assessed by the
teacher.
Phase 2 Teacher Input / Inquiry Teacher will explain expectations before every Students will
- Explain procedures lesson clearly. Teacher will stimulate demonstrate P.A.R.
- Demonstration the task discussions using inquiry-based methods. during the 8-day lesson
- Teacher think aloud 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
Phase 2 Assessment The expectations will be on “P.A.R.” Students will
Explain the plan to check for P- Participation demonstrate P.A.R. with
understanding of steps / A-Appropriate volume both the teacher and
procedures demonstrated in R- Respect their peers.
this phase Students will be assessed based on their
behavior related to P.A.R.

Phase 3 Guided Practice Teacher will work together with students in both Students will work both
- Paired/collaborative work group, and individual work. Teacher on day (x) in pairs, and individually
- Teacher(s) may roam & assist 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.
Phase 3 Assessment Teacher will assess group one for the ability to Students will work both
Explain the plan to check for find vocab definitions. Teacher will assess in pairs, and individually
ability to apply demonstrated group two for the ability to
steps/procedures during “reiterate/paraphrase” with charades and/or
guided practice illustrations. Teacher will assess both groups for
an understanding of the material
Phase 4 Independent practice Teacher will provide each individual student Students will respond
- Individual student work with all necessary materials and individually, read from
instruction/assistance. the text individually,
 complete the
worksheets individually,
and illustrate the story
individually.
Phase 4 Assessment Teacher will assess individual student performance Students will provide
Explain plan to check for ability to throughout the lesson plan teacher with
apply demonstrated opportunities to assess
steps/procedures during their individual
independent practice performance throughout
the lesson plan
Phase 5 Restatement & Closure Have students fill out
a) Restate learning target Teacher will provide students with questionnaires and self-
questionnaires related to the learning target that assess
b) Explain a planned opportunity
for students to self-assess include a form of self-assessment.
their perceived level of Students will be able to reiterate stories from
mastery for the target. 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.
Phase 6 Summative Next Steps N/A N/A
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