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: Katy Larson, Emma Couch, Mackenzie Mitchell, Brooke Thomas
Date: April 15, 2018
Cooperating Teacher: Lori White Grade: 4th
School District: Pullman School District School: Franklin Elementary
University Supervisor: Dr. Akmal
Unit/Subject: Empathy
Instructional Plan Title/Focus: Gallery Walk and Reflection

Section 1: Planning for Instruction and Assessment

Instructional Plan Purpose: The purpose of this lesson is for students to gain
alternative and open-minded perspectives by putting themselves in another’s experience.
This lesson aims to provoke critical thoughts in which students are able to draw
assumptions about another based on what they might look like they are enduring in a
photo. This lesson serves to push students to think about the thin line between
assumptions and reality by asking students to put themselves in a situation they have not
been in before. Finally, this lesson asks students to reflect their thoughts through writing,
which pushes students to convey another person’s emotions completely through literacy
skills.

This lesson will be taught within the three-week empathy unit. The lesson will be in the
second week of the unit, as the focus of the second week concerns, “Imagining Others
Perspectives”. The gallery walk lesson will explicitly push students to imagine other’s
experiences, as students will be writing from the point of view of someone in a photo that
spoke to them during the gallery walk. Prior to this lesson, students will have been
learning about empathy during their first week of the unit. However, they have been
focusing on “Understanding Personal Feelings”. It is important that the students have
grasped connections with their personal emotions in the first week of the unit, as they will
now begin making empathetic connections to others, beginning with the gallery walk.
State/National Learning Standards:
CCSS.ELA-LITERACY.W.4.3
Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.

CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas
and expressing their own clearly.

Content Objectives
SWBAT write a short story from the perspective of a person in a photo from the gallery
walk using descriptive details that pertain to the setting and characteristics of the person
in the photo.

Aligned standard:
CCSS.ELA-LITERACY.W.4.3
Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.

Language Objectives:
SWBAT engage in a classroom discussion by sharing thoughts about how the photos
around the gallery walk made them feel and are different from them.

Aligned standard:
CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas
and expressing their own clearly.

Previous Learning Experiences: Students will have previously learned how to write
narratives. Students also have learned the meaning of another person’s perspective. By
integrating these key factors of prior knowledge together, the students will be able to
effectively write strong narratives from another person’s perspective.
Planning for Student Learning Needs: We will plan for our student’s individual
learning needs by preparing large photos at the height of our students so that the photos
are accessible for all students to see and take their time viewing during the gallery walk.
In order to accommodate ELL students, the gallery walk will be accessible as photos are
visual. However, we will add some photos from our ELL student’s culture that is iconic in
their culture, as we have added iconic photos from our English-speaking student’s
culture as well. This will help our ELL student’s to feel a sense of home and wonder as
they walk around the room. Special education students might have a more difficult time
walking around the entire gallery walk and processing every picture the gallery has to
offer. For this reason, we would give our students with special needs three or four
pictures to focus on, rather than the entire gallery. Our students would be able to focus
on the photos and do better work by focusing on less at a time. Finally, our advanced
students would be challenged to write down how they feel being the person in every
picture they visit during the gallery walk. This gives students more options to choose
from when they begin writing and also pushes them to critically think about different
perspectives while participating in the gallery walk.

Assessment Strategies (Informal or formal) (Formative or Summative)

Content/Language Objectives Assessment Strategies

Content: SWBAT write a short story
from the perspective of a person in a
photo from the gallery walk using
descriptive details that pertain to the
setting and characteristics of the
person in the photo.
Formative: The teacher is assessing for the
student’s ability to write a short story from the
perspective of a person in a photo from the in-
class gallery walk. The teacher is also
assessing for the student’s ability to use
descriptive details within their narrative that
pertain to the setting and characteristics of the
person in the photo that they had chosen. The
teacher will give feedback to the student in the
form of a rubric. Collecting the student’s short
stories will inform the teacher whether each
individual student is grasping how to
understand another person’s experience
through an empathetic lense. This will inform
the teacher if she has to reteach the concept to
certain students, or the entire class, or if she
will be able to move forward in the unit.
Summative:
Language: SWBAT engage in a
classroom discussion by sharing
thoughts about how the photos around
the gallery walk made them feel and
are different from them.
Student Voice:
K-12 students will be able
to:
1. Explain student
learning targets and what is
required to meet them
(including why they are
important to learn).
Formative: The teacher is assessing for
student engagement through participation in
the classroom discussion which will be held
immediately after the gallery walk, once
students return to their desks to collect their
thoughts. The teacher is assessing for
individual students to share their thoughts
about how the photos in the gallery walk made
them feel. An observational sheet will be kept
by the teacher to ensure that student learning
is taking place in the classroom for each
student. Listening to verbal reflections from
students will inform the teacher if students are
making empathetic connections within this
lesson, or if the students are lacking in making
connections. The teacher will then be informed
to make her decision of whether to continue
teaching the lesson, or reteach students.
Summative:
Student-based evidence to be Description of how
collected (things produced by students will reflect on
students: journals, exit slips, their learning.
self-assessments, work
samples, projects, papers,
etc.)
Intro Slip Students will be given a
slip of paper after the
introduction with
questions asking what
the learning targets are,
how the student will
meet them, and why
they think this is
important information.
 2. Monitor their own
learning progress toward the
learning targets using the
tools provided (checklists,
rubrics, etc.).
The Power of Yet Slip Students will be given a
slip of paper at the end
of the lesson that has
them reflect on their
learning. They will be
asked to state and
explain what they
understood and what
they need to continue to
work on.

3. Explain how to access Exit Slip Students will be asked

resources and additional how they can find more
support when needed (and background information
how/why those resources behind each picture.
will help them).

Grouping of Students for Instruction: The lesson will be introduced in whole class
grouping. The students will be given instructions as a class. Once the gallery walk has
begun, the students will work individually and silently as they walk around the gallery to
view photos. The students will continue to work individually as they construct their
narratives.

Section 2: Instruction and Engaging Students in Learning

Introduction: “Good Morning fourth graders! Have you ever looked at a photo and
wondered what was going on during the time the photo was taken? Have you ever
wondered what the person was doing before the photo was taken, or what they did after?
What were they thinking about?”
Questions:
Were there any photos that really stuck out to you? Why do you think they had such an
impact?
How did you feel while observing these pictures?
What were the facial expressions like? What does that tell you?
What do you think this person’s story it?
Where and when was this photo taken?

Learning Activities:

Learning Steps and Activities Supporting Theories/Principles

Connect and Engage:

“Good Morning fourth graders! Have
you ever looked at a photo and wondered
what was going on during the time the
photo was taken? Have you ever
wondered what the person was doing
before the photo was taken, or what they
did after? What were they thinking
about? Today we are going to put
ourselves into another person’s shoes as
we observe different photos from all over
the world. As we walk around the room
and look into a photo we are going to
imagine that we are the person in the
photo. What are they feeling? Are they
happy? Are they sad? Are they scared?
What are they scared of? Take your time
at each photo while you put yourself into
the main subject’s shoes. Once you feel as
though you have a grasp on what that
person might be going through, you can
move onto another photo.”

Teacher Modeling: Bandura’s Observational Learning

Do: Show “Florence Owens Thompson” Theory in use as students learn from the
photo from the Great Depression on the teacher modeling of the teaching
overhead so all students are able to view strategy and think aloud.
the photo from their seats. Do not tell the
students the context of the photo.
Say: “When I view this photo I feel as
though the woman is worried. I am not
sure what she is worried about. Maybe she
is worried about not having enough money
to feed her two young children next to her.
If I were the woman in the photo I would
want to protect and provide for my
children.”

Guided Practice: Vygotsky’s zone of proximal

Say: Does anyone have any other thoughts
about what any person in the photo is
feeling?
Do: Call upon multiple students to share
their thoughts about how people in the
photo feel. Push students to see
perspective’s of the children in the photo
as well as the woman, pointing out that the
different children might have different
feelings.
development- students are allowed an
opportunity to try it themselves with the
support of the teacher. This method
helps the students get practice observing
different pictures and putting themselves
into the subjects point of view. The
opportunity to have guided practice
allows students to compare their own
thoughts to their peers.

Collaborative Practice: Constructivism- Each individual student

Say: “Now we will be beginning our is observing the different images and
gallery walk around the room. This is a reflecting on what is going on.
silent gallery walk. What should your voice
level be during this time? Remember to
imagine that you are a person in each
photo as you walk around. This is not a
speed contest, so take your time at each
photo. You can get up now and find your
first photo.”
Do: Monitor students as they walk around
the room. Make sure students are silent as
they observe each photo. Keep students
moving along as they make connections to
multiple photos during the gallery walk.
Sharing:
Say: “As we wrap up our gallery walk I
want you all to think about these photos
made you feel as you make your way back
to your desks. What was it like putting
yourself into someone else’s shoes that you
didn’t know anything about?
Do: Call upon multiple students to share
their thoughts about their experience with
the gallery walk.
Constructivism (Vygotsky, Piaget,
Wertsch, Johnsteiner, Mahn)
Students are interacting socially and
sharing their thoughts with each other.
Students are able to make sense of the
images and see how their peers
interpreted different images.

Independent Practice: Constructivism- Each individual student

Say: “As you think about how these photos is constructing their own knowledge for
made you feel, you are now going to themselves by reflecting on the feelings
specifically think of a person in a photo they had during the lesson and what they
that stood out to you. Each of you is going learned from it.
to write a short story from the perspective
of somebody that you saw in a photo
during the gallery walk. Come back to
your initial questions like how they felt,
what they were doing, if they were scared,
if they were happy, or if they were sad. You
will write from this person’s perspective
and feelings. How do you think writing
from another person’s perspective will
help you understand them more?”
Do: Call upon multiple students for their
thoughts about how writing from another
person’s perspective will help them
understand how that person feels.
Say: “Those are great ideas. Does
everyone have an idea of whose
perspective they are going to write from?
You may go look at the photo again to
remember what the person is doing. Does
anyone have any questions? You may
begin writing.”
Do: Answer any final questions. Assist
students in writing their short stories.
Purposefully walk around to conference
with students about what perspective they
are writing about and what emotions they
are including in their story.

Application of the Strategy: Constructivism- students will continue

Say: “Go ahead and continue writing your to individually make meaning of the
stories. Great writing today fourth images they looked at and use facial
graders.” expressions, body language, and
backgrounds to develop stories.

Closure:
“ Great writing today 4th graders! I loved hearing your on topic conversations and seeing
some silent reflection. Who can tell me why this lesson and activity was useful?” Call on
students. “Making inferences based on visual evidence and trying to see from another
person’s point of view is a great strategy to have. It makes us more empathetic people. I
hope that you continue to see through the eyes of others.”

Independent Practice:
Students can extend their experience by using this technique to observe pictures in the
books that they are reading. They will be able to continue practicing observing the
pictures with a critical eye and seeing from different perspectives. When parents and
children are reading together, parents will be guided to ask their child questions about the
illustrations and what they can see from the characters portrayed.

Instructional Materials, Resources, and Technology:

Printed Pictures
Writing Journals
Handouts
Student Voice: Intro Slip

Intro Slip

1. What are the learning targets that we are focusing on?

2. What do you need to do to successful understand the learning targets?

3. Why is this lesson important to do and discuss?

Student Voice: Power of Yet

Power of YET
I can…
●
●
●

I can’t YET…
●
●
●

How you turn can’t Yet into can?

How are you feeling about your learning process?

Student Voice: Exit Slip

Exit Slip

Now you may look at the back of a picture you found

that impacted you the most. THe date of the photograph
will be written on the back. TO understand more about
the living situation of this person, what could you do?

Teacher Observational Sheet

Student Name Student Thoughts

Photographs
Acknowledgements: Barbara Ward (Professor)