TPA-Referenced Lesson Plan v2
Teacher Candidate Name: Joe Birkholz
Grade & Subject Area: 11-12 World History
Date for Planned Lesson: TBD, 2 Day Plan
LessonTitle
MN/CCStateStandard(s) Example: MN Standard:
- direct quote from MN standards
documents
- if only focusing on one part of a
given standard, underline the part
being focused upon
CentralFocus
- derived from standard,
- communicates general goal
LearningTargetforthis Day 1: By reading primary sources from the Journals of Lewis and
Lesson
- concisely says what students will
be able to know and do
- start with appropriate language
function (active verb)
*Examples are given in the right hand column. When submitting
your lesson plan, you may either replace the given examples or
leave them intact.
Lewis and Clark: The Exploration of the American Future
ELA MN Standard: 11.12.2.2 Determine the central ideas of information of a
primary or secondary source; provide an accurate summary that makes
clear the relationships among the key details and ideas.
SS Standard: 9.4.1.2.1 Pose questions about topics in history; suggest
possible answers and write a thesis; locate and organize primary and
secondary sources; analyze them for credibility and bias; corroborate
information across the sources; use sources to support or refute the thesis;
and present supported findings.
SS Standard 9.4.4.18.2 Analyze how the expansion of the United States
territory and redefinition of borders affected the relationship of the United
States with other nations, provided land for settlement, and resulted in
political conflict. (Expansion and Reform: 1792-1861)
-Read and comprehend nonfiction texts (Journals of Lewis and Clark,
Thomas Jefferson letter)
-Draw connections and themes between alternate sources (Lewis
and Clark interactions with Native Americans, Jeffersons instructions
and reasoning for how they should interact, journal documents of
wonders and perils of the expedition and using those to represent
themes of exploration as a whole). Political reasons for the
expedition!
-Keep in mind that the final product for interdisciplinary unit is about
going to Mars: remind students that they are going to be using the
ideas, themes, and historical evidence to support the argument:
should mankind go to Mars? (Interdisciplinary PBL between Calculus,
Physics, and Math)
Clark, students will examine the interactions with Native American
Tribes and Jeffersons instructions for these interactions, and why this
was important.
Day 2: After reading more primary sources, students will place
themselves in the shoes of the Lewis and Clark expedition through a
RAFT activity.
 AcademicLanguage(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
LessonPart
Phase1
StateTarget&Activate
PriorKnowledge
a) Post the learning target
statement and indicate
whether the teacher or
student(s) will read it aloud
A. Buffalo, black bear, brown bear, elk, balls (bullet), natives, U.S.,
nation, Missouri, St. Louis, Dakotas, Sacagawea, Lewis & Clark,
expedition, Corps of Discovery, Thomas Jefferson, Indians (Native
Americans), government, voyage, Columbia, President, Shoshone,
Charboneau (sp diff in readings),
B. Explain, answer, discuss, analyze, connect
C. The Lewis and Clark expedition was important for the history of the
United States because
Thomas Jefferson wanted the expedition to behave (this way)
towards the Native Americans because...this was important
because...
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
D. In Lesson Phrase 3 and 4 students will work individually and in
groups to answer questions. Phrase 3: QAR from readings, using
academic vocabulary in their answer. Will be assessed with a
Socrative and discussion. Phrase 4 will be a RAFT activity that will
be informed by readings and class discussion.
Ex: BP will accomplish the stated target, with the added support of sentence frames
and a word
A. Students with a lower reading level can use ChromeVox for
their readings, with a vocabulary list supplied for strange use
and context of words. Will be given simpler identifying
answers rather than comprehension answers.
B. Spanish language students can work together to answer
questions.
Notes from lecture will be provided to students, paras will be available
to help where need arises.
The Journals of Lewis and Clark readings on iPad, markers/colored
pencils for RAFT activity for advertisement that will be created.
Activity description / teacher does Students do
Day 1: Teacher throw a Quick Write on the board: Both days: Answer
What do you know about Lewis and Clark? Quick Write question
Students will answer what they know. Teacher will
ask students to share answers, propelling the
in notebook and then
discussion into the lecture with the basic overview of participate in
the Lewis and Clark expedition, which will incorporate questions from the
the learning target. teacher about what
Day 1: Prior learning will be activated by Quick Write, they wrote.
as well as teacher being able to gauge the level
Day 2: Students will
of the class and knowledge already known.
be able to bring
 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
Phase2TeacherInput/ Teacher will give short lecture on Lewis and
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
Phase3Independent
practice
- Individual student work
Day 2: Quick Write about what they learned from the questions or
assigned readings, giving examples for the confusion that they
different themes (Danger and wonder/awe). This
had with assigned
readings.
Note the way students respond, the content with
which they respond. Will inform what depth you will
need to go to for lecture, and on Day 2 if you need to
reteach any concepts or understanding.
Take notes on
Clark, indicating important points and things lecture.
that students should be thinking about.
Louisiana Purchase, Corps of Discovery
expedition, timeline/map of the journey,
reasons for expedition (science & discovery,
relationships with Native Americans). Will
pepper open-ended questions throughout
short lecture.
Thumbs up, thumbs down, or thumbs to the side on
comprehension and checking for understanding.
Roam classroom as needed, checking in on Students will read
differentiated students, answering questions excerpts from The
as needed. Temperature checking. Let Journals of Lewis and
students know that in the reading there are Clark, edited by
some spelling errors, but that whatever the Bernard De Voto.
words sound like is what they are supposed This edited version
to be (i.e. St. Lewis is St. Louis, Missouri) clears up some
spelling/language
uses that are hard to
understand from the
original journals.
Students will read in
this order: Excerpt
from August 17th,
1805 that describes a
meeting between
L&C and a Shoshone
tribe, then read
excerpt from Thomas
Jeffersons
instructions on

Phase 3 Assessment
Explain the plan to check for
ability to apply
demonstrated
steps/procedures during
guided practice
Phase4GuidedPractice After going through Quick Write, students
- Paired/collaborative work
- Teacher(s) may roam &
assist
interacting with the
Native Americans,
then read the
Shoshone excerpt
again. Students will
answer QAR
questions designed to
get them thinking
about why the
President wanted
them to interact the
way they do and this
aspect of exploration.
Assessment Example: Ask turn and talk question. After completing
Walk around and make note of overheard questions, students
misconceptions.
will participate using
Will set up Socrative questions, as well as
Socrative, answering
facilitate the discussion, asking questions to
first and then
drive discussion and direct it towards the
participating in
learning target. Will explain homework
partner discussion,
assignment and how it will be important for
coming back to
the class activity the next day.
answer the same
question to see if
anything has
changed. Students
will read new
excerpts from Lewis
and Clark journals
around dangers and
wonders of their
expedition for
homework, which will
be assessed for the
RAFT assessment
the next day.
Students will be
asked to identify parts
of readings that
signify: danger and
wonder.
Students will work in
will break into their groups that they have their assigned groups
been assigned for the larger Mars or Bust on RAFT Project.
project. Will be assigned RAFT assessment, Students will fill out
which has been frontloaded/ by the worksheet while

Phase 4 Assessment
Explain plan to check for
ability to apply
demonstrated
steps/procedures during
independent practice
assigned reading overnight. Will roam the brainstorming
room and assist students as need be. together.
Assessment Example: Check indiv answers on Turn in RAFT
handout. assignment, will have
Will receive completed RAFT from students most of class to
by end of class period. complete the
assignment.

Phase5Restatement& Teacher will take mental note on how Fist-to-five on

Closure a) Restate students respond, will inform further understanding,
learning target instruction, particularly quick writes for the verbalize any
b) Explain a planned beginning of classes. confusion for teacher.
opportunity for students to
self-assess their
perceived level of
mastery for the target.
Phase6SummativeNext Will take note with 0-5 on for understanding, fist
Steps being 0 and 5 being 5.
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

Joe, I see you have written two days worth of lessons on the Lewis and Clark expedition. Thank
you for that. I notice evidence of formative and summative assessment, technology use, and
differentiation. On a side note - the reading/writing strategies you picked seem particularly
appropriate for the scope of the lesson. This lesson plan fulfills all requirements of the
assignment. No resubmissions necessary.