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: ​Kierstin Merritt and Jamierin Walters Date: ​23 February 2018
Cooperating Teacher: ______________________ Grade: ​5th Grade
School District: ​ Pullman School District School: ​Franklin Elementary School
University Supervisor: ​Lori White
Unit/Subject:​ Forms of writing/ Writing
Instructional Plan Title/Focus:​ ​Writing Instruction through Photography/Descriptive 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). 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)?

The lesson that was taught before this was an introductory to what descriptive writing is. Students would
share what they know about descriptive writing and go over different pieces of descriptive writing and
point out the key traits. The lesson after this one would be a peer review of the pieces that they wrote.
This would develop their understanding of content goals by allowing them to practice different types of
writing throughout the unit.

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.W.5.1.A
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are
logically grouped to support the writer's purpose.
CCSS.ELA-LITERACY.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.5.2.B
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related
to the topic
CCSS.ELA-LITERACY.W.5.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic.

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

1. ​SWBAT: v​ erbally communicate the picture they have chosen to write about and 3 details supporting
their choice.

Aligned standard: ​Introduce a topic or text clearly, state an opinion, and create an organizational
structure in which ideas are logically grouped to support the writer's purpose.

2. ​SWBAT:​ identify at least 3 key details and descriptions relating to the picture

Aligned Standard: Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic

Aligned Standard: Write informative/explanatory texts to examine a topic and convey ideas and
information clearly

Language Objectives:

1. ​SWBAT: ​summarize the photo with enough description to recall the photo from memory

Aligned Standard: Write informative/explanatory texts to examine a topic and convey ideas and
information clearly

2. SWBAT:​ use grade-specific vocabulary or above to describe details in the picture chosen

Aligned Standard: Use precise language and domain-specific vocabulary to inform about or explain the
topic.

d. Previous Learning Experiences​​: Teacher candidates should explain what students know and have
learned that is relevant to the current lesson topic and process.

Students will have already learned the writer’s workshop process and the six traits of writing at the start
of the school year. Students will also have already learned how to format their writing so it flows and is
in sequential order as well as how to pick out details from their narrative writing experience.

e. Planning for​​ ​Student Learning Needs​​ (accommodations, student experiences, prior learning and
experiences):

Dictionaries and thesauruses will be available for students to use, as well as bilingual resources for ELL
students and large print pictures for students with visual accommodations. Because students are being
given the same exact time and difficulty level, there will be no accommodations for gifted students. If
they wish, they can write more in depth.

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

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 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: ​verbally communicate the picture
they have chosen to write about and 3
details supporting their choice.
SWBAT:​ identify at least 3 key details and
descriptions relating to the picture
SWBAT:​ use grade-specific vocabulary or
above to describe details in the picture
chosen.
SWBAT: ​summarize the photo with enough
description to recall the photo from
memory.
Formative: We will assess the students by having a 1-on-1
chat during the prewriting section of their paper. We will
mark down on a checklist if the student has included details
in their paper about the picture (Image13). This is a
benchmark assessment just to make sure they’re on topic.
(7-10 minutes)
Formative: We will assess the students by placing them in
groups based on whichever picture they have. The students
will then talk amongst themselves and after a few minutes,
we will walk around and see what details everyone is
talking about, whether they’re all the same or different. This
is a benchmark assessment (5-10 minutes)
Formative: After students turn in their papers, we will go
through and highlight all adjectives and adverbs. We will
record how many descriptive words there were on the paper
and record in our gradebooks if the paper was completed.
Formative: We will assess the students by having them turn
to a partner and describe their photograph. Then after
everyone is done speaking, students will take turns raising
their hands and telling the class what their partner said/what
their partner’s picture was. This is assessing them because
the students need to have recalled enough detail to describe
the picture to their classmate. (5 minutes to describe to
partner, 5 minutes to explain to class when prompted)

*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 be Description of how students
K-12 students will be able to: collected (things produced by will reflect on their learning.
students: journals, exit slips,
self-assessments, work samples,
projects, papers, etc.)
1. Explain student learning targets Exit slip We will have students
and what is required to meet respond to the following
them (including why they are prompt on a piece of paper:
important to learn). “What did you learn today?

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2. Monitor their own learning
progress toward the learning
targets using the tools provided
(checklists, rubrics, etc.).
3. Explain how to access
resources and additional
support when needed (and
how/why those resources will
help them).
Bullseye feedback sheet
Peer review and thesauruses
How do you know that you
learned that?”
Students will draw their own
bullseye and identify 3 points
they feel like they are doing
well at, 3 points they think
they need to work on, and 2-3
questions they may have.
After partners tell the class the
descriptions given to them,
they will sit with their
partners again and suggest
edits each other can make.
This will play into our next
lesson where the students take
the paper through the writers
workshop and look for
stronger describing words.

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.
In the beginning of the lesson, students will be working individually to pick their picture and brainstorm
the key details they’re going to write about. This is so that students can write about what sticks out to
them initially. Then students will form groups depending on if they share a picture. They will do this to
discuss key details they all picked and see if their thinking has changed. Depending on if they all pick
the same picture, those groups will be split up into 3-4 students. After the discussion, students will go
back to individual work to write their paper. This is so that they can focus just like during their
brainstorming time. Afterwards students will meet with an elbow partner and describe their writing of
the photo to one another. This is because the partners will have to describe their writing to the class and
it would be unfair to make them remember multiple writings. The partners will stay together to peer edit
papers and discuss with one another why they made the suggestions they did. This is because the
students will have to read the entire text their partner wrote and it wouldn’t be time efficient if we split
them up into new groups with multiple papers for a peer edit.

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”).

“Good morning, students! Yesterday, we went over the different aspects of descriptive writing and today
we will be able to write our own piece! We will be using one of the many images provided as the
inspiration for your writing.”

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 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)

1. What do you know about your scenery? (Lvl. 1: Knowledge)

2. How would you describe this picture to someone who has never seen it before as if it was from your
memory? (Lvl. 2 Comprehension)
3. Based on your observations, what animals do you think live there and how/why? (Lvl. 3 Application)
4. What details would you put in the story and in what order define its significance? If you were to switch
around details of your story, would it significantly impact it as a whole? (Lvl. 4 Analysis and Lvl. 5
Synthesis)
5. By comparing your story to another student who used the same picture, what were some major
similarities and differences? What would you do differently if you were to write this piece over again?
(Lvl. 5 Synthesis and Lvl. 6 Evaluation)
6. By comparing your story to someone else who used the same picture, how would you rate your writing
using the 6 traits of writing assessment? (Lvl. 6 Evaluation)

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?)
1. “Before we get to writing, let’s go over the Supports the concept of schema because it forces
different traits of descriptive writing. Aaliyah students to tap into their conceptual framework as
(student A) can you identify one of the traits we well as their working memory. This means that
discussed yesterday?” they have to remember previous work to apply it to
2. Student A could respond with answers such as: newer information.
“Descriptive writing allows the reader to create a
mental image”, “Descriptive writing compares Supports the concept of Zone of Proximal
similar things” or “Descriptive writing stimulates the Development because students are being asked to
reader’s five senses.” recall the different characteristics of descriptive
3. “Awesome! That is one of the traits that we listed writing that they learned about the day before.
yesterday!” We will be asking two more students to
identify another trait that was not said before.
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4. After the recap, we will pass out the photo set to
each student and allow them to choose one image.
“We will be passing out a set of photos to each and
every one of you. From that set, you will choose one
photo that you will be writing about. We will be
giving you at least seven minutes to brainstorm what
you will be writing about.”
5. After brainstorming session: “Now that we have
given you enough time to brainstorm your ideas, we
will be separating you all into groups that used the
exact same photo. While you are in the groups,
identify 3 common details that were identified
among you all.” We will be walking around listening
to their conversations.
6. “You all identified some really interesting details
from the photos you all chose! Now let’s head back
to our desks because we’re going to spend the next
thirty minutes writing. During this time, we will be
calling you over individually just to go over the
photo you’ve chosen and details that you picked
out.”
7. During the individual conferences: “What picture
did you choose and what three details did you pick
out?”
8. After the thirty minutes are up: “Okay, pencils
down! Turning to your elbow partner, you will be
reading your piece to each other. While you are
listening to your partner read, we want you to close
your eyes and visualize the image your partner is
trying to create. You will have five minutes in total
to share.”
9. After the five minutes are up: “Does anyone want
to share what their partner wrote?” We will pick on
three pairs to have them share what each other wrote
about.
10. “Now turn back to that same partner and switch
papers. You will be underlining words that you think
could be replaced with a more precise and
descriptive word. Remember that this isn’t to be
overly critical of each other, but to improve our
Voice in writing and our Word Choice. After you
identify words, you will switch the papers back and
give a reason why you decided to underline those
certain words. You will have at least ten minutes to
complete this task.”
Supports the concept of advanced organizers
because they are identifying relationships between
the story they will be writing and the picture itself.
Supports the concept of schema because they are
needing to use their current knowledge on how to
effectively brainstorm for a piece of writing. They
are using knowledge that dictates what kind of
brainstorm map they might use or the components
of a brainstorm.
Supports the concept of Importance of Language
because they are all able to talk through what they
had brainstormed and identify any commonalities
between their ideas.
Supports Social Interaction because the students
are working in groups to activate prior knowledge
and building upon it when they are picking out key
details from the photos.
Supports Multiple Means of Engagement because
after students discuss with group mates, they are
able to take their story in any direction they may
want. Although they have to individually draft
their story, they also have another opportunity to
talk about their ideas with the teachers.
Supports the concept Importance of Language
because each partner has the opportunity to read
their story to practice oral communication. The
partner listening is able to close their eyes and try
to visualize what is being described.
Supports Importance of Language because students
are required to identify certain words that could be
changed into a different descriptive word. With the
identified words, students must give an explanation
as to why they highlighted that word.
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 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.

We will end the lesson by asking the students what they learned about their own descriptive writing and what
they can improve on (i.e. different adjectives, more description, etc.). We will talk about how during the
next lesson, students will be editing their papers to allow for stronger descriptive wording. We’ll also tell
students that powerful word choice is great to have as an adult for your social life as well as academic.

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 practice by bringing the picture they wrote about home, and giving it to their
parents/guardians. The student will have them write a similar paper about the picture, although it can just be
a quick write or bullet-point notes. Then they will compare and contrast their writings and we will discuss
the next day in class as a group before our persuasive writing lesson.

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.
Image1 Image2

Image3 Image4

Image5 Image6

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Image7 Image8

Image9 Image10

Image11 Image12

Image13

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 e. Acknowledgements:​​ Acknowledge your sources

https://i.imgur.com/6B65yRU.jpg​.
https://pbs.twimg.com/media/B8knr3GIgAAWRZ9.jpg.
https://i.pinimg.com/474x/19/e2/62/19e26295602fa999a4ad9f3678d7e7d0.jpg.
https://fthmb.tqn.com/XN77_47-LyAdTUa2S4MOvWGpolw=/2126x1412/filters:fill(auto,1)/white_sand_beach-56d
50c955f9b5879cc92cc5c.jpg.
https://c.tadst.com/gfx/1200x630/sunrise-sunset-sun-calculator.jpg?1.
http://cdn-image.travelandleisure.com/sites/default/files/styles/1600x1000/public/1493662814/ocean-floor-underwat
er-QUAKE0517.jpg?itok=YrGDpl3K.
https://farm5.staticflickr.com/4292/35367124954_63ba5300f8.jpg.
https://www.visitscotland.com/cms-images/about/fairy-pools-skye?view=Standard.
http://vizts.com/wp-content/uploads/2017/12/Ireland.jpg.
https://www.thesun.co.uk/wp-content/uploads/2017/04/nintchdbpict000318388569.jpg?strip=all&w=960.
https://www.japan-guide.com/g2/3007_26.jpg.
https://goo.gl/images/Q55ZY5
http://www.corestandards.org/ELA-Literacy/RL/5/

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 COLLABORATION FORM
Working together on an assignment or project means sharing the responsibilities for completing that assignment. While
each member will naturally shoulder different responsibilities while working on the project, collaboration does not mean
merely tacking someone else’s name to the project so that they can earn credit for completing it. Listed below are the
members of our collaborative group along with our signatures. We have also specified the aspects of the project for which
each one of us was responsible and rated ourselves on our collaborative work.
Names of Group Responsibilities Self-Assessment
Members &
Signature

Found Standards, Completed Objectives, 10/10

Kierstin Planning for Student Learning Needs,
Assessment Strategies, Student Voice,
Grouping of Students for Instruction,
Questions, Closure, Independent practice

Instructional Plan Purpose, Previous 10/10

Jamie Learning Experiences, Student Voice,
Questions, Learning Steps/Activities,
Supporting Theories, Found Pictures

Our signatures above attest that we all contributed equally in this project.

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