esTPA-Referenced Lesson Plan v2
Teacher Candidate Name: Becca Friesen, Cortney Olson, Kacey Spencer
Grade & Subject Area: 2 & 3, Social Studies (Fairness & Equality)
Date for Planned Lesson: 11/15/17
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)
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
*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
ASA Day 1 - Fairness
3.1.1.1 Identify ways people make a difference in the civic life of their communities, state,
nation, or world by working as individuals or groups to address a specific problem or
need.
3.1.2.3.1 Explain the importance of civic discourse (including speaking, listening, voting,
and respecting diverse viewpoints) and the principles of majority rule and minority rights.
3.4.2.5.1 Identify examples of individuals or groups who have had an impact on world
history; explain how their actions helped shape the world around them.
Students will learn about the life of Martin Luther King Jr. and recognize situations that are
unfair. Students will come up with nonviolent solutions to unfair situations.
The student will be able to:
Identify situations that are not fair (not everyone is treated equally).
Share problem-solving ideas to unfair situations with peers and teacher.
Write problem-solving ideas to unfair situations.
Write or draw one way s/he can be fair at home.
Write or draw one way s/he can be fair at school.
Write or draw one way s/he can be fair with friends.
a. Civil Rights, discrimination, segregation, equality, fair, unfair, nonviolence
b. Write, discuss, volunteer, present, flipbook, situation, solution
c. "If that happened to me, I would ___________."
d. In Phase 3: Guided Practice, students will use this sentence frame in small groups and
again when the student volunteer from each group shares his/her group's solution to
the situation.
In phase 1, we choose to do a read aloud so that all students could listen and enjoy. In
activity 1, we choose an interactive response in which everyone could participate. In
activity 2, we created small groups so that students could share ideas. We also only
asked that a volunteer write on the group answer sheet rather than have all students write
as there was a large range of reading levels in the class. In activity 3, we gave students
the option to draw pictures that represented how they would be fair if they did not feel
comfortable writing sentences. We also wrote class ideas on the whiteboard for students
to look at spelling or gather ideas.
Take A Walk in Their Shoes by Glennette Tilley Turner, "Is this fair" situation cards, "What
would you do?" situation cards, "What would you do?" group answer sheet (1 per group),
One "I can be fair" flipbook per student
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
Phase 3 Assessment
Activity description / teacher does Students do
(A) Today we are going to practice identifying unfair
situations and coming up with nonviolent solutions.
(B) Activate Prior Knowledge: Students will share any prior
Have you heard about Civil Rights? What can you tell me knowledge they have about
about it? Civil Rights or Martin Luther
Have you heard about Martin Luther King Jr.? What can King Jr.
you tell me about him?
Read Aloud: Pages 12-19 of Take A Walk in Their Shoes Students listen to read
Pause periodically to ask students questions: aloud.
That was a large word. What do you think that word
means? Students share responses to
I've just described his family. Can you tell me one thing teacher questions.
about his family?
Can you give an example of something that happened to
Martin Luther King Jr. that may have been unfair?
Class discussion: Students share responses to
What stood out to you? teacher questions.
How did the story about MLK Jr.'s life make you feel?
What is something new you learned?
Activity 1: Is this Fair? Students listen to situation
Class gathers together on the carpet. Teacher explains read aloud by teacher.
that s/he will read a situation card. Students will think to Students show response by
themselves if they believe the situation was fair or unfair. give a thumbs up or a
Students show their thinking by giving a thumbs up if they thumbs down.
believe the situation is fair and a thumbs down if they
believe the situation is unfair.
Example:
Everyone was invited to the birthday party except for me.
Do you think this is fair or unfair?
Volunteers explain to the class why they choose their Student volunteers explain
answer. their answer choice to the
class.
I see a lot of thumbs down. Would a volunteer share with
us why he or she believes this would be unfair?
Activity 2: What Would You Do? In each group, a student
Students are split into three groups. One student from volunteers to be the group's
each group will volunteer to be the "writer." Each group is writer.
handed one "What Would You Do?" answer sheet. The
teacher explains that s/he will read an unfair situation to After teacher reads aloud the
the entire class. Each group will discuss amongst situation card, students
themselves how they would handle the situation. The share problem-solving ideas
group must agree on the best solution to the situation and with their group.
the writer will write it on the group's answer sheet. A
volunteer from each group will share his/her group's A student volunteer from
solution to the unfair situation. each group shares the
collected group response to
Example: the situation card.
You notice some students from your class playing kickball
in the park. You ask if you can play too. The students say
that you can only play if you give them your snack. What
would you do?
During group discussion, a teacher is at each group Students share ideas with
asking questions, encouraging quiet students to share, group and teacher.
 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
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
and helping with spelling.
Student volunteer writes
Teacher will collect each group's answer sheet after the down group ideas.
activity.
Activity 3: I Can Be Fair Each student writes/draws
Each student receives a pre-cut and stapled flipbook how s/he will be fair at home,
(pictured below). Students are asked to write/draw how school, and with friends in
they can be fair at home (page 1), at school (page 2), and his/her own flipbook.
with friends (page 3). Teacher asks students to
brainstorm and share ways to be fair. Second teacher Students brainstorm ideas of
writes ideas shared on the whiteboard for students to how to be fair in different
use. contexts.
Being fair can also mean being kind or being helpful.
Maybe there is a way you like to be helpful at home?
If students struggle with ideas, teacher can give
examples to start the thinking process.
One way I like to be fair with my friends is to take turns.
For example, if I picked the movie we watched last time, I
would let my friend choose the movie next time.
Teacher collects each flipbook at the end of the lesson to Students hand in completed
review individual answers. or partially completed
flipbook to teacher.
(a) After the activities we have done today, you should be
able to identify unfair situations and come up with a
nonviolent solution.
(b) We would like to know how you feel about this lesson. Students show on their
Please raise your hand and show us how well you feel hands how strongly they
you understand fairness. Hold up one finger (model) if understood the lesson and
you didn't understand at all, two fingers if you feel pretty topic.
good about the subject, and three fingers if you feel you
really understand fairness.
Teacher reviews flipbook to assess class understanding
of fairness.
"Is This Fair?" Situation Card Sample

"What Would You Do?" answer sheet

"I Can Be Fair" flipbook sample
esTPA-Referenced Lesson Plan v2
Teacher Candidate Name:
Grade & Subject Area:
Date for Planned Lesson:
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)
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
*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
ASA Day 2- Fairness
3.1.1.1 Identify ways people make a difference in the civic life of their communities, state,
nation, or world by working as individuals or groups to address a specific problem or
need.
3.1.2.3.1 Explain the importance of civic discourse (including speaking, listening, voting,
and respecting diverse viewpoints) and the principles of majority rule and minority rights.
3.4.2.5.1 Identify examples of individuals or groups who have had an impact on world
history; explain how their actions helped shape the world around them.
Students will continues to learn about Martin Luther King Jr. They will recognize
statements that are fair and unfair. They will say agree, disagree, or I don’t know based
on how they feel about the statement. They will write their own dreams.
The student will be able to:
Identify if certain statements are fair or unfair.
Understand new vocabulary words that associate with the read aloud.
Write on a piece of paper their dream for their communities.
Write on a piece of paper their dream for their school.
Write on a piece of paper their dream for their world.
a. Fair, unfair, segregation, desegregation, protest, boycott, strike
b. listen, think, write, situation, discuss
b. “My dream for my school _______.”
“My dream for my world _______.”
“My dream for my community ______.”
d. In Phase 3: Guided Practice, students will use these sentence frames individually and
will share their thoughts about their dreams to their peers.
In phase 1, we choose to do another read aloud. First off we introduced new vocab words
to the students that they will hear from the read aloud. After we read the book the
students will do a movement activity. The students will move to different areas of the room
that say I agree, I disagree, or I don’t know to the statement that is read. The last activity
is the students brainstorming their I Have a Dream clouds worksheet. If time allows they
will color and cut out the clouds.
Martin’s Big Words by Rappaport/Collier, unfair/fair statement cards, poster for
agree/disagree/I don’t know, I have a dream worksheet, white board, white board
markers, pencils, crayons, scissors
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
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
Activity description / teacher does Students do
(A) Today we will be continuing talking about fairness.
We will be extending our vocabulary words when it
comes to global studies.
Students will think about
(B) Introduce vocabulary words by starting off
what the words means
with asking the students to raise their hands
and raise their hand to
if they know what the word means. Then
share their thought.
defining the words for them.
Then read aloud the book, “Martin’s Big Words”
Students will listen to
by Rappaport/Collier
the read aloud.
Discuss what they heard or learned from the book. Students will share their
thoughts and
knowledge.
Activity 1: Movement Fairness Task Cards Students will think hard.
Each one of us will hold up a poster that says
either; agree, disagree, I don’t know. One of us Students will move
will also read off a statement about fairness and around the room
the student need to think about that statement gathering in groups by
and choose whether they agree with it, disagree the corresponding
with is or they don’t know. posters.
The assessment is observing whether the Students move around
students moved to the right corresponding to the posters.
poster.
Activity 2: I have a dream….. Students will brainstorm
The students will join together on the floor up by ideas.
the smart board. Teachers will go over the
worksheet with the students. They will
brainstorm dreams people could have for their
school, community and world.
Observe whether or not students are actively engaging in
the brainstorm ideas.
After they have had time to brainstorm ideas Students will write their
the students will go back to their desks and names, write their
begin writing their own dreams. If they finish dreams, color their
writing their dreams down before the time is up, clouds, cut out the
they will then color their clouds. If they finish clouds and write their
with that step, next they can cut out the clouds. names on the back of
Last we will have them write their names on the all the clouds.
back of the clouds, because we will be

Phase 4 Assessment
Explain 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.
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
collecting them and bring them back tomorrow
to be finished. This is as far as the students will
go with this activity today. They will have time to
finish their I Have a Dream clouds tomorrow.
Check to make sure each individual is doing their
worksheet.
(a) After the activities we have done today, you should be Students show on their
able to brainstorm ways we can make our schools, hands how strongly they
communities, and world a better place. understood the lesson and
topic.
(b) We would like to know how you feel about this
lesson. Please raise your hand and show us how well you
feel you understand fairness. Hold up one finger (model)
if you didn't understand at all, two fingers if you feel pretty
good about the subject, and three fingers if you feel you
really understand fairness
Teacher reviews dreams and check for understanding
and determine if the students are ready to move onto the
next assignment.
esTPA-Referenced Lesson Plan v2
Teacher Candidate Name: Becca Friesen, Cortney Olson, Kacey Spencer
Grade & Subject Area: 2 & 3, Social Studies (Fairness & Equality)
Date for Planned Lesson: 11/30/17
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 community.
subject areas)
c. Syntax Sentence Frame: Example c. “A time I kept going was________”
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
Lesson Part
*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
ASA Day 3 - Fairness
3.1.1.1 Identify ways people make a difference in the civic life of their communities, state,
nation, or world by working as individuals or groups to address a specific problem or
need.
3.1.2.3.1 Explain the importance of civic discourse (including speaking, listening, voting,
and respecting diverse viewpoints) and the principles of majority rule and minority rights.
3.4.2.5.1 Identify examples of individuals or groups who have had an impact on world
history; explain how their actions helped shape the world around them.
Students will continue to learn about Martin Luther King Jr and they will recognize
commonalities or similarities they have with one of their peers.
The student will be able to:
Recognize situations that are fair and unfair
Recognize commonalities or similarities they have with one of their peers.
Write/Draw dreams they have for their school, community, and world.
Color and then read a book they created that is all about fairness.
a. Common, similar, judging, and responsibility.
b. Think, discuss, and share dreams students have for their school, world, and
d. In Phase 2, students will have the opportunity to use their academic language. They will
be finding a partner and then together they have to talk about their similarities. Also, in
phase 3 when students are creating their mini books, there will be time to read it
together and discuss the words and their meanings.
In phase 1, we decided to continue our topic of Martin Luther King Jr. and instead of
reading another book, we are going to show them a video by Kid President. This video
continues our discussion on Martin Luther King Jr. After the video we will be generating a
discussion that related to the video. They will be discussing a time that they “kept going”.
Our first activity is going to have the students moving and they will have to find a partner
and find a similarity that they have with their partner. Activity 3 consists of them finishing
their I Have a Dream clouds from the day before. They can finish writing, cut, and string
them together. The final activity is for the students to color a mini book that talks about
fairness. We will read this story together also.
Youtube video by Kid President, music for movement activity, strings for I have a Dream
clouds, markers, crayons, pencils, mini flipbook “All about Fairness”
Activity description / teacher does Students do
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
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 the book on how they show fairness. This shows their
apply demonstrated
steps/procedures during
independent practice
(A) Today we are going to continue talking about fairness.
We will also see what we have in common with the Students will watch video on
people around us. Martin Luther King Jr.
(B) Show video by Kid President and generate discussion Students will have
after. discussion on what they
What did we learn from the video? watch and will reflect on their
What is something that stuck out to you? own life as well.
When was there a time you kept going?
Class discussion: Students share responses to
What did we learn from the video? teacher questions.
What is something that stuck out to you?
When was there a time you kept going?
Activity 1: Musical Diversity Students will play the
While playing music, students will wander around the Musical Diversity Game.
classroom freely, when the music stops they need to find
a partner. Once they find a partner, they need to come up Students will volunteer and
with something that they have in common with each share reasons of why this
other. Students may have to ask about interests. We will game would be played.
do this several times so they can find new partners. After
we finish, generate a discussion with why we would do an
activity like this.
Volunteers explain to the class the reasoning behind Students will volunteer and
playing a game like this. share reasons of why this
game would be played.
Activity 2: I Have a Dream… Students will write dreams,
Students will get a chance to finish their I Have a Dream cut out clouds, string clouds
worksheet/project. If students are not done writing they together.
will get to finish. Then students will get the chance to cut
their clouds out, and sting them altogether.
Teachers will check their work, and students can also Students share the dreams
have the opportunity to share one of the dreams that they the generated.
wrote down.
Activity 3: All About Fairness Mini Book Students will color/draw in
Students will have the chance to color their mini books, their All About Fairness mini
and one page requires the students to draw their own book. Students will also have
picture of how they are fair. At the end, the class will read the chance to read the book
the story together. Students can volunteer to read the as well.
book aloud if they wish.
Teachers can check the student’s picture at the end of Students finish their book
and draw their own picture.
understanding on what it means to be fair. They will also have the
chance to read aloud.
Students will also have the chance to read the story
aloud.
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.
(a) After the activities we have done today, you should be Students show on their
able to see what we have in common with the people hands how strongly they
around us. understood the lesson and
topic.
(b) We would like to know how you feel about this lesson.
Please raise your hand and show us how well you feel
you understand fairness. Hold up one finger (model) if
you didn't understand at all, two fingers if you feel pretty
good about the subject, and three fingers if you feel you
really understand fairness.
After observations and looking closely at student work,
determine if students are ready to move on to next topic
of the unit or chapter.

*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

Kid President Video

https://www.youtube.com/watch?v=4xXZhXTFWnE