Use 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: Stephanie Sparks Date: 4/23/18

Cooperating Teacher: Grade: 2

School District: School:

University Supervisor:

Unit/Subject: Key Ideas and Details/ Writing

Instructional Plan Title/Focus: Using Cinderella to recount stories from different countries and cultures

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)

Every culture has their own Cinderella, and she has very many names. The book I will reading from
includes different parts and versions of Cinderella. This will allow students to hear many different
versions of Cinderella in one book. This lesson will include a reading of the book, a discussion of
comparisons and differences they notice in the stories, then finally they will create their own story of
Cinderella about a page or two long that will be added into a classroom Cinderella book. This will
include a picture of them and the Cinderella they have created as well as their story title and story. I
will have the book laminated and bound to put in the class library for them to view and make
comparisons when they have free time. I personally love how many diverse Cinderella stories there are
and how they reflect the culture of the people telling them. It is literally a hobby of mine to read them
and make comparisons so I’m happy to share this with my students.
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 will be as we focus on retelling folktales and fairytales in class. This will allow them to go
deeper into not only fairy tales but other cultures as well. After this unit we will move onto poetry or
move onto strengthening what we have learned in English so far and doing more activities and
comparisons.

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

concepts/content and align them to Content Standards—Common Core Standards (Math, English, Next
Gen. Science), Washington State EALRs, (Arts, Language, Social Studies, Health/Fitness) or National (Ag.
Ed. or FCS). Aligning standards may be interdisciplinary. (Also copy/paste these below to align)

CCSS.ELA-LITERACY.RL.2.9
Compare and contrast two or more versions of the same story (e.g., Cinderella stories)
by different authors or from different cultures.

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

SWBAT compare and contrast multiple cultures versions of the same story
SWBAT: Students will be able to distinguish cultural differences of the same story.

Aligned standard:

Objectives 1 and 2 align to:

CCSS.ELA-LITERACY.RL.2.9
Compare and contrast two or more versions of the same story (e.g., Cinderella stories)
by different authors or from different cultures.

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”).

“Raise your hand if you’ve read or watched the movie Cinderella. Now raise your hand if
you’ve hear more than 1 version. Keep it up if you’ve heard more than 2. Now what about 3? If
you haven’t it’s okay because today I’m going to read you a book. Now this isn't just any
Cinderella book. It’s my favorite Cinderella book, it has parts of more than 10 different
cultures. All in the one book *flips pages*, I think that’s pretty special. I hope you do too,
because I want you guys to keep track of all the things that make each version special, different,
and the same from the ones you’ve heard before. The end pages have all the different places this
story is from and I’ll put them up in a second. If you have had me before you’ll remember we
did an activity with the continent song. We won’t be listening to it this time, but at the end I
want a few volunteers to point out all the countries they can remember from the story. I’ll help
you guys by pointing to the places you raise your hand and tell me about. After that I want you
guys to make your own Cinderella. Draw them on a piece of paper, rename them if you like,
and then write their story. Once it’s done and check over I’ll be putting them all in a book, just
for our class. It’ll have a picture of you with your Cinderella and the story of that Cinderella.
Also, your Cinderella, doesn't have to be a girl, it can be a boy, a bird, anything or anyone you’d
like. It’s YOUR Cinderella. You’ll be able to look at it whenever you are done with work in the
class. But, first we have to get to the story. So let’s begin.”

Learning Steps and Activities Supporting Theories/Principles

(why are you doing what you are doing?)

Example: Transition from introduction by Supports multiple means of engagement, and

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

Introduction Letting the students look at each page of the

“Okay, before we read the story I want us to go
through a picture walk of this story. We’re only
going to look at the pictures to get clues from
this story to see if we can figure some things
out.”
story and use clues from them to figure out
things like the location, culture, and what is
highly valued or important to this culture will
let students become more interested in the
story. It will also include and involve my ELL
Do: Begin on page 1. Go through the story and students who may recognize things from their
let students make guesses on where in the own cultures
world this part of the story is from, until we
reach the end of the story. Also, it will let ELL students comment on the
importance of the things they recognize and
share more of their culture with our
classroom.

I Do / You Watch Reading the story aloud will help students to

“Now I’m going to read this story to you all. I
want you to try to remember the things you
notice in this story that differ from culture to
culture. There may be tiny things, like what
they eat, or who helps them, or what they
wear… but I’m saying too much. I just want you
to think about them and why this may be. Also,
just because they may be tiny differences to
you, they mean a lot to that culture, or else
why would they be there, right? Let’s begin. I’ll
put the book under the document camera so
you can see better while I read. Let’s start at
the beginning… ‘“Once upon a time there lived
a wealthy merchant whose wife has died. They
had one daughter, gentle-eyed and good-
hearted.”’ (Fleischman, P.)
focus on important parts of the story. The
picture walk will help enforce what they are
hearing and allow them to make connections
and notice the differences between cultures.
It will also let my ELLs hear the story and see
the words to make connections to the words
and text. Since they saw the pictures already,
hearing what the text says will allow those
who don’t have much experience with the
English language have at least a little bit of
context.
I also wanted it to be clear while my students
who may not have any connections or
knowledge of other cultures, understand that
what may seem like a tiny difference from the
story that they’ve heard, that these tiny
differences actually are connected to values
and have importance to other cultures.

I Do / You Help
“Okay, now that we’ve finished I’d like to hear
what things you guys noticed from the story.”
Do: Call on students sitting with hands up
patiently waiting.”
Allowing students to share what they know
about different cultures and countries will
help our class become more culturally
responsive. Especially if we have students
who are from or have been to these
countries. It will also act as an engaging task
Say: Can you remember what country that part since they will be focusing on the story and
was from? their background knowledge.

Do: Pull down the map. Point out place the ELL students will be welcome and
student mentioned. encouraged to share during this time because
they may have insights or information that
Say: What country is ________ (Ireland) in? the class and I have not heard before. I want
them to feel comfortable sharing and proud
Do: Allow student to name the country or as of their cultures because we truly have a lot
another student to help them. Answer for them to learn from them.
if none are sure.

Say: Does anyone know anything about this

country? OR have an idea why that might be
important to them?

Do: Let students share what they know, and

their ideas. Give some context and more
information if there isn’t much sharing or many
ideas.

*Repeat for the rest of the places in the story.

Provide other countries, examples, and
information for any not mentioned.

Say: Has anyone been to any of these places?

Would you please share something you saw,
ate, heard, or noticed?

Do: Allow students to share.

Say: I feel really good about all of the things

we’ve learned.
You Do / I Help
“Please go back to your seats. I’ll call you guys
up table by table to go to the back and choose
craft and art supplies to create the picture of
your Cinderella. While you wait brainstorm
some ideas about what you want to involve in
your story. We will be working on this for the
rest of the week. Please, do not rush, but if we
get them done by Friday you may share them
before I combine them into our book. Table
leaders grab your writing folders. Red table,
please come choose your supplies. Remember
others will need things to complete their
Cinderella's as well so try not to take too much.
You can all grab more as you need, but try not
to have your completed Cinderella by the
beginning of tomorrow's writing time.”
By not limiting them and putting restrictions
on their Cinderella stories my students will be
able to creatively express themselves
artistically and in their writing.
It also promotes the differences and values
we have in our classroom community. An ELL
student and native english speaking student
may have differences in their stories but be
able to talk and create a discussion about
them and why what they chose was
important to them in the story and what
inspired them. Putting them all in a book will
allow us to create our own Cinderella book
and kind of tie into why this book was
created, to feature the different cultures
tellings of Cinderella and how at the heart of
it the themes are the same despite having
differences.

You Do / I Watch

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.
● Glass Slipper, gold sandal: a worldwide Cinderella
● Document Camera
● Map
● Paper, colored pencils, and other craft and other craft supplies
● Camera
● Printer

e. Acknowledgements: Acknowledge your sources

Common Core State Standards: http://www.corestandards.org/ELA-Literacy/W/K/

Fleischman, P., & Paschkis, J. (2007). Glass slipper, gold sandal: a worldwide Cinderella. New
York, NY: Henry Holt And Company.