esTPA-Referenced Lesson Plan v2

Teacher Candidate Name: Kate Lexvold

Grade & Subject Area: Social Studies---2nd-5th Grade ASA
Date for Planned Lesson: November 7th, 2018

*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 Day 2

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
2.3.1.1.2 People use geographic representations and geospatial
technologies to acquire, process, and report information within
spatial context.
Understand that the climate is different on each of the 7
continents based on where they are located on the map.
Understand that the equator plays a major role in this.

Learning Target for this Identify all 7 continents and discuss why they don’t have one
Lesson uniform climate.
- concisely says what students
will be able to know and do
- start with appropriate
language function (active verb)
Academic Language (AL) a. Domain-specific academic--- equator, continents, climate
a. Domain-specific Acad
vocabulary b. General academic vocabulary--- compare and contrast, Identify,
b. General Academic explain
vocabulary
(words used in school c. Sentence Frame The climate of Antarctica is colder than the
across many subject areas) climate of Africa because it is further from the equator.
c. Syntax Sentence Frame: d.
Example sentence that Students will be asked to compare and contrast the climate in
students can use to each of the seven continents. They will explain that the equator
accomplish target plays a big part in why the climate is different. They will use all of
d. Point in lesson where the academic language in the discussion.
students will be given
opportunity to use Academic
Vocabulary (Note: It
is important that this
appear in TPA videotape
segments
Needed Sentence frames will be provided for groups having trouble
modifications/supports summarizing information from website. The anchor chart will be
a. Identify how some form of available for the students to refer back to as they work through
additional support will be the activity.
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 iPads for every student, smartboard, climate video, map of the
world, smartboard
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 priorWe will allow for questions based on what climate if they have
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 continents so well. You all also seem to
Activity description / teacher does Students do
“Today we will talk about why climate is Students will be
different depending on where you are in seated at the tables,
the world. You will be able to identify the
with their voices off.
7 continents and understand why they They will listen to
don’t have 1 uniform climate.” what the learning
target is for the day,
***We will bring out the anchor chart and and they will ask
go over what we wrote on it yesterday. questions about
we covered previously. any.
We will ask questions about climate based Students will answer
on the material we covered yesterday. The questions posed
students should be able to answer these about climate, and
questions easily because we just covered what climate is.
the material again to start this lesson
“Okay, now that we know all about Students will
climate, we will talk about why it isn’t the examine the world
same everywhere we go.” map and listen as we
We will show the world map and talk about the
introduce the 7 continents. We will then equator. They will
talk about the equator and how the areas then think about
closest to it are the hottest and the places which continent they
furthest away were the coldest. We will think is the coldest
then ask the students which continent and why. They will do
they think is the coldest and why. We will a think-pair-share
have the students engage in a think-pair- with the people next
share to discuss this. to them to discuss
their thoughts. They
will share these
thoughts with the
class.
We will have the world map shown on the Students will remain
smart board and then we will call on seated until called on
students to come up to the board and to come up to the
point to a given continent. We will board. If called on,
continue this until the students seem they will come up
comfortable naming all 7 of them. We will and point to the
ask the rest of the class to show nonverbal given continent.
hand signals to show whether they agree
with the student or if they disagree.
“I’m glad to see that we know the 7 The students will
follow along as we
have a good idea why the climate is open up the website
 - 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 We will tell the students that they may
- Individual student work
Phase 4 Assessment
Explain plan to check for ability what they have found out about their
to apply demonstrated
steps/procedures during
independent practice
Phase 5 Restatement &
Closure a) Restate learning materials away and clean up their area.
target
different on each of the 7 continents. Now on the smartboard.
I am going to introduce a website to you, They will do the same
so you can learn more about the climate thing on their iPads.
on one of the continents.” They will open up the
We will open up the website on the same tabs and pages
smartboard. We will then pass out the as we do to discover
iPads to the students, so they can open up the website.
the website on their own devices. The student will then
We will then split the class up into groups be put in groups and
and have them pick one of the 7 they will pick one fo
continents to research. the 7 continents to
Once they pick their continent. We will tell research.
them that they are going to make a poster The students will
that discusses what the climate is like on begin to research
their given continent. We will pass out the their climate on the
materials needed to complete the activity. given website and
make their poster as
a group using the
materials given to
them.
The students will do a turn and talk with a The students will
neighbor discussing how they think the participate in a turn
climate differs on any two continents. We and talk with a
will walk around and observe the neighbor and discuss
conversations being had. We will address how they think the
any concerns that come up climate differs on any
two of the
continents.
The students will
begin working on the activity and that we begin working on the
will be walking around in case they have project. They will
any questions. They are to be working work as a group and
together quietly as a group. make their poster on
the climate of their
given continent.
We will walk around to each group and ask The students will
report their findings
climate. We will see if they are on the right thus far to us to see if
page or not, and if not, we will guide them they are on the right
in the right direction. page. They will
answer questions
that we ask about
their continent.
We will have the students put their The students will
clean up when told
We will then gather back together as a to do so and then
 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
group and discuss what we found out gather back in the
while working in our groups. We will have front as a group.
the students raise their hand if their They will raise their
continent has an overall warm climate, hand to answer the
and then if it has an overall cold climate. questions asked
We will have a short discussion on why about whether their
they think they came up with this continent is overall
information. We will then have the hot or cold. They will
students raise 1 to 3 fingers in the air to then share anything
indicate how solid their understanding of else they found that
climate on the different continents is from was interesting from
3 (I could explain this to someone else) to the day. Lastly, they
1 (I want would want it explained to me will raise 1-3 fingers
again before explaining it to someone to indicate their
else). understanding of the
We will then explain that we will continue material covered.
working on this tomorrow and that they
will present their posters to the class.
Unable to do right now because we don’t Unable to do right
know who is in our class yet. now because we
don’t know who is in
our class yet.