TPA-Referenced Lesson Plan v2
Teacher Candidate Name: Hannah Hasz
Grade & Subject Area: Algebra 1
Date for Planned Lesson: Tuesday
Lesson Title
MN/CC State Standard(s)
- direct quote from MN standards
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
Central Focus
- derived from standard,
- communicates general goal
Learning Target for this Lesson
- concisely says what students will be
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL)
a. Domain-specific Acad vocabulary
b. General Academic vocabulary
(words used in school across many
subject areas)
*Examples are given in the right hand column. When submitting your lesson plan, you
may either replace the given examples or leave them intact.
Money Grows and the rainforest disappears
HSF-IF.C.7a: Graph functions expressed symbolically and show key
features of the graph, by hand in simple cases and using technology for
more complicated cases.*
HSF-IF.C.7e: Graph exponential and logarithmic functions, showing
intercepts and end behavior, and trigonometric functions, showing
period, midline, and amplitude.
HSF-IF.C.9: Compare properties of two functions each represented in a
different way (algebraically, graphically, numerically in tables, or by
verbal descriptions). For example, given a graph of one quadratic
function and an algebraic expression for another, say which has the
larger maximum.
HSF-LE.A.1: Distinguish between situations that can be modeled with
linear functions and with exponential functions.
HSF-LE.A.2: Construct linear and exponential functions, including
arithmetic and geometric sequences, given a graph, a description of a
relationship, or two input-output pairs (include reading these from a
table).
HSF-LE.B.5: Interpret the parameters in a linear or exponential function
in terms of a context.
Students will explore functions of growth and decay exponentially.
Students will be able to compare exponential growth and decay.
Students will be able to determine if an exponential function is a geometric sequence
a. Exponential growth, exponential decay, exponential equations, rate,
percentage, function, graph, parent function
b. Population, increase, decrease, predict, represent
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
c. The rainforest is decreasing exponentially at a rate of ____%.
The percent of exponential decay of the rainforest is ____.
d. In phase 3 below, students will be discussing their investigation on the rainforest or the
money problem with their group members as well as the class as a whole.
Abby: Abby can use a screen reader to read the money and rainforest
investigation problems.
Dillon: Dillon can also use a screen reader to read the money and rainforest
investigation problems or have a member in his group read the problems out loud
to the entire group.
Paul: Have para help explain investigation and write up exit slip
Samir: Working in the groups should help him understand and communicate
during the investigation but allow him to write the exit slip in his native language
and then translate it before handing it in.
Juanita: Since Juanita is busy after school with helping her parents, she doesnt
have to complete all of the homework, just ones that i mark as the most important
that will show me she understands it.
Daniella: None needed since there is no new vocabulary being learned in this
lesson
Luke: Give work for the week for him to do. If/when he finishes he can work on
other subjects.
See RTI attached at the bottom for John Doe
Hand out of the Disappearing Rainforest, One Million Dollars or One Penny, and
homework.
Scratch paper to solve the problems
Exit slip
Ipad
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 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
Activity description / teacher does Students do
Prior to class, write the learning target on the board Students will begin to
where students can read it when they come to class. think about penny
problem and quickly
Introduce activity by first splitting the class into 5 groups
decide if they would
of about 5 students per group. Ask students initial
thought on penny problem. Make a chart on the take the million dollars
board for everyone to see on how many would take or the 1 penny that
the million and how many choose the penny. Explain doubles every day for
that we will come back and see if we need to modify one month. Make class
chart after activity. Then hand out fact sheet about the
rainforest and have students read through it, write a chart together on the
short response highlighting 2 important things they got board. Read through
from it and have them discuss within their groups. rainforest fact sheet and
After small group discussion we will discuss as a write up short response.
larger group what we thought. Discuss with small
group then with larger
Collect short response and read through. If they wrote Hand in short response
something that makes sense and relates to the fact sheet
then they get 2 points for completion.
Read through both the One million dollars or Silently read along with
one penny and The Disappearing rainforest teacher. Ask any
activity out loud to the class as a whole. clarifying questions and
begin to think about
Encourage students to use tables, graphs, ideas on how to start
equations, etc to help represent their ideas and and work through the
work. activity.
Complete a quick thumbs up/thumbs down asking if Thumbs up if they
they understand what the object of each activity is understand, thumbs
and if they have some ideas on how to start down if they want
something re-explained
Within their groups, students will work through Students will collaborate
the activity i gave them. (They will only be with each other and
doing one or the other) work through the
activity.
I will be walking around and answering any
questions that come up and help guide students
in the right direction with their ideas of how to Students will create
work through the problem. answer sheet, compare
and discuss how similar
After about 25 minutes of work time we will groups solved the
wrap things up and the students will collectively problem, talk about
within their group write up one answer sheet which dollar amount
with their math and short responses of they would choose now,
justification to their way of thinking with all their and come up with 3
names on it. Then, groups who had the same ideas on how to help

Phase 3 Assessment
Explain the plan to check for
ability to apply demonstrated
steps/procedures during
guided practice
Phase 4 Independent practice
- Individual student work
Phase 4 Assessment
Explain plan to check for ability to beginning of tomorrows lesson.
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.
Phase 6 Summative Next Steps
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
activity will all get together, exchange answer save the rainforest.
sheets, read through them and discuss the way
they solved the problem and for the penny Share with the large
activity, state whether they changed their mind group
from the opening activity as to which money
amount they would take. For the rainforest
group they will also discuss how they solved the
problem and come up with 3 ideas on how help
save the rainforest.
Share with the class what was discussed within
the groups and for the Million dollar/one penny
groups, change and re-record which one they
pick and write it on the table created on the
board during the opening activity.
Hand in group answer sheet Self reflect on how well
the activity went and
Have kids complete a 3-2-1 to hand in. (3 things they how much they
learned, 2 things they thought were interesting and cool,
1 question they still have) understood the math
being done. Complete
3-2-1
Very little homework. 1 take home problem will Complete homework
be assigned that involves the same way of
thinking as the rainforest activity except this
problem will be about population growth which
leads into tomorrows lesson.
Students will hand in answers to homework at the Hand in homework
To close the class Ill ask students to respond to the Complete exit slip
following prompt as an exit slip: What surprised you before leaving
about your answers to todays problem? How do you
understand how the math works to lead to such a
surprising answer?
Read over exit slips and make comments and give
productive feedback to the students.
Exceptionality:
EBD Measurabl Time-
Strategies Actionable Realistic
Student: John e bound
Doe

John and
Student John
his
Doe (male,
teachers
16 years old,
will meet
IEP) will
on a
initiate John will write
weekly
communicati John will in his journal
basis to
ve write in a about his
go over
interactions journal interactions
Yes. The journal
Tier II Intervention with others everyday throughout the
journal entries,
Goal: John Doe 4/5 keeping class period
will stay what he
will increase social opportunities track of all that involves
in the is doing
and mathematical . his what
classroo well in
communication John Doe will interaction interactions he
m and and what
skills to 80% by spontaneous s had
he will he can
the end of 2 nd
ly use a throughou (positive/negati
use the improve
Quarter. verbal or t the class ve), who they
time in on for
non-verbal period. were with and
class for next
(embed this message to John and what they were
exit slips time,
portion specifically indicate to his about. He will
for until the
within your lesson the speaker teachers also ask any
plans for the journal end of
that he will questions in
edTPA) writing the
needs monitor the journal that
instead. second
additional her he felt
quarter.
wait time progress uncomfortable
John and
to process daily. asking during
his
information class.
teachers
editorially
will then
4/5
reevaluat
opportunities
e the
to do so.
plan.
Research/Litera
ture: Gage, N. A., Wilson, J., & Macsuga-Gage, A. S. (2014). Writing Performance of
Students with Emotional and/or Behavioral Disabilities. Behavioral Disorders,
(embed this 40(1), 3-14. doi:10.17988/0198-7429-40.1.3
portion in the
reflective Ryan, J. B., Reid, R., & Epstein, M. H. (2004). Peer-Mediated Intervention
Commentary Studies on Academic Achievement for Students with EBD: A Review. Remedial
sections within and Special Education, 25(6), 330-341. doi:10.1177/07419325040250060101
the edTPA)
Pierce, C. D., Reid, R., & Epstein, M. H. (2004). Teacher-Mediated Interventions
for Children with EBD and Their Academic Outcomes: A Review. Remedial and
 Special Education, 25(3), 175-188. doi:10.1177/07419325040250030501

Interventions focused on social and content communication will

help John further develop the skills needed to be successful in
Advocacy:
the classroom. Helping John communicate with his peers and
teachers better will help create a better learning environment.
(embed this
Teachers will continue to monitor Johns progress, meet with him
portion in the
weekly, and provide feedback on areas that need improvement.
reflective
Along with working directly with John, teachers will also help
Commentary
other students gain a better understanding of him and his needs
sections within
with the end result being an accepting, safe and inclusive
the edTPA)
classroom environment that supports all student learning.