TPA-Referenced Lesson Plan v2

Teacher Candidate Name: Ian Hale

Grade & Subject Area: Secondary Social Studies
Date for Planned Lesson: 5/18/2017

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
*Examples are given in the right hand column. When submitting your lesson
plan, you may either replace the given examples or leave them intact.
Distracted Driving and Opportunity Costs/Tradeoffs
MN 9.2.3.3.1 Fundamental economic concepts Identify incentives and tradeoffs
related to a choice made by an individual
(DM)5. Students will demonstrate the ability to use decision making skills to
enhance health. Develop a plan that minimizes the risk for driving.
Students will learn about the economic concepts of opportunity costs and tradeoffs within
the context of learning about the dangers of distracted driving.

Learning Target for this Lesson Students will know and demonstrate the three fundamental ways (DMV) in which drivers
- concisely says what students will be can be distracted. Students will know and demonstrate the concepts of opportunity costs
able to know and do and tradeoffs by working on a PACED model. Students will know and demonstrate the
statistical risks associated with distracted driving.
- start with appropriate language
function (active verb)
Academic Language (AL) a. Cognitive, Visual, Manual, Tradeoff, Opportunity cost, Incentive, Negative Externality,
a. Domain-specific Acadvocabulary Scarcity, Marginal analysis, Distracted driving
b. General Academic vocabulary b. PACED Model, Reference, Statistics, Evaluate, Risk
(words used in school across many c. Improper tradeoff assessment in the form of distracted driving costs many lives and
subject areas) considerable amounts of money every year. I believe that taking the time to evaluate the
c. Syntax Sentence Frame: Example opportunity costs of driving distracted will result in fewer accidents.
sentence that students can use d. During the interactive PACED model exercise, students will need to use academic
to accomplish target terms to demonstrate knowledge of subject area.
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 Captioned video provided for Johnny
a. Identify how some form of
additional support will be Additional support provided for student Johnny: RTI plan referenced at the
provided for some aspect of the bottom of this lesson plan
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 Computer, Power Point, Poster Board Chart, Category Cut-outs

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Lesson Part
Phase 1
State Target &ActivatePrior
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 capturedata
from this phase of the lesson
Phase 2 Teacher Input / Inquiry-
Explainprocedures
- 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. Teacher will discuss the goal of the lesson to learn
about the dangers of distracted driving, the ways in
which drivers are distracted, the costs in human lives
and money, and how to apply the concept of
opportunity costs to aid better driving choices.
b. Teacher will call on students’ background knowledge
about types of distractions and statistical risks.
Students will call back
on their knowledge to
share what they already
know with other
students and point out
any gaps and
misinformation that may
exist.
Teacher will explain the basic concepts of
distracted driving, demonstrate the statistical
impact, introduce the concept of trade
offs/opportunity costs. Teacher will provide an
example of a PACED model to prime the guided
practice.
Teacher will ask students to repeat the core concepts
and make sure they understand they understand how to
interact with the PACED model of opportunity costs.
Teacher will gather students to the poster Students will post in
board, ask them to rank criteria in order of ranked order their
highest personal value, and then have students criteria on poster board.
post yes/no responses to a pre-determined list Students will post
of alternatives with construction paper cut-outs. yes/no responses in
PACED model chart.
Teacher will ask about reasoning behind answers and Students will explain
what types of driving distractions apply to relevant their choice and identify
alternatives.
the type of distraction.
Teacher will provide a worksheet to students Students will complete
with a quiz to test their knowledge of concepts worksheets to
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 learned including a sample PACED chart to demonstrate knowledge
apply their knowledge in a different subject. of lesson.
Phase 4 Assessment Check indiv answers on handout.
Explain plan to check for ability to
apply demonstrated
steps/procedures during
independent practice

Phase 5 Restatement & Closure Class will review the worksheet and the day’s lesson and
a)Restate learning target indicate if they understand.
b) Explain a planned opportunity
for students to self-assess
their perceived level of
mastery for the target.
Phase 6 Summative Next Steps 3 columns on attached roster to indicate student level.
Attach a class roster (first names
only) with space to indicate Additional learning time needed
for each student the needed
next steps of instruction. No additional learning time needed

Needs significant additional assistance-Student Johnny

RTI plan instructions below

*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 athttps://www.youtube.com/watch?v=-
yCj7IMyWAQ.
Updated 1/2016

Example Problem-Solving RTI Plan: Ian Hale EDFD 608

Exceptionality:
Deafness Strategies Measurable Actionable Realistic Time-bound
Student: Johnny Doe

Tier II Intervention Student Johnny will Johnny will Yes. Johnny has Johnny and his
Goal: Johnny Doe will Johhny meet before attend all pre-teaching teachers will
utilize the pre- Doe (Male, classes daily his daily and post- monitor his
teaching and post- 15 years with his deaf meetings teaching progress on
teaching plans for old, IEP) education with his appointments vocabulary and
improving reading will work specialist; he deaf scheduled reading
comprehension and with his will be education daily. There comprehension
vocabulary as deaf expected to specialist. will be daily as well as his
organized by his Deaf education provide him He will communication rate of
Education specialist in specialist with a complete all between his assignment
collaboration with his both preview of assigned General completion in

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General Education before and upcoming General Ed education all his General
teachers to reach the after his General Ed coursework. teachers and Ed classes from
goal of meeting state general lesson his deaf the end of this
standards and Education expectations education quarter to the
completing 90% of classes to and specialist to end of next
assigned General preview assignments. monitor quarter. The
Education coursework and Johnny will progress on student and
by the end of next review all also meet with vocabulary and teachers will
quarter. assigned his specialist reading then
work with after his comprehension reevaluate the
special classes daily as well as plan.
emphasis to review and consistent
on monitor his completion of
contextual understanding assigned
vocabulary of vocabulary coursework.
usage. on general
education
assignments.
Luckner, J., & Pierce, C. (2013). Response to Intervention and Students Who
Are Deaf or Hard of Hearing. Deafness and Education International, 15(4), pp.
222-240. doi:10.1179/1557069X13Y.0000000027

Luckner, J. L., & Muir, S. (2002). Suggestions for Helping Students Who Are
Deaf Succeed in General Education Settings. Communication Disorders
Research/Literature:
Quarterly, 24(1), pp. 23-30. doi:10.1177/152574010202400104

Cawthon, S. W. (2001). Teaching Strategies in Inclusive Classrooms with Deaf

Students. Journal of Deaf Studies and Deaf Education, 6(3), p. 212.

Vermeulen, J., Denessen, E., & Knoors, H. (2012). Mainstream teachers about
including deaf or hard of hearing students. Teaching and Teacher Education,
28(2), pp. 174-181. doi:10.1016/j.tate.2011.09.007
Intervention focused on pre-teaching and post-teaching support from a
qualified deaf education specialist with a focus on vocabulary and reading
comprehension will help Johnny develop academically, socially, and
emotionally in his General Education classrooms. General Education teachers
will continually monitor Johnny’s progress, provide feedback, meet and
communicate with his deaf education specialist and work with Johnny to
Advocacy:
improve in this area. Johnny’s parents and the school district administrators
will be routinely updated on his progress and asked for recommendations
and suggestions for improvement. Teachers will work with Johnny’s General
Education classmates to help all students understand his needs as well as the
needs of the other students including any and all modifications,
accommodations, and supports that will be provided during class. The end
result will be an inclusive classroom responsive to Johnny’s needs as well as

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the needs of the other students.