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: Rachel Doran Date: January 27, 2018

Cooperating Teacher: Simon Jongekryg Grade: 4th
School District: Pullman School: _____________________________
University Supervisor: Lori White
Unit/Subject: Writing
Instructional Plan Title/Focus: What’s your opinion?

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)

Students will learn how to express their opinions in their writing, in order to persuade
the reader on a certain subject. This will be accomplished through a 45-50 minute lesson
practicing stating our opinions, and learning the components that go into writing a
persuasive piece of writing. We will have an instructional time that will allow the students to
observe and help as the teacher is modeling what is expected of them. After that, the
students will be turned loose to practice those new skills and demonstrate their
understanding. It is important for students to be able to state their opinions and follow up
those opinions with facts and persuasion pieces. These strategies will be useful in many
situations in both their academic and world lives. Whether it be in debate class, writing a
paper, or arguing their point students can draw from what they’ve learned in this lesson to
benefit all aspects of life.

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)?
Yesterday, the students brainstormed ideas that they might like to write about. This would
be the first lesson in a series on opinion writing. On this day we are focused on them just
being able to identify their opinions, finding facts and details and putting it down. Tomorrow
we would come back and look at the comments I had given them on their paragraphs this
far, they will have time to revise and edit, and turn in their finished product.

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.
CCSS.ELA-LITERACY.W.4.1

Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
CCSS.ELA-LITERACY.W.4.1.A

Introduce a topic or text clearly, state an opinion, and create an organizational

structure in which related ideas are grouped to support the writer's purpose.
CCSS.ELA-LITERACY.W.4.1.B

Provide reasons that are supported by facts and details.

CCSS.ELA-LITERACY.W.4.1.C

Link opinion and reasons using words and phrases (e.g., for instance, in order
to, in addition).
CCSS.ELA-LITERACY.W.4.1.D

Provide a concluding statement or section related to the opinion presented.

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

State Learning Standards:

1. SWBAT… Write a paragraph based on an opinion on a specific topic.

2. SWBAT… Accurately organize their writing into topic, opinion, facts, and conclusion.
3. SWBAT… Write a strong concluding sentence.
4. SWBAT… Identify and articulate facts and details to support the opinion.
5. SWBAT… Understand the differences between expository, persuasive, and narrative
writing as well as identify the different aspects that go into persuasive writing.
Language Objectives:
1. SWBAT… use words like “for instance, in addition” to link together their opinion and
reasons.
2. SWBAT… Explain what opinion means in their own words.

Aligned standard:
Content:
1. Aligned with: CCSS.ELA-LITERACY.W.4.1- Write opinion pieces on topics or texts,
supporting a point of view with reasons and information.
2. Aligned with: CCSS.ELA-LITERACY.W.4.1.A- introduce a topic or text clearly, state an
opinion, and create an organizational structure in which related ideas are grouped to
support the writer's purpose.
3. Aligned with: CCSS.ELA-LITERACY.W.4.1.D- Provide a concluding statement or section
related to the opinion presented.
4. Aligned with: CCSS.ELA-LITERACY.W.4.1.B- Provide reasons that are supported by facts
and details.
Language:
1. Aligned with: CCSS.ELA-LITERACY.W.4.1.C- Link opinion and reasons using words and
phrases (e.g., for instance, in order to, in addition).
2. Aligned with: CCSS.ELA-LITERACY.W.4.1-Write opinion pieces on topics or texts, supporting
a point of view with reasons and information.

1. Previous Learning Experiences: Teacher candidates should explain what students

know and have learned that is relevant to the current lesson topic and process
a. Students will have already learned how to write a paragraph, connecting
sentences, all the components that go into writing a paragraph and how to
identify facts, and reasons within a text to support their claims in a writing
piece. They have also looked at different types of persuasive writings so that
they can gain a general understanding of what goes into a persuasive piece
and how to formulate one.

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

prior learning and experiences):
a. Some students might need help starting a writing piece (unmotivated writers
or ELL). For this we would include some sentence starters to get them
thinking about their opinions on things (see attachment A)
b. Some students might need help with staying focused or on task. (students
with IEP’s, unmotivated learners, or behavioral issues). For this we would
 have sentence starters again, or we would have them take a break after each
writing step.
c. Some students may write their opinion pieces swiftly and with little trouble
(gifted students). For this we would provide the students with chromebooks
and thesaurus so that they can strengthen their writing, find stronger
adjectives, and rearrange their sentences to create a stronger opinion piece.

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 Objectives Assessment Strategies

SWBAT… Write a paragraph Formative: Student will be assessed

based on an opinion on a specific during writing time to be sure they are on
topic. topic and have identified an opinion they
want to write about.

Formative: Student will submit their

“finished” work to be graded on a rubric
(see attachment B), but will have the
chance to revise and edit before submitting
a final time.

SWBAT… Accurately organize their
writing into Topic, Opinion, facts,
and conclusion.
Formative: During work time, I will walk
around and conference with each of the
students to be sure that they are organizing
their writing as it will be graded on the
rubric.

Formative: The student submits their

writing to be graded on the rubric. They will
have time to revise and edit before
submitting it a final time.
 SWBAT… Write a strong
concluding sentence.
SWBAT… use words like “for
instance, in addition” to link together to be graded on the rubric. They will have
their opinion and reasons
SWBAT… identify and articulate
facts and details to support the
opinion.
SWBAT…Explain what opinion
means in their own words.
SWBAT… Understand the
differences between expository,
persuasive, and narrative writing as
well as identify the different aspects
that go into persuasive writing.
Formative: Student will have the chance to
share with a peer, and with the class to
determine if they have a strong concluding
sentence. They will reference “Concluding
sentences” worksheet (attachment C) to
judge if they have a strong conclusion.
Formative: Student will submit their writing
to be graded on the rubric. They will have
time to revise and edit before submitting it
a final time.
Formative: Student will submit their writing
time to revise and edit before submitting it
a final time. This will help to see if the
students are using these words correctly.
Formative: During work time, we will work
on finding facts and details. I will be able to
judge if they are finding supporting details
that match the topic at hand.
Formative: The student will submit their
writing to be graded on a rubric. They will
have time to revise and edit before
submitting it a final time.
Formative: During our mini lesson, we will
have the students explain in their own
words what opinion means. If they are on
the right track we can move on, if they are
not, we know to take a step back and
reteach that vocabulary word again. We
will also silent signal if they understand the
definition their peers said with a “me too” or
a “no”
Formative: exit slip (see attachment D)
Formative: students will be assessed
during the mini lesson after the article is
read on their knowledge of these things.
(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 evidence to Description of how
K-12 students will be able be collected (things students will reflect on
to: produced by students: their learning.
journals, exit slips, self-
assessments, work
samples, projects, papers,
etc.)

1. Explain student Students will write an exit After we explain the

learning targets and what is
required to meet them
(including why they are
important to learn).
slip (attachment D) at the
end of the day where they
will be asked to write what
they believe are the major
aspects that go into a
persuasive piece of writing
and what makes a strong
concluding sentence.
learning targets for the
day we will call on
students to give the
learning targets in their
own words. At the end
of the mini lesson we
will look back at those
learning targets and
discuss how they
relate to the things we
are doing for this
lesson.

2. Monitor their own
learning progress toward
the learning targets using
the tools provided
(checklists, rubrics, etc.).
Students will show they
have met the learning
targets set in place for them
having a strong persuasive
piece with a solid
concluding sentence in the
paper that they turn into the
Student will have the
chance to share with a
peer, and with the
class to determine if
they have a strong
concluding sentence.
They will reference
 teacher at the end of the “Concluding
day. sentences” worksheet
(attachment C) to
judge if they have a
strong conclusion.

3. Explain how to access
resources and additional
support when needed (and
how/why those resources
will help them).
Students will represent
where they made changes
to their writing by using
outside resources and
additional support in a
different colored pen after
their writing time and during
their sharing time. These
changes can be easily seen
on their piece of writing that
they turn in at the end of
the day because it will be in
a different color.
Students will show that
they know how to
access resources and
seek support during
the “writing” portion of
the lesson when we
(the teachers) will walk
around and answer
any questions the
students might have
and also gathering
additional support from
their peers after the
writing process and
during the sharing
time.

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.
We will be having time together as a class first, to make sure we are all on
the right track. This is the learning time, and the time to ask questions if students are
not understanding the learning targets. The students will be sent back to their table
groups where they will have the chance to work together to come up with some
ideas. This works especially well with students who are struggling to find a topic to
write about, or ELL students who might need a little more help with getting started.
They will work in these groups the remainder of the writing time, being able to
conference when needed, ask for help when needed, and share their ideas. While
the majority of the writing experience is individual, the students are able to work with
one another when they get stuck, or want someone else’s opinion. Writers workshop
 works best when there is conversations going on. It shouldn’t just be silent work
time, every student is at a different part of the writing process and that should be
seen during this time.

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”).
a. Before the students walk in we will have our learning targets on the board.
Next to our learning targets we will have the term “persuasive writing” on the
board. “Hello class, today we are going to be working with these learning
targets *point to learning targets* and really dive into how they relate to the
entirety of persuasive writing. Can any of you tell me what persuasion means
or what it means to be persuaded?” *Call on student* “Right! When we
persuade somebody it means we are trying to get them to believe or think the
same way we do but instead of arguing or talking to somebody about our
opinion we will be putting it in writing. Cool, right?”
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)
a. “Who can tell me what opinion means, in your own words?” (Level 1 -
Remember)
b. “What are some differences between expository, persuasive and narrative
writings?” (Level 4 - Analyze)
c. “What makes a good concluding sentence?” (Level 5 - Evaluate)
d. “What are the major characteristics to a persuasive piece?” (Level 2-
Understand)
e. “How is what we are learning today about persuasive pieces related to our
learning targets?”(Level 3- Apply)

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

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.
engagement, and allowing students
to generate their own inputs from
experience; is more culturally
responsive than teacher generated
ideas only.

1. First we will start off talking about Constructivism (Vygotsky, Piaget,

what each of the learning targets
are. “After today, we should know
each of these targets”. After
explaining what they are, we will
call on students to share what they
mean in their own words.
“Timmy, can you explain to me
what this learning target means, in
your own words?” Have the
students give the silent “Agree” or
“Disagree” signal. (3 minutes)
Wertsch, John Steiner, Mahn):
Learners construct their own
knowledge
Having students state the learning
targets in their own words, the
students will have a better
understanding of what they will be
expected of, what the learning targets
actually mean, and will be responsible
for their own learning.

1. After we understand what we are Scheme (Piaget)

going to learn today, we will read:
“What Winter Olympic Sport are We are taking a step back looking at
you Most Excited About what the students already know about
 Watching?” from the New York
Times. *Read the article* “Is this
article, expository, persuasive, or
narrative? How do you know?
What differences do they have?”
(5 minutes)
1. We will then practice coming up
with our own opinions. “Hmm,
now that I have read that article, I
just don’t think that snowboarding
is that cool. I mean, have you seen
figure skating? That is my favorite
olympic sport. Do you see how I
disagreed with what the author
said? That is my opinion on the
issue. What are some opinions you
have on the article?” *Call on a
few students and have the rest of
the class give a silent “agree” or
“disagree” sign. “Good job
writers. Now that we have an idea
of how to create opinions, we are
going to send you back to your
groups and we are going to think-
pair-share some ideas we want to
write about. That relate to the
questions at the end of the article.
Look at the handout I placed on
your tables for ideas” (Attachment
both narrative and expository writing,
and planning our instruction to help
build on what they already know by
introducing persuasive writing.
Advance Organizers (Ausabel &
Mayer)
We will have the students organize
what they know about each type of
writing in such a way that will highlight
the relationships between each
writing, show how the new concept
learned relates to the learning targets,
and draw from their existing
knowledge to support new theories
and remind them of what they already
know.
Observational Learning (Bandura)
The students will learn how to form
their own opinions by observing how
the teacher used the article to form
he/she’s own opinion. When students
observe how to do something they
can gain a better representation and
understanding of what to do on their
own.
Importance of Language
(Vygotsky)
The students will be able to talk
through their ideas with their partner
before beginning to write. This allows
the students to understand the
activity better, and to prepare their
brains for writing time.
 E)(5 minutes)
1. Students will go back to their
desks. They will think for just a
few minutes. “Okay writers. Now
that you have had some time to
think, I want you to turn to your
elbow partner and share what you
think you are going to write
about.” *students will share for a
few minutes* “Alright, what are
some of the things you or your
partner said?” *Call on students*
“I think you all are going to have
some great pieces. I am going to
pass out a rubric, and a “strong
conclusion sentences” hand out
and I want you all to take out a
piece of paper, a pencil, and get
started writing!”
After students have been writing for
approximately 20-25 minutes. We
will check in and start our peer
feedback on conclusion sentences.
“How is everyone doing? You all
did such a great job jumping right
in. I want you to pause for a few
minutes and talk with a different
elbow partner about your
conclusion sentence. If you are not
quite there yet, talk about what
you might say when you get there.
I want you to take a look at that
handout I gave everyone. Does
your conclusion follow each of
those points? How can it be even
stronger? Remember to give your
peer feedback that is helpful, not
just ‘Good job’”
Constructivism (Vygotsky, Piaget,
etc.)
The students are given a rubric and a
handout on concluding sentence.
They may not have been exposed to
this content, so the students will have
a chance to practice and engage with
their new learning.
Importance of Language
(Vygotsky)
The students will be able to talk
through their ideas with their partner
before beginning to write. This allows
the students to understand the
activity better, and to prepare their
brains for writing time.
Importance of Language
(Vygotsky)
The students will be able to talk
through their ideas with their partner
before beginning to write. This allows
the students to understand the
activity better, and to prepare their
brains for writing time.
 “Everyone has 5 minutes to finish up
their writing and make changes
that they need” (After 5 minutes)
Now that we have finished our
writing time. I am passing out an
exit slip. This must be finished
and turned into the inbox before
you line up for recess. Tomorrow
we will work on revising and
editing our pieces and making sure
they are ready for their final draft.
Great job writing today! (See
attachment D) (7 minutes)
Advance Organizers (Ausabel &
Mayer)
Information is organized in such a
way that the students are returning to
what they’ve learned throughout the
lesson to answer an exit slip question
in which they activate their prior
knowledge and highlight the
relationships between the ideas that
were presented to them in class.

(Add rows as needed)

1. 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.

“Alright class, I’m so proud of how hard all of you worked today! Writing a persuasive
piece can sometimes be very challenging but I could tell all of you were focused and
wrote a lot of thoughtful things. I will be coming around to collect your writings soon
and will be dropping off an exit slip that must be turned in before you line up for
recess. Remember today we looked at these learning targets *point to learning
targets on the board* Try to think really hard about how these learning targets relate
to what we did in class today as you write your exit slips”

2. 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.)

a. Students will be able to extend their experience with this content because
they learned how to articulate their opinions. They will begin to realize that
they have opinions and ideas on all sorts of things. They can use this with
conversations at home, or with their friends. One way you can involve the
family after this lesson is to send home a list of topics to talk about with their
students. This way, the student is practicing making their opinions and
 backing it up with evidence, and the parent is getting an idea about what their
student is doing in class. The parent can also get a chance to disagree with
their student, which creates a whole new conversation.

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

materials the teacher and students will use during the lesson; e.g., handouts,
worksheets, multimedia tools, and any assessment materials utilized.

Students will need:

● Paper
● Pencils
● Access to informational texts on subject
● “Strong conclusions” worksheet (attached below)
● Rubric for success (attached below)
● Sentence starter worksheet- when needed (attached below)
● Exit slip (attached below)
● Writing prompts (attached below)
1. Acknowledgements: Acknowledge your sources

https://www.nytimes.com/2018/02/02/learning/what-winter-olympic-sports-are-you-most-excited-
about-watching.html?rref=collection%2Fcolumn%2Flearning-student-
opinion&action=click&contentCollection=learning&region=stream&module=stream_unit&version
=latest&contentPlacement=3&pgtype=collection

http://www.corestandards.org/ELA-Literacy/W/4/

ATTACHMENTS:

A. I think that… Because…

I believe that… Because…
My opinion on… is… because…

B.
1 2 3 4

Student identified a Student identifies a Student identifies a Student has a strong

topic. But needs to topic but not quite an topic and opinion. topic sentence that
identify an opinion. opinion. Paragraph generally states their opinion
Paragraph is not Paragraph has a follows the topic, on a specific topic.
organized to the topic and opinion but opinion, facts, and Paragraph follows the
topic, opinion, facts, missing facts and conclusion format. topic, opinion, facts,
and conclusion conclusion. Conclusion sentence and conclusions
format. Conclusion sentence is good, but could format.
No conclusion needs some work/ no use revising to make Conclusion sentence
sentence. conclusion. it stronger. is strong and follows
No linking words like Students did not use Student uses some the guidelines from
“for instance” or “in linking words like “for linking words like “for the worksheet.
addition” instance” or “in instance” and “in Student uses linking
addition” addition” words like “for
appropriately. appropriately, but instance” and “in
some are not. addition”
appropriately.

C.
D. Exit Slip: “what are the major components of a persuasive piece of writing? What makes a
strong concluding sentence?
E. Writing prompts:
1. Do you agree that snowboarding should be an Olympic sport? Why or why not?
2. What winter sports are you most excited about watching-either during the Olympics or in
general. Why?
3. What other sports would you add to the Winter Games, and why?