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: Nadine Boschma and Date: 4/16/2018

Stephanie Sparks

Cooperating Teacher: Grade: 2nd Grade

School District: School:

University Supervisor:

Unit/Subject: Asking and Answering Questions/Reading and writing

Instructional Plan Title/Focus: Asking and Answering Questions with Calling the Water Drum/ Making
Connections

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)

It is important to make connections or ask and gain knowledge from reading. We want students to be
able to connect to the story, or try to put themselves in this position. Death is something students will
be exposed to at some point in their lives and it’s important that we answer their questions or let them
express their own experiences. During Calling the Water Drum students can make connections to Henri
losing his parents, or ask questions. Some students may have no prior knowledge or understanding of
topics like immigration, but others might. Also they will be able to ask questions and answer them
based on the text, like how they would or did feel losing a loved one, or have they ever been so
heartbroken they didn’t have the words to express themselves. This is a powerful book that opens the
door for communication and conversations that may not have happened if not read.

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)?

Prior to this students will have had chances to make connections to other text, and asking and
answering questions during a previous lesson as practice. There will be time to talk and have an open
dialogue and conversation about a short story and journaling time after to write about their own
experiences relating to the book and using examples from the story to make connections. After this we
will move on to writing their own personal stories and sharing them in the class

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.W.3.3.B
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or
show the response of characters to situations.

CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.

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

SWBAT ask and answer questions to demonstrate understanding of a text

SWBAT refer to the text to base their answers
SWBAT use dialogue and descriptions to show the response of characters to situations

Aligned standard:
 Content objective 1 and 2 align with:
CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
Content objective 3 aligns with:
CCSS.ELA-LITERACY.W.3.3.B
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or
show the response of characters to situations.

Language Objectives:
1. SWBAT…

Aligned standard:

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

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

f. Assessment Strategies (Informal and formal) (Formative and 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

Content example: SWBAT create an input- Informal:

output diagram, and explain reasoning in
writing.

Language example: SWBAT use conditional Informal:

forms correctly 90% of the time when
describing their input-output diagram.

(Add rows as needed)

*In the right column, describe whether the assessment you’ll collective is informal or formal. 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 will
K-12 students will be able to: collected (things produced by reflect on their learning.
students: journals, exit slips, self-
assessments, work samples, projects,
papers, etc.)

1. Explain student Example: Journal Entry Example: Before students break

learning targets and what is into groups, have them read
required to meet them day’s LT, and briefly describe
(including why they are their ideas for approach, and
important to learn). how they connect to yesterday’s
activities.

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).

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.
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”).

We will explain that our story is going to go with what we learned before about Asking and Answering
questions, but also tie into something we learned in another unit, making connections to text. Because
good readers make connections and ask questions while reading. Students will be read Calling the
Water Drum and invited to ask questions or share connections to the text. Afterwards they will answer
journal prompts and write about their feelings during the story. Since this story is about loss of loved
ones and immigration, for my students who may have just migrated here or students who have
recently lost a parent or loved one will be invited to complete an alternate assignment of journaling
about their own experiences in another classroom, if this makes them uncomfortable.

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

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.

Introduction

I Do / You Help The cover of a story can tell you a lot about what
it’s going to be like, however in this story we see a
“Before we begin reading our story, what do you boy with a bucket and the title Calling the Water
think will happen in it?” Ask for a few volunteers to Drum. We want them to form their own opinions
share and if needed prompt students to share their and questions for a story based on these and use
ideas based on the cover. justification to answer them. They can also make
connections because maybe some of them
Nya “I think it will be about a boy who becomes a drummed on a sand pail as a child or pots and
drummer.” pans in their parents kitchens. This will allow them
to build off of eachother and the their experiences
“That’s great we’ll write that idea on the board.” to connect more deeply to the story.

“Does anyone have any questions based on the ***We will also use a document camera to
cover?” support students who have visual difficulties, and
a microphone for students who have hearing
Braden “What if he doesn’t want to be a drummer. impairments to support their engagement in the
Then why does he have a bucket?” lesson.

Emma “Maybe he does want to be a drummer but

doesn't have a drumset?”
“Good questions we’ll write those down and see if
we can find the answers in the story guys.”

I Do / You Help ***For our ELL students we might stop and ask
Start reading story stop on page 5, look at students. them for words from their country like sis or mom
“Does anyone know where Hati is?” See if students and dad and see how the different words may
have ideas. Then pull down the map, show students relate or how they may be different but have the
where Hati is. See if students have any ideas about same meanings. We also may give them a copy of
Hati based on location or questions. the story in their own language to allow them to
follow the text. We will also allow them to come
Ashley “What language do they speak in Hati?” show their own countries on the map and tell us
what language is spoken there.
“That’s a good question, we’ll keep reading and see.
If it doesn’t give an answer where do you think we *** For students who recently lost a loved one
can look to see if it doesn't tell us?” recently, or may have immigrated here from
another country we might have them join another
Connor “We could google it.” class during this time with their journals and write
about their feelings and experiences. We may also
Tess “Or we can guess based on where it is on the send a summary of the story and a copy so they
map.” may connect to Henri in their writing. As well as
write any questions they may have asked and
“Good suggestions, but before we keep reading did answered, and any they didn't answer on another
anyone hear any words that were a different page for us to go over with them at a later time.
language in the story so far?”
This will cover multiple means of engagement for
Megan “Yeah! Henri said Karrine looks like she our ELL’s who will get to share their own language
could be his se and said it was sis. He also is calling and a little about their own country with the class,
his mom manman.” as well as follow along in their own language so
they are not left out, but still get to hear how the
“Yeah, I noticed that too. Let’s keep reading and see story sounds in English.
what else is going on?”
It is also another mean of engagement for
Kate “Wait, I was wondering why they had to leave students who may be sensitive to these topics and
Hati.” uncomfortable being in the classroom with
everyone else or sharing their experiences and
“That is a good question, who has an idea based on feelings out loud. But still get teacher support and
what we’ve read so far?” feedback at a later time.
Emma “So Henri can go to school. His manman said
he could go to school if they went to New York.”

“That’s right, she did, does anyone else have an idea

based on the story?”

Zoe “They might need money, his uncle sent them

money and Henri’s Papa told him not to tell
anyone.”

“These are good ideas, let’s see.”

Keep reading until we get to page 18. “I see we

have a lot of raised hands. What are some questions
you guys have?”

Kaitlin “What happened to his manman and papa?

Did they die?”

Connor “Why didn’t he tell anyone what

happened?”

Nik “Why does he still have his bucket?”

“Does anyone think they can answer any of these

questions with support from our book?”

Tess “He has his bucket because his Papa used it to

get water out of the boat, and he was holding it
after they got swept away.”

Gabbie “I think his manman and papa got swept

away, so I don’t think they’re coming back. When
we were learning about waves in science we
learned they can be really strong.”

Mikayla “If I lost my mom and dad I wouldn’t want

to talk to anyone, I’d be too worried. Or sad, I would
be very very sad too.”
“Yeah, it can be sad when we lose someone. I know
I couldn’t really think of anything to say when my
Grandpa died. Maybe he was in shock, or too sad,
or worried. Has anyone else felt so sad or worried
or shocked to figure out what to say?”

Some students may raise their hand.

“If you haven’t, do you think you could imagine

those feelings if you were in Henri's position?”

Students nod.

Continue on until we reach page 20. “It says here

that Henri had no words for anyone, not in Creole
and not in English. That answers our question about
what language they speak in Hati, it also kind of
answered why he didn’t say anything to the people
who helped him. Let’s think about that and move
on, okay guys? Keep that thought up here. *Taps
head*”

After book is through “What are some questions

that we still might have after reading the story?”

Alice “Why does he still drum instead of talk? Is he

still really sad?”

“Sometimes things happen and they make us so

sad, angry, shocked, or upset we just don’t have the
words to express how we feel. I think he wasn’t
ready to talk yet. I know I’d be a mess if I lost my
mama or dad. I don’t think I’d have the words
either. It takes time.”

Students may share about a time when they lost a

loved one or a pet and how it made them feel.

Ryan “I was wondering why he kept playing the

drum too. But it says the drum sounds remind him
of his manman and papa so I figured it might
remind him of them.”

“That’s right, it did.It also said the sound was deep

like his Papas voice, and warm like his mamas laugh.
How did this book make you guys feel?”

“Sad.”

“Sad.”

“Really, sad.”

“It made me sad when I read it too, but it’s also a

very important book. Sometimes we lose people or
pets that we love very much. It can be hard, so hard
after that. But it happens a lot. There are also
people who come from other countries to have a
better life, or for other reasons like war, or because
they have family here. That can be very hard too.
There are lots of boys and girls like Henri out there.
You can ask questions and use answers in the text
to figure out how characters like Henri feel, and you
can also use your own experiences to relate to
Henri as well.”

You Do / I Help UDL Principle of Engagement used as students will

get to answer the prompt using what they noticed
“We know that you guys have a lot of feelings about about the story, as well as write about their own
this book so we want to give you a chance to write experiences and questions about the story which
them down. So we will be journaling. We would like they may share with a partner. They will also get
you to answer these two prompts: comments and answers in their journals from the
teacher once they have been turned in and
“How do you think Henry feels now with his Uncle?” reviewed.
and use clues from the text.
Constructivism Theory as students work together
“What are your feelings after reading this story? to engage one another and practice a new skill.
Can you relate to Henri? If not how do you think
you would feel if you were in his position?”

After answering them, take all the time you need,
then get into pairs and share what you wrote with a
partner. We want you guys to really talk through
these and take it very seriously. If you have any new
thoughts, ideas, or feelings while you share please
start a new section called “What I felt after talking
to ________” with your partners name in the space.
Then turn in your journal to the box and we will
have them back in your boxes tomorrow with
comments and answers to any questions.
***For ELL students, we will allow them to choose
a native english speaking student to pair up with
or another ELL or immigrant student. This is
because no matter what background students can
learn a lot from each other and offer different
perspectives. They all have different experiences
and we want them to be able to explore that.

Let’s get started guys.”

We will then walk around checking progress and

speaking with any students who need help or are
stuck.

You Do / I Watch

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.

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.)

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.

- Calling the Water Drum by Latasha Redding

- Copies of the story in different languages (as needed for ELL’s)
- Whiteboard and markers
 - Document Camera
- One Journal for every student
- World Map on the board

e. Acknowledgements: Acknowledge your sources

Redding, L., & Boyd, A. (2016). Calling the water drum. New York: Lee & Low Books.

English Language Arts Standards » Writing » Grade 3. (n.d.). Retrieved April 14, 2018, from
http://www.corestandards.org/ELA-Literacy/W/3/

English Language Arts Standards » Reading: Literature » Grade 3. (n.d.). Retrieved April 14, 2018, from
http://www.corestandards.org/ELA-Literacy/RL/3/