TPA-Referenced Lesson Plan v2
Teacher Candidate Name: Alex Jelacic
Grade & Subject Area: 9th grade world history
Date for Planned Lesson: May 18th
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 b. General academic vocabulary stress, nonviolence, strategies
subject areas)
c. Syntax Sentence Frame: Example
sentence that students can use
to accomplish target
d. Point in lesson where students will d. In Lesson Part 4 Assessment (below), students will be asked to build
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
*Examples are given in the right-hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Stress Management/ Samurai
Health standard 4.G.9: Students will demonstrate the ability to use
interpersonal communication skills to enhance health and avoid or reduce
health risks.
MN state standard 9.4.3.9.3 Hemispheric networks intensified as a result
of innovations in agriculture, trade across longer distances, the
consolidation of belief systems and the development of new multi-ethnic
empires while diseases and climate change caused sharp, periodic
fluctuations in global population. (Post-Classical and Medieval Civilizations
and Expanding Zones of Exchange: 600-1450)
The student will evaluate strategies used to prevent conflict.
Compare and contrast the cultures of China (Yuan/ Mongol and Ming) and
Japan (Heian and early Shogunates), including the consolidation of belief
systems. (Post-Classical and Medieval Civilizations and Expanding Zones
of Exchange: 600-1450)
Students will be able to identify when they are stressed and actions that
they can take to help relieve that stress in a positive manner.
a. Domain-specific academic vocabulary: Stressor, Positive response,
Negative Response, diffusion
c. If I am feeling stressed out, instead of acting with a negative response, I
will use my personal code and act with a positive response.
their own “stress code”. While defining their values, they will use one of
the key words for relieving stress.
fill in the blank notes, Jigsaw the virtues of bushido, we will utilize
preferential seating and speech to text services to increase recall and to
produce proficient personal notes and help with communication with peers
for hearing impaired student.
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
Resources & materials needed
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
Notebook, pen, worksheet, laptop
Activity description / teacher does Students do
Learning Target: Teacher will read: “You will be At this point, the
able to identify options that will help to relieve students start to think
stress in your daily lives.” about what they learned
the day before. They
Recap, I have given the students a broad will also pull out their
history of Japans social and political structure notebooks so that they
between 1185-1868. I will also have given them can take notes as the
background information on their religion and lesson goes on.
philosophers of the time.
Activate Prior Knowledge: Like the Knights
during the middle ages in Europe, in Japan we
saw a rise of a class of warriors called the
Samurai. As you know, these samurai were
extremely well trained in combat and followed
the Daimyo. My question is, why might you
think the samurai followed the Daimyo so
passionately.
I will then ask students to raise their hands to The student will write
either tell me a bit about what they learned down all the knowledge
yesterday, or to give a possible reason that they that they think they
samurai acted the way that they did. I will see if have. This will be a
there is a large group of students who are quick review for the
raising their hands in review. If there are then I students who might
will move on. If there are any questions, I will have missed or who
answer them. might not have been
keeping up with the
group. Students should
then be thinking about
why samurai are so
loyal to their leaders.
Then they raise their
hands and share what
they are thinking about.
I will then jump into the 8 points of Bushido. Students will write down
These eight points are perfect for talking about the 8 points of bushido
how samurai had a very strong moral code. I with space for more
will then go into detail about who can be notes. They will also
stressed and how people can be stressed write down some of the
differently. There is more than one way a tools from helping to

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
person can be stressed and there is more than positively respond to
one way to alleviate that stress. The thing we stress. At this time we
are trying to teach is to respond positively to will explore the
stress. Not negatively. I will pass out my vocabulary on stress
stressors and responses worksheet. management
specifically looking at
the prevention of
conflict.
The goal is to have the students respond with Student will go through
one or two ways that a person can respond the different stressors
positively or negatively in each box. I will walk and talk about the
around and check up on the students to make possible positive and
sure they are understanding. I will not collect negative outcomes of
this sheet but make sure that they are doing it. the stress. This will give
them ideas of how to
manage their stress as
well as point them into
the direction of how can
I resolve my problems
without doing something
negative.
Then have the students get into groups of two – By looking at the virtues
four. They will look at the 8 points of Bushido of bushido, the student
and define each of the points in their own will start to see how
words. I will also ask them to talk about having a moral code will
situations that the virtues of bushido would be help them stay on the
able to help someone have a positive response path of a positive
to stress instead of a negative response responder. It will also
give them a link to
history that will interest
them in the subject
matter.
I will have each group share one of their By sharing their
definitions and give an example of how their definitions, they can
virtue could help someone have a positive show pride in their work
response to their stress. and show a more in-
depth understanding of
how stress can be
managed in more way
than one.
Then I will ask them to work on the create your This is the phase where
own code worksheet. This worksheet has the the students will be
student create a list of 5 words that they believe looking to use
should make up their “stress code”. They can vocabulary from the day
use 3 of the 8 original words in their personal as well as hit the target
codes. For each word, I will ask them to write for the day. They will
down their definition of the word. They will also describe the scenarios
write about a scenario where their virtue has and what strategies
been “attacked” and they need to defend it.

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.
They must come up with a positive response to they will use to become
the problem and have at least one person in a positive responder.
power that they can fall back upon for help. I will
also ask them to use the vocabulary that we
have worked on today throughout this
worksheet.
Ex: Respect - One of my classmates is peer
pressuring me to do something. I first take a
deep breath and calm myself. I will then find a
way to get myself away from the situation.
Respect is my virtue because taking myself out
of the situation that is causing me stress is
respecting myself. Another ex: By respectfully
telling my peers that I don’t want to participate,
they might stop pressuring me. If they keep
pressuring me I can talk to a parent or a
teacher.
I will read their answers and make sure that The student will work on
they are able to see the structure of adults the code then turn it in.
around them who are there to help. I will also After they have done
look for key words and the ways that they are this, they will be able to
able to develop ideas for positive responses. read what other people
With permission, I will post them around the have said and done in
classroom as a reminder for all students. their project. This will
create unity of the class
as well as identity in the
student base. Students
will also be able to look
back on what they have
done if they are posted
throughout the
classroom.
I will ask students to give me a thumb up for full Students will give a
understanding and thumbs down for not thumbs up, middle or
understanding. (Thumb up means they are down in accordance of
understanding, down means they don’t how they feel about
understand. their ability to identify
when they are stressed
and options that they
can take to help relieve
that stress in a positive
manner.
Put an “X” next to people that don’t understand The student will either
and a “/” next to people who are not fully A. need to talk to me
understanding or who might need more help. one on one to see what
I can do to get them up
to speed or B. They are
free to go!!
An intervention that focuses on Clint’s ability to focus on what is being said to him as it
happens will help with recall and his ability to communicate with teachers and peers.
Studies done by the National association for the Deaf has shown that receiving post class
notes creates a scenario where the student is not able to interact with the information while
it is being presented. This creates a disconnect between the information and what is being
presented. It also creates a scenario where the student is unable to communicate with their
peer’s due to their inability to keep up with note taking. While not being able to keep up with
notes can hold a student back from doing the best they could, being forced out of social
scenarios due to their disability can be much worse. All students will hand in their in class
notes every two weeks which will take pressure off of Clint from looking different than
everyone else. These notes will be analyzed to make sure that he did not miss anything due
to miss communication. Clint’s parents, teachers, and paraprofessional will monitor progress
and provide feedback as a teach. Teachers will also communicate with other students what
is happening and create a safe place for Clint to learn just like any other child.