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:Brooke Thomas Date: March 28, 2018

Cooperating Teacher: Mackenzie Mitchell Grade: 6th Grade
School District: 81 School: Cougar Elementary
University Supervisor: Lori White
Unit/Subject: Reading Skills

Instructional Plan Title/Focus:

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 lesson plan is to teach students how to identify a theme,
describe a character, and cite textual evidence while reading a book. By using these skills
when reading the students will be more comprehensive of their text.Strategies such as
these ones will really make sure a student is aware of what they are reading.We will be
using the idea of readers workshop. The “what, why, how” statement would be explained to
the students by a model lesson demonstrating “what” the different reading strategies. The
“why” portion of the lesson would be so the students can use these strategies to
comprehend what they are reading better. The “how” statement would be the students
practicing these strategies while they are independently reading.
This lesson would be right in the middle of a reading comprehension unit. The lesson
topic that came before this lesson was how to identify main characters and their purpose in
the story. The lesson that will come after this lesson will be identifying point of view when
reading.
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)?

b. 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.RL.6.1

Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-LITERACY.RL.6.2

Determine a theme or central idea of a text and how it is conveyed through particular
details; provide a summary of the text distinct from personal opinions or judgments.
CCSS.ELA-LITERACY.RL.6.3

Describe how a particular story's or drama's plot unfolds in a series of episodes as

well as how the characters respond or change as the plot moves toward a
resolution.

c. Content Objectives (to be copied in Assessment Chart below) and alignment to State
Learning Standards:

1. SWBAT… identify evidence found in the text to support their ideas and claims about the
main themes and different characters.

Aligned standard:
CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.

2. SWBAT… determine the main theme or central idea of the book of their choosing
with particular detail.

Aligned standard:
CCSS.ELA-LITERACY.RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular
details; provide a summary of the text distinct from personal opinions or judgments.
3. SWBAT… describe explicit details about a specific character in the book to help
relate these details to the theme of the book.

Aligned standard:
CCSS.ELA-LITERACY.RL.6.3
Describe how a particular story's or drama's plot unfolds in a series of episodes as
well as how the characters respond or change as the plot moves toward a
resolution.

Language Objectives:
1. SWBAT… determine t

Aligned standard :
CCSS.ELA-LITERACY.L.6.1.E
Recognize variations from standard English in their own and others' writing and
speaking, and identify and use strategies to improve expression in conventional
language.

2. SWBAT… identify the meaning of a word by using the context of the book to help
create a definition or understanding of the word.

Aligned Standard :
CCSS.ELA-LITERACY.L.6.4.A
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position
or function in a sentence) as a clue to the meaning of a word or phrase.

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

know and have learned that is relevant to the current lesson topic and process.

In 5th grade students learned about how to quote from a book specifically, as well as be
able to determine what the theme of the story was. Students also learned how to compare
two characters. These all helped them with the beginning steps of reading comprehension.
After learning this, students will have a better understanding of the main ideas of the story.

e.Planning for Student Learning Needs (accommodations, student experiences, prior

learning and experiences):
Students will be given the freedom to choose their own book to complete this lesson.
This will allow them to choose a book that they feel comfortable reading for the readers
workshop and be able to identify the theme, characters, and cite textual evidence.
ELL students may be guided into choosing books that will allow them to easily
identify each component as well as challenging them by not giving them the answers.
These books may have pictures to help identify, or use simple 6th grade vocabulary ad
sight words to help with their understanding.

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…identify evidence found in the text Formative: The teacher will walk around the
to support their ideas and claims about the classroom to check for students accuracy
main themes and different characters.

SWBAT… determine the main theme or Formative:

central idea of the book of their choosing
with particular detail.

SWBAT… describe explicit details about a Formative:

specific character in the book to help
relate these details to the theme of the
book.

SWBAT… determine how the author Formative:

chooses to write conventionally and identify
the authors purposeful expressions within
the reading.

SWBAT… identify the meaning of a word
by using the context of the book to help
create a definition or understanding of
the word.
Formative: The teacher will walk around the
classroom, and check for students
accuracy. Each book my have definitions in
the back, and teacher could guide students
to specific resources to help with accuracy

*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 accurately Students will use

learning targets and what is
required to meet them
(including why they are
important to learn).
describe the characters in
the book while citing textual
evidence. The students will
also identify the theme of
the book, in order to help
create a better
understanding of the
purpose of the book.
describing language,
as well as citing textual
evidence to create
accuracy, taught in
lessons prior.

2. Monitor their own
learning progress toward
the learning targets using
the tools provided
(checklists, rubrics, etc.).
The teacher will provide the
students with a checklist
based off of their
understanding of the theme
of the book, describing the
characters, and citing
textual evidence.
Students will be able
to refer to the checklist
to be sure that they
are staying on task,
and meeting the
requirements and
guidelines that were
set.

3. Explain how to The teacher would leave Students will be able

access resources and
additional support when
needed (and how/why
those resources will help
them).
the definition of a theme on
the board or different
examples of themes found
in books previously read as
a class.
The teacher would also
to sue the resources
that the teacher
presented in the front
of the classroom as
well as individually
printed off for each
 leave a list of describing student to refer back
words on the board to help to.
students describe the
characters.
The teacher would also use
examples on the board as
to how to accurately cite
things from the text, in
order to be sure they are
completing accuracy.

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.
For this lesson specifically students will be asked to sit in their individual
desks. This lesson is fairly individualized which means students do not need to be
sitting in table groups in order to complete this lesson. They will not be asked to
discuss what they have been read, because each student will be reading their own
book of their choice. Having students seated at their own desk will make it easier for
teachers to be able to walk around and check on student progress.
ELL students or students will educational needs may have the opportunity to
work on this assignment with a specialist for guided learning or at the back table to
help with any confusion that they may have.

Section 2: Instruction and Engaging Students in Learning

a. 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”).

The teacher will say, “Good morning class, today we are going to be giving you an
opportunity to choose your own book to read for the readers workshop that we are going to
be doing for the next week. We are going to be exploring different components that go
along with the readers workshop but they should all seem fairly familiar to all of you. We are
going to continue to further our knowledge and cite textual evidence for the central theme of
the story you choose as well as the characters of the story.”

b. 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)

What textual evidence did you cite for the character?

What textual evidence did you cite for the main theme of the story?
What clues did the story give you to know what the theme was?
Did you take time to deeply think about the main theme of the book?
Are you using your best descriptive language?

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

(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.
The teacher at the end of the writing time will get the students attention and let them
know that they have a couple more minutes to wrap up their thoughts. From this point the
teacher will tell the students that tomorrow they will continue to to work on finding textual
evidence to support their ideas as well as continue to use descriptive words to describe the
characters in the book or story.
“Okay class, finish wrapping up your final thoughts about the theme of the story as
well as the characters the within the book.”

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.)
This lesson is based around independent practice. The teacher could challenge their
students to continue to sharpen their understanding and knowledge of characters and
themes by identifying and describing them while they are reading at home. Each student is
assigned 20 minutes of free reading at home on their own time, and this would be a good
time for students to work on their understanding of the theme of a story, and the characters
that are involved.

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.

Students will need:

Story/ Book
Worksheet
Pencil
Descriptive language handout
Checklist
White board
Butcher paper
Document camera
Overhead

e. Acknowledgements: Acknowledge your sources

Preparing America's students for success. (n.d.). http://www.corestandards.org/

Instead of letting the students choose a book we could let them choose a “story” this way it is
shorter and can be completed over the course of a couple days instead of a couple weeks… Just a
thought Brooke!