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: Katy Larson and Emma Couch Date: 2/21/2018

Cooperating Teacher: Lori White Grade: 4th
School District: Pullman School District School: Franklin Elementary
University Supervisor: Dr. Akmal
Unit/Subject: Word Choice
Instructional Plan Title/Focus: Identifying and Revising Verbs and Adjectives Within
Writing

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose: Teacher candidates explain how this instructional plan
develops students’ conceptual understanding of overall content goals. This is sometimes
also called a “rationale” and includes a “what, why, how” general statement (see also
Central Focus in edTPA)
The purpose of this instructional plan is for students to accurately be able to identify
verbs and adjectives within writing in order to enhance and revise the imagery and
strength of their writing. Academically, students will be able to explain why certain
adjectives and verbs create more impactful writing. This instructional plan is made in the
hopes that students will incorporate the skill to choose strong verbs and adjectives to
improve their public speaking and writing skills in future.

Additionally, explain where in a unit this lesson would be taught. What lesson topic
came prior to this one (yesterday) and what related lesson will come after this one
(tomorrow)?

This lesson would be taught in a word choice unit. Prior to this lesson, students will have
been taught a lesson about revising. Students will have learned what it means to revise
their drafts of writing and how to do this. After this lesson, the students will be taught
about word choice and revising their papers for different nouns that will enhance their
writing.

1. State/National Learning Standards: Teacher candidates identify relevant grade

level concepts/content and align them to Content Standards—Common Core
Standards or Washington State EALRs, or National.
L.4.6 Acquire and use accurately grade-appropriate general and domain-specific words
and phrases, including those that signal precise actions, emotions, or states of being (e.g.,
quizzed, whined, stammered) and that are basic to a particular topic.

1. Content Objectives (to be copied in Assessment Chart below) and alignment to

State Learning Standards:

1. SWBAT identify verbs and adjectives in a description.

2. SWBAT revise vague writing by replacing weak general verbs with vivid verbs .
3. SWBAT revise vague language by replacing weak general adjectives with strong
adjectives.

Aligned standard:
1,2, and 3:
L.4.6 Acquire and use accurately grade-appropriate general and domain-specific words
and phrases, including those that signal precise actions, emotions, or states of being (e.g.,
quizzed, whined, stammered) and that are basic to a particular topic.

Language Objectives:
1. SWBAT explain how verb and adjective choices create more impactful writing.

Aligned standard:
L.4.6 Acquire and use accurately grade-appropriate general and domain-specific words
and phrases, including those that signal precise actions, emotions, or states of being (e.g.,
quizzed, whined, stammered) and that are basic to a particular topic.

1. Previous Learning Experiences:

Teacher candidates should explain what students know and have learned that is relevant
to the current lesson topic and process.
Students have learned previously in the grades before how to write personal narratives.
Students have also learned the different parts of speech, for example what an adjective
and verb is. This knowledge will help students be able to participate in the lesson and
make good academic decisions in order to help them learn.

1. Planning for Student Learning Needs (accommodations, student experiences,

prior learning and experiences):
For our class, we will assess our individual students learning needs. For example, we may
have students with IEP’s, 504’s, learning disabilities, behavioral problems, anxiety
disorders, etc. All students come into the classroom with different
backgrounds, therefore we will need to assess each of our students learning needs in
order to teach the lesson according to how our students will learn in the most effective
way. For ELLs, we would include multiple sentences displayed visually on the board in
order to accommodate all learners. In the personal thesaurus ELL students will also be
encouraged to include words in their first language. This will help ELL students to make
strong connections between English and their first language. Special Ed students can
draw pictures and use technology to accommodate their specific needs. Advanced
students will be encouraged to use more complex words and can create new pieces of
narrative practicing with strong verbs and adjectives if they finish revising previous work
quickly.

f. Assessment Strategies (Informal or formal) (Formative or Summative)

Teacher candidates should attach questions, worksheets, tests or any additional
documentation related to their assessment strategies, including accommodations or
modifications for students with disabilities as stated in their IEPs. They may also attach
appropriate marking rubrics, criteria lists, expectations, answer keys, etc. Consideration
for multiple means of expression should occur here. That is, how will teacher candidates
allow for K-12 students to express their learning in different ways? Will K-12 students
be given some choice?

Content/Language Assessment Strategies

Objectives

Content: SWBAT identify
verbs and adjectives in a
description.
Formative: Distribute paper to students at the end of the
activity. Have students write down a previous sentence
from the piece of their own writing that worked on during
independent work time. Ex. “The girl jumped off the big
tree.” Instruct students to circle the verb(s) in the
sentence, and underline the adjective(s) in the sentence.
By differentiating which type of word students are
circling and underlining, this tells us that the student is
able to identify verbs and adjectives in a description.
*Students will not be given a grade, therefore there is no
rubric for this formative assessment, however they will
be given feedback based on their progress.
Summative:

SWBAT revise vague writing
by replacing weak general
verbs with vivid verbs.
Formative: Instruct students to change the verb that they
identified in the sentence to a more impactful verb in
order to improve their writing. This tells us that the
student is able to revise for more impactful writing. The
class will then discuss the revisions that were made and
hand in their sheets of paper so the teacher can monitor
each student’s progress.
*Students will not be given a grade, therefore there is no
rubric for this formative assessment, however they will
be given feedback based on their progress. Therefore, see
observation sheet at end of document*
Summative:

SWBAT revise vague Formative: Instruct students to change the adjective that
language by replacing weak they identified in the sentence a more impactful
general adjectives with adjectives in order to improve their writing. This tells us
strong adjectives. that the student is able to revise for more impactful
 writing. The class will then discuss the revisions that
were made and hand in their sheets of paper so the
teacher can monitor each student’s progress.
*Students will not be given a grade, therefore there is no
rubric for this formative assessment, however they will
be given feedback based on their progress. Therefore, see
observation sheet at end of document*
Summative:

SWBAT explain how verb
and adjective choices create
more impactful writing.
Formative: During the guided practice, the teacher will
instruct students to read aloud two different descriptions
of writing. One description will include writing that is
less descriptive. The other piece of writing will include
writing that is more impactful. The students will be asked
which piece of writing includes verbs and adjectives that
make the writing more impactful. They will be asked
why the writing is more impactful. This activity is a
formative assessment within the lesson, as students are
practicing comparing and contrasting descriptive writing.
*Students will not be given a grade, therefore there is no
rubric for this formative assessment. However they will
be given immediate feedback based on their responses in
class. Therefore, see observation sheet at end of
document*
Summative:

(Add rows as needed)

*In the right column, describe whether the assessment you’ll collect is formative or
summative. Note: most assessment is considered formative when thinking about day-to-
day lessons. Summative is related to mastery. An exception might be having a “formal”
quiz mid-way in a unit to assure that students are on track with a certain degree of
proficiency. Should the quiz indicate students are not progressing, and adjustment of
timing in the instructional “unit” will be required.

g. Student Voice: Student voice is a term used to describe students expressing their
understanding of their own learning process. For your lesson, respond to the three
required components of student voice and identify how students will reflect and/or
communicate on their learning or progress toward meeting the goals. (Use the
following table.)
Student-based Description of how students will
K-12 students will evidence to be reflect on their learning.
be able to: collected (things
produced by students:
journals, exit slips,
self-assessments,
 work samples,
projects, papers, etc.)

1. Explain student The Power of YET Evidence will be collected from

learning targets and exit slip the Power of Yet exit slip. This
what is required to *See exit slip at end slip will as students what they can
meet them of document* do after after participating in the
(including why they lesson. Students will also be asked
are important to to identify something that they
learn). can’t do YET.

2. Monitor their Students will turn in Evidence of monitoring the

own learning their Power of YET student’s learning will be reflected
progress toward the exit slip. by the student’s answers on their
learning targets Power of YET exit slip. This will
using the tools be collected at the end of the
provided (checklists, lesson. The students will reflect on
rubrics, etc.). their learning by being asked
questions that help them to reflect
on their learning process as well as
understand what their strengths
and weaknesses are.

3. Explain how to Personal Thesaurus Students will be able to look back

access resources and (example attached in at dictionaries and thesauruses for
additional support instructional reference, but along the process
when needed (and materials). students will keep a small journal
how/why those with general verbs and adjectives
resources will help that they tend to overuse or could
them). be strengthened. Students will
create their own personal thesaurus
to use to recognize common words
that they personally use, strong
replacements for them, and have a
resource personalized for them to
look refer to. This resource will
help students revise their work to
make it stronger and more
interesting.
 h. Grouping of Students for Instruction: Describe why, how, and where
in the lesson students will be divided into groups, if applicable (e.g., "why" could
be to support language learners, for reciprocal teaching, and/or to use jigsaw, and
"how" might include random, ability-based, interest, social purposes, etc.).
Recognize that some lessons or parts of a lesson may call for grouped work or
individualized work or both.
Students will be working in groups, partners, and individually. The mini
lesson will be held on the carpet to the whole class to pull students all together and
relay information. This is when the modeling will take place. Students will be
paired with a partner to look over previous work and find alternatives to general
adjectives and verbs they used. During their time to revise their own pieces of
writing, students will be able to work independently and conference with the
teacher or a partner if they would like to. This way students can conference with
each other and get feedback from their peers during their writing process.

Section 2: Instruction and Engaging Students in Learning

1. Introduction: Teacher candidates identify how they are going to introduce the
concept, skill or task in a way that gains students’ attention and gets them
involved (the lesson “hook”).

Teacher will say: “Good Morning writers! Do you remember learning how to revise our
pieces of writing yesterday? We learned the power of revising, and how revising can
make our writing stronger. Today, we are going to put more tools into our revising
toolbox. We are going to learn about identifying verbs and adjectives in writing and how
to revise those words in order to make them stronger.”

1. Questions: Questions teacher candidate will ask during the lesson that drive
thinking and learning and engagement (5 or more questions) and in parentheses,
indicate Bloom level and/or question type to ensure that you are posing questions
that push critical thinking and engagement (e.g. Analysis/Divergent)

-Were there adjectives or verbs in this sentence? (Bloom Level: Understand)

-Where were the adjectives and verbs in this sentence? (Bloom Level: Understand)
-Can you think of any more vivid verbs that would fit this sentence to make it stronger?
(Bloom Level: Apply)
-Can you think of any other vivid adjectives that would fit this sentence to make it
stronger? (Bloom Level: Apply)
-What conclusions can we say about revising our writing in order to make more impactful
writing? (Bloom Level: Analyze)
-Which description has more impactful writing? Why does that description have more
impactful writing? (Bloom Level: Analyze)

1. Learning Activities: Describe what the teacher will do and say and students
will do during the lesson. Write it as a procedural set of steps in the left column of
table below. On the right, refer to a supporting learning theory or principle
driving that activity and/or your rationale for doing what you are doing.
Prompts for right hand column—supporting theories/principles. In the right column, use
references from texts, research/peer reviewed journals, or other learning theories to
support your choice of activities. You might draw from your 301 and/or your methods
courses here.
o Connections between students’ own lives, experiences, cultures, interests and the
content.
o Active learning over passive learning (e.g. SCI Learning Experiences ladder—
simulation over verbal)
o Theoretical support for learning activities (e.g. Culturally responsive strategy, or
processing)
o Multiple means of representation for the K-12 students (UDL principle)
o Multiple means of engagement for the K-12 students (UDL principle)
o Multiple means of expression of learning by the K-12 students (UDL principle)
o Accommodations and modifications for students with diverse needs, including those
with disabilities (as stated in their IEPs)
o How the teacher candidate will assess the learning of the students (from table
above)
Learning Steps and Activities Supporting Theories/Principles
(Why are you doing what you are doing?)

Example: Transition from introduction Supports multiple means of engagement,

by asking students to look at “inputs”
and in pairs, create a list of additional
community assets/contributions (inputs)
for social change diagram. Circulate
around groups to observe students’
progress.
and allowing students to generate their
own inputs from experience; is more
culturally responsive than teacher
generated ideas only.

Introduction (1 min)
Say: “Good Morning writers! Do you
remember learning how to revise our
pieces of writing yesterday? We learned
the power of revising, and how revising
can make our writing stronger. Today, we
are going to put more tools into our
revising toolbox. We are going to learn
about identifying verbs and adjectives in
writing and how to revise those words in
order to make our writing stronger and
more impactful.”

I Do / You Watch (5 mins) Bandura’s Observational Learning

Do: Teacher will write the sentence, “I Theory in use as students learn from the
had fun at the park.” on the board so teacher modeling of the teaching strategy
everybody in the class can see the and think aloud.
sentence.
Say: “Verbs and adjectives really change
the meaning of the writing that we do in
class and in the world. One of the words I
see a lot in class is the word fun. Hmm. I
know that fun is an adjective. That means
that I am describing something. I know I
could use a different adjective that means
the same as fun, but is more impactful to
my writing. I will use the adjective,
“thrilling”. This adjective will make my
writing more impactful. Revising my
writing for adjectives, as well as verbs,
can help me to create more effective
writing. Now, you are going to help me
revise a sentence together.”

I Do / You Help (10 mins) Vygotsky’s zone of proximal

Say: “Let’s look at a sentence all development- students are allowed an
together.” Do: Write, The girl jumped off opportunity to try it themselves with the
the big tree, on the board. support of the teacher. This method helps
Say: “Let’s circle the verb in this the students get practice revising their
sentence. Who can tell me what the action adjectives and verbs with multiple
word is?” Do: Call on student(s) sentences before going to revise on their
(clarify/correct if necessary) and circle own. The opportunity to have guided
jumped. practice where students can brainstorm
Say: “Who can tell me the adjective in the ideas about what words might fit, but
sentence?” with guidance from their teacher is
Do: Call on student(s) (clarify/correct if helpful for students who are beginners at
necessary) and underline big. revising their work.
Say: “Now that we have identified the
verbs and adjectives we should create a
list of alternative words for each of
them.”
Do: Make a T-chart with jumped and big
on the top and suggestions from the class
below each word. Students may look at
thesauruses and dictionaries for guidance.
Say: “This list is looking great! Now let’s
hear some suggestions using the more
effective and interesting words from our
list into our sentence.”
Do: Call on students and allow them to
write their sentence on the board to see
the variety of sentences that are created.
Say: “These sentences that we have
created are much more interesting and
impactful than the original! Now I am
going to read you two variations of a
sentence and then we will discuss which
sentence is the better quality sentence.”
Do: Call on two students to read on
variation of a sentence.
Say: “Which sentence was sounded more
impactful or interesting?” “Why do you
think that sentence was more effective?”
Do: Allow students to discuss their
thinking with each other. Facilitate
disagreements, but allow students to talk
through their thinking and clarify/correct
each other.
Say: “Now we are going to practice with
a few more sentences.” *See Curriculum
at end of document*
Say: “Good work! I like the discussions
and thinking that I am hearing from each
of you! Now head back to your table for
some partner work.”

You Do / I Help (20 mins) This also is encompassing Vygotsky’s

Say: Now I will pass out the writing piece zone of proximal development because
from last week that you turned into me. In the students are collectively sharing their
the first paragraph you will see some ideas and working together on their
highlighted verbs and adjectives that I assignment.
think could be strengthened. With a
partner, write these words in your
personal thesaurus and define them. Then
you will find alternatives for these words.
After completing the first paragraph of
each of your writings. Read through each
paper and continue to help each other
highlight the verbs and adjectives in the
rest of the paragraphs that could
improved and continue to help each other
find alternatives. Record all the adjectives
and verbs with alternatives in your
personal thesaurus, define them, and
record their alternatives as well. Once
each partner paper has been worked on
collaboratively, return to your desk and
work on revising your paper with stronger
verbs and adjectives alone. When you are
finished with your partner rework and
rewrite your sentences with new strong
adjectives and verbs to make a more
impactful and interesting piece of writing.
For this you make work alone or continue
conferencing with a partner.
Do: Walk around to make sure
conversations are on task and
constructive. Help students when needed
and guide them to dictionaries and
thesauruses when needed. Also offer
support and conference with students.

You Do / I Watch (10 mins) Constructivism (Vygotsky, Piaget,

Do: Pull student’s names (as time Wertsch, Johnsteiner, Mahn)
permits), and make sure they are Students are interacting socially and
comfortable sharing a sentence of their sharing their work with each other.
work with the class in order to create a Students are able to make sense of the
positive and comfortable sharing information and see strategies and
environment. decisions that their peers have used and
Say: “Now somebody is going to share made.
their revised work with the class.
Do: Allow the student to sit in front of the
class and share a sentence of their revised
work.
Say: “Wow, who heard the vivid
adjectives and verbs in their writing?
What kind of adjectives and verbs did
you hear?
Do: Allow students to provide positive
feedback.
Say: Great job revising your adjectives
and verbs, you can go back to your seat
now.
Do: Hand out The Power of YET exit
slips to each student. *See exit slip at end
of document.
Say: Please complete your exit slip. I
want to know how you feel about your
own progress with revising.

(Add rows as needed)

B. Closure: Closure is the signal to students that the lesson is now coming to an end. In
closure, teachers review the learning targets (what was taught) for the day and refocus on
what is important.

“During this lesson today I saw a lot of hard work and persistence! Your verb and
adjective words are sounding much better than before and I know with even more
practice our word choices as a class will be even more awesome! You need to keep your
personal thesauruses in your desk so you can use them and add to them for your future
writing. You all demonstrated your ability to identify verbs and adjectives, revise them to
be more effective in your sentences, and discuss how these word changes made your and
your peers writing more impactful! Please turn you exit slips into the turn in basket as
you leave for lunch.”

C. Independent Practice: Describe how students will extend their experiences with the
content and demonstrate understanding in a new and different context (perhaps even
outside of the classroom). Include possible family interaction (identify at least one way in
which you might involve students’ families in this instructional plan.)

Students will extend their experiences and involvement with revising their writing for
impactful adjectives and verbs by being involved in family dialogue journals. These
family dialogue journals will extend students writing and literacy skills outside of the
classroom and push them to think deeper about not only the worldly topics they
discussing at home, but also push them into being more developed writers. As students
will write back and forth with their family members, they will be provided with a
structured writing response from their family members. Their family members will be
instructed to introduce important topics that push their student to be socially responsible
citizens and use strong verb and adjective choices in their writing.

D. Instructional Materials, Resources, and Technology: Attach a copy of ALL

materials the teacher and students will use during the lesson; e.g., handouts, worksheets,
multi-media tools, and any assessment materials utilized.
a. White board
b. Pens
c. Thesaurus
d. Dictionary
e. Attached handouts
f. Pencils
g. Current piece of writing that is being worked on
Curriculum used for teaching instruction:

Write on board:
Amy walked to her fun birthday party.
Adjective: _________ Verb: __________
New Sentence:
________________________________________________
________________________________________________
_______________.
Write on board:
The smelly cat laid in the sun all day.
Adjective: _________ Verb: __________
New Sentence:
________________________________________________
________________________________________________
_______________.
Write on board:
Daniel went to the doctor after he threw up for five long
days.
Adjective: _________ Verb: __________
New Sentence:
________________________________________________
________________________________________________
_______________.
Write on board:
We had a good time at the cute wedding.
Adjective: _________ Verb: __________
New Sentence:
________________________________________________
________________________________________________
_______________.
Write on board:
Ms. Larson and Ms. Couch saw some bad students
cheating on their test.
Adjective: _________ Verb: __________
New Sentence:
________________________________________________
________________________________________________
_______________.
Student Voice:

Power of YET
I can…


I can’t YET…


How you turn can’t Yet into can?

How are you feeling about your learning process?

 Personal Thesaurus Template

Word

(Part of Speech)

Definition:

Alternatives:
 Observation Sheet

Student Observation

Student A

Student B

Student C

Student D

Student E

Student F

Student G

Student H

Student I

Student J

Student K

Student L

Student M

Student N

Student O

Student P

Student Q

Student R

Student S

E. Acknowledgements: Acknowledge your sources