T&L Instructional Plan Template

(Updated 4/17/15)
(edTPA Aligned)
Overview
The information included in this document is to support faculty in teaching about and supporting
students with the T&L (and edTPA) Instructional Plan. While there are many variations of lesson
plans, this format meets departmental requirements and is aligned with the 2014 edTPA as well.
Background Information (When doing the actual edTPA, leave out identifiers)
Teacher Candidate: Araceli Aispuro
Date: 1/18/16
Cooperating Teacher: Mrs. Jager
Grade: 2/3
School District:
_______________________ School: Ruth Livingston Elementary
University Supervisor: Lori White
Unit/Subject: Literacy
Instructional Plan Title/Focus: Summarizing texts and responding to how characters react to an
event or challenge in a story.
Section 1: Planning for Instruction and Assessment
Instructional Plan Purpose:
The purpose of this lesson is for the students to learn how to summarize a text and
describe how the characters in a story respond to events and/or challenges in a story.
Learning how to summarize a text is important because in order to summarize a text, the
students must first recall and understand what happened in the story. Paying attention to
how the characters respond to events or challenges demonstrates the students
understanding of the reading and enables the students to relate to the story/characters.
Prior to this lesson, the students have been doing silent reading, answering questions
about their reading such as who? What? When? Where? Summarizing what they have
read, and discussing the events that took place in the story. The students have also been
reading informational texts with steps to follow. The students rewrite these steps using
transitional words.
State/National Learning Standards:
Reading Standard
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.
Language Standard

CCSS.ELA-LITERACY.RI.2.4
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or
subject area.
CCSS.ELA-LITERACY.L.2.1.E
Use adjectives and adverbs, and choose between them depending on what is to be
modified
English Language Proficiency Standards
ELP.2-31.1 Construct meaning from oral presentations and literary and informational text
through grade appropriate listening, reading, and viewing.
ELP.2-3.2. participate in grade appropriate oral and written exchanges of information,
ideas, and analyses, responding to peer, audience, or reader comments and questions.
ELP.2-3.4. construct grade appropriate oral and written claims and support them with
reasoning and evidence
Content Objectives and alignment to State Learning Standards:

SWBAT describe how characters respond to events in a story.

SWBAT describe how characters respond to challenges in a story.
SWBAT describe the characters feelings in the story.
SWBAT use personal connections to the story to understand the characters
actions.

Aligned standard: CCSS.ELA-LITERACY.RL.2.3

Describe how characters in a story respond to major events and challenges.
Language Objectives:

SWBAT define the term croon.

SWBAT use adjectives correctly when describing how main characters feels with
a partner.

Aligned standard: CCSS.ELA-LITERACY.RI.2.4

Determine the meaning of words and phrases in a text relevant to a grade 2 topic or
subject area.
CCSS.ELA-LITERACY.L.2.1.E
Use adjectives and adverbs, and choose between them depending on what is to be
modified

Social Justice Objectives

SWBAT identify differences among individuals
SWBAT express ideas on welcoming newcomers.
SWBAT use personal connections to understand others.
Previous Learning Experiences:
Prior to teaching this lesson the students have practiced summarizing the text or books
that they read. Reading informational texts, and answering questions. The students have
also been practicing writing steps using transition words. After reading the texts, the
students also use codes to mark their reading and write sentences about their learning
using sentence frames.
Planning for Student Learning Needs
To meet the needs of all students, the students will be read the story on the overhead. The
students will have a printed copy to follow along with the text as the teacher reads. The
students are able to write on or highlight the text. The teacher will be walking around the
classroom to answer any questions and/or provide additional support. Students who finish
early may write sentences using sentence frames, and read while the other students finish.

Assessment Strategies (Informal and formal)

Content/Language Objectives

SWBAT use personal connections to the story

to understand the characters actions. 2.3

SWBAT describe how characters respond to

events in a story. 2.3

SWBAT describe the characters feelings in the

story. 2.3
SWBAT explain how the actions of the
characters contribute to events. 2.3

Assessment Strategies
Formal: Worksheet. The
students will be filling out a
worksheet while the teacher
reads. This worksheet will be
turned in at the end of the
lesson.
Informal: Observation/Pair
Share The teacher will walk
around the classroom as the
students discuss their answers.
Informal: Class discussion
*Guided Questions

Student Voice:
K-12 students will be able to:

1. Explain student learning

targets and what is required to
meet them (including why
they are important to learn).

Student-based evidence to be
collected (things produced by
students: journals, exit slips, selfassessments, work samples,
projects, papers, etc.)
Worksheets/Journal Entry.

2. Monitor their own learning

progress toward the learning
targets using the tools
provided (checklists, rubrics,
etc.).

Exit Slip

3. Explain how to access

resources and additional
support when needed (and
how/why those resources will
help them).

Teacher/para educators, printed

copy of story, and overhead.

Description of how students

will reflect on their learning.

The student will write down

the title of the book, what
they think the story will be
about and explain why it is
important to identify what
the character(s) are feeling
in the story and how they
react to challenges/events in
the story.
The students will be
completing a lesson plan
during the lesson.

Each student will receive a

printed copy of the story
Stellaluna by Janell Cannon.
The students will receive
help from the teachers or
Para educators during the
lesson.
Students will receive a copy
of the story. This will help
students follow along.
Students will also be
provided with a highlighter
to highlight key events and
react to those events, by
describing Stellalunas
feelings.

Grouping of Students for Instruction:

We will begin this lesson with a read aloud as whole class instruction. The teacher will read the
book Stellaluna out loud to the students. The students will listen and fill out their worksheets.
Once the teacher has read the story, we will review what happened in the story. Then, the teacher

will ask the students to pair share what they at least two events that happened in the story and
how Stellaluna reacted to these events/challenges. The students will work independently on the
worksheet to ensure that they understand what is going on in the story. The students will share
what they have filled out on their worksheets as partners, so that the student can share ideas or
add to their worksheets. Finally, we will come back together as a whole class and discuss the
worksheets. Using a poster, the teacher will write down a summary (beginning, middle, and end)
while calling on students. Then, the teacher and/or the students will describe the events in the
story and how Stellaluna may have felt or reacted to those events/challenges in the story. Most of
this lesson will be whole class instruction because the entire class will be reading the same story.
Section 2: Instruction and Engaging Students in Learning
Introduction:
Has anyone seen a bat in real life before, or read a book about bats?
Students responds: Yes, I read a book, and I watched a show about bats on television.
We have been doing some readings, using sentence frames, and answering questions.
Today, we are going to read a book called Stellaluna but while we read this book, we are
going to pay close attention to how Stellaluna, the main character, reacts to certain
situations or challenges in the book. We are also going to summarize this story, so pay
close attention.
It is important that we can summarize the story well, because being to summarize a story
or text shows that we understood what we read.
Questions:
1. What are some of the major events that took place in the story?
2. What challenges did Stellaluna face during the story? (Understanding)
3. How did Stellaluna react to those challenges? (Knowledge)
4. How did Stellaluna feel in the beginning of the story? (Knowledge)
5. Why do you think she felt that way? (Knowledge)
6. How did Stellaluna feel in the middle of the story? (Knowledge)
7. How did Stellaluna feel at the end of the story? (Knowledge)
8. How did Stellaluna react to the issue. (Knowledge)
9. What would you do if you were Stellaluna? (Synthesis)
10. Have you ever seen a bat in a birds nest? (Understanding)
11. Why is it important to examine how a character reacts to an event or challenge?
(analysis)
12. Why is it important to pay attention to details in the story? (Knowledge/Understanding)

13. How do you think Stellaluna felt when the owl came and knocked her into the air?
(Understanding/analysis)
14. How do you think Stelalluna felt when she realized that she was lost? (Understanding)
15. Have you ever been lost from your mom? How did that feel? (Understanding)
16. Have you ever felt out of place somewhere? (Knowledge/Understanding)
17. Did you feel like you had to fit in? (Knowledge/UnderstandingWhy do you think
Stellaluna learned how to be like a bird? (Understanding)
18. Do you agree with the way Mama Bird reacted when she saw Stellaluna and the baby
birds hanging upside down from the nest? Why or why not? (understanding)
19. Do you think Stellaluna liked behaving like a "good bird"? Why? (Understanding)
20. What do you think would have happened if she didnt meet the bat?
(Understanding/analysis)
21. How do you think Stellaluna felt when she met the other bat? (Understanding)
22. How do you think Stellaluna's felt when she found her mother? (Understanding)
23. How are the birds and the Stellaluna different in the story? (Understanding/Comparison)
24. At the end of the story, Stellaluna remains friends with the birds. Would you have
remained friends with the birds also? Why or why not? (Understanding/Analysis).
25. Why is it important to examine how a character reacts to an event or challenge?
(Understanding/Evaluation)
26. What is a situation that you remember, feeling out of place, scared, or uncomfortable?
(Understanding/Analysis).
27. Teacher: That can be very uncomfortable. Now, has anyone here maybe traveled to a
different country, where people speak and look different than yourself? (Knowledge)
28. What do you think that we can do to make people feel more comfortable, when they come to
our country?

29. Are birds and bats different? How so? (Knowledge/Understanding)

30. How are we different? (Knowledge/Understanding)
31. How did the birds treat Stellaluna, despite her differences? (Understanding)
32. How would you make someone feel comfortable and safe? (Understanding)
Learning Activities:

Learning Steps and Activities

1. Whole class instruction. Review prior
learning.

Has anyone seen a bat in real life

before, or read a book about bats?

Supporting Theories/Principles
(Why are you doing what you are doing?)
Piaget Schema. The teacher will discuss prior
learning before starting the lesson. Reviewing
this material will allow the students to build on
the current learning.

Students responds: Yes, I read a book,

and I watched a show about bats on
television.
We have been doing some readings,
using sentence frames, and answering
questions. Today, I am going to read the
book Stellaluna, by a show of hands,
how many of you have read the book?
While I am reading the book out loud, I
would like you to pay close attention to
how Stellaluna, the main character,
reacts to certain situations or challenges
in the book. I would like you to either
list a few adjectives to describe how
Stellaluna feels or reacts to an event in
the story, notice you have plenty of space
to write as many events as you wish
(show the students the worksheet and
point). We are also going to summarize
this story, so pay close attention.
2. *Hand out Worksheets, highlighters and
hardcopies of the story

Read Aloud the book Stellaluna.

We are going read the book Stellaluna
written by Janell Cannon. I want you to
listen closely and pay attention to how
Stellaluna reacts to certain situations or
challenges in the story, you can either
write or draw them in now, or you could
wait until I am done reading, and we will
go back into the book to review events in
the story.
In the left columns of your paper write
down the event and the right column, I
would like you to write down or draw
how Stellalunas reactions and how she
feels during events.
Read aloud Whole Class.
3. Think Pair Share.

Now, that we have read the story, I

would like you to turn to a partner and
discuss at least two events you wrote or

Vygotsky Importance of Language

The teacher allows students to discuss what
they have written down with a partner. The
students may add more events/reactions to
their paper.

Closure:
Now that we have read the story, and created this lovely poster, can someone tell my it is
important to pay attention to the characters, how they react to situations, events, and
challenges in the story?
Student response: It is important because the characters reactions show how they are
feeling.
Teacher: Exactly, what else, there is some more we could add to that.
(Call on Student)
Student: By knowing how the character reacts or feels, we can relate to the characters
Teacher: Great response, it is important to pay attention to how characters react to events or
situations, because we get to learn more about the characters this way. Also, by identifying
how the character(s) feels in the story helps the readers relate and understand what is going
on in the story. It is also important for each of us to come to understand each other, even
when we are very different.
Independent Practice:
The students could extend their experiences by paying attention to how characters react to
situations or challenges during their silent reading, or every day readings using the same
graphic organizer Events and Reactions. At home the students will read with parents and/or
siblings, and discuss how the characters in the book react to events in a story. The students
could also ask their parents where they came from or where ancestors might have migrated
from, and how they or ancestors may have felt when they first came to this country.
Questions may also be as simple as moving to a different location.
Instructional Materials, Resources, and Technology:

Book: Stellaluna by Janell Cannon

o Summary: A story about a baby bat that gets lost from her mother. She lands
in a birds nests and learns to sleep, eat, and fly like birds but Stellaluna
knows she is different. She just kind figure out why she is so different. One
day she goes out to fly with the birds, but she gets lost once again, along and
in the dark. Suddenly, another bat joins her, and she comes to find out that she
is not a bird.

Overhead
Large poster board
Markers
Worksheets
Hardcopies of the story
Translated version of the story (ELL students native language)

Highlighters

Acknowledgements:

Bauza, A. (2013). A Bat Adventure. Retrieved March 31, 2016, from

http://www.cpalms.org/Public/PreviewResourceLesson/Preview/50832
Kamp, L. (2012, November 2). Around the Kampfire: Stellaluna, Some Sugar, & A Freebie!
Retrieved March 31, 2016, from http://www.aroundthekampfire.com/2012/11/stellalunasome-sugar-freebie.html

Araceli Aispuro
3/30/2016
Social Justice Lesson Plan Reflection

What did you find challenging about revising this lesson to incorporate social justice themes and
what solutions did you use?
While trying to revise my lesson and incorporating social justice, I found it difficult to
find a theme. I chose to use a literacy lesson plan on the book Stellaluna by Janell Cannon.
Although the book is not a social justice themed book, I made it culturally relevant by
connecting the story to immigration. In the story, the bat Stellaluna gets lost from her mother and
has to learn to live with birds. She soon realizes that she is very different and has a hard time
feeling accepted. At the end of the story Stellaluna reunites with her mother but remains friends
with the birds, and teaches them a thing or two about how to be a bat. This story can be used for
other themes as well and I have connected it to other ideas as well: differences among
individuals, acceptance, making newcomers feel welcome, and our strengths and weaknesses in
certain areas (ex. Stellaluna is nocturnal so she could see at night; birds fly during the day).

Another challenge I ran into was developing social justice objectives. It was difficult to
align my objectives to the content objectives. However, I tried my best to make sure that the
objectives aligned with both the content objectives and the assessment. I tried integrating social
justice throughout the lesson without making getting off topic and being irrelevant; another
challenge in incorporating social justice into the lesson plan. I solved this issue by referring back
to the content objectives and developing questions about the book then connecting them to the
students personal lives and immigration overall. I chose this theme because, although the class
that I worked in wasnt as diverse as I expected, the city of Pasco, WA has large population of
immigrants. I decided to focus on immigration and differences among individuals for this reason.
Do you feel your revised lesson reflects the principles of culturally responsive teaching?

Yes! I was able to take literacy lesson that was focused on a book that seemed to have
nothing to do with social justice, and make the book relevant to a social justice themes/topics:
immigration, diversity, and acceptance. Rather than teaching social justice in isolation or as its
own lesson, I was able to integrate it throughout my literacy lesson that I had already developed.
I incorporated questions (based on Blooms Taxonomy) that connect to the students lives and
backgrounds, made accommodations to meet the needs of diverse learners (students can either
draw or write Stellalunas reactions to events, hardcopy of story for students to follow along, and
highlighters for students to highlight key events), and doing pair share, group discussion, and
whole class discussion, and having students think from perspectives of others. By doing so,
students are also addressing real life issues. In the lesson, for example, I ask students how they
could make other students from a different country feel welcome and have students come up
with solutions on their own.

References
Chartock, R.K. (2010). Strategies and Lessons for Culturally Responsive Teaching: A Primer for
K-12 Teachers. Boston, MA: Pearson.