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: Hannah Willie Date:______________

Cooperating Teacher: Michele Liggett Grade: Kindergarten
School District: LWSD School: Helen Keller
University Supervisor: Lori White
Unit/Subject:
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)

For this lesson, I will be focusing on word webs and how they help us organize our ideas. This is an
important skill because it promotes new ideas, creates good writing and reading habits, and is the foundation
of prewriting.

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 is the beginning of a unit of organizing their thoughts in writing.

Prior to the lesson we have talked about the essential question of how are we the same and how are we
different by creating self-portraits and whole class participation in physical activity that related to this
question. We have also taught how to use pictures to tell the “reader” something and to sound out starting
letters.
After this lesson we are going to work on applying sounds to the letters and generating more written
language in all content areas.

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.

RF.K.1 Demonstrate understanding of the organization and basic features of print.

RF.K.1a Follow words from left to right, top to bottom, and page by page.

SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts
with peers and adults in small and larger groups.

SL.K.2 Speak audibly and express thoughts, feelings, ideas clearly.

c. Content Objectives (to be copied in Assessment Chart below) and alignment to State Learning
Standards:
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 1. SWBAT… identify what is special about the themselves.
2. SWBAT... independently create a word web
3. SWBAT… distinguish the similarities and differences between the individual and their classmates.

Aligned standard:
- Demonstrate understanding of the organization and basic features of print.

Language Objectives:
1. SWBAT…appropriately communicate in kindergarten “language” what makes themselves special.
2. SWBAT… verbally explain their word web.
3. SWBAT… develop connections between the webs.

Aligned standard:
- Participate in collaborative conversations with diverse partners about kindergarten topics and texts with
peers and adults in small and larger groups.

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 already established the overarching concept of similarities and differences. Students past
experiences with draw pictures to dictate a story will help with this current lesson topic. The class has also
had experience with independent work after teacher led modeling in all content areas.

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

For students who are advancing and showing mastery of learning objectives, I will encourage them to use
more written language and more “webs”. For fast finishers, I will have students turn their paper over and do
another web on the back with an idea I give them. For students who are struggling with this assignment, I
will remind the students to refer to my teacher example and pose questions that will help them think of ideas.

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

For students who are advancing and showing mastery of learning objectives, I will encourage them to use
more written language and more “webs”. For fast finishers, I will have students turn their paper over and do
another web on the back with an idea I give them. For students who are struggling with this assignment, I
will remind the students to refer to my teacher example and pose questions that will help them think of ideas.

g. Assessment Strategies (Informal and formal)

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? (Add
rows as needed)
*In the right column, describe whether the assessment you’ll collect 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.

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 Content/Language Objectives
Content: SWBAT… identify what is special
about the themselves.
Content: SWBAT… independently create a
word web.
Content: SWBAT… distinguish the
similarities and differences between the
individual and their classmates.
Language: SWBAT… appropriately
communicate in kindergarten “language” what students ability to communicate within kindergarten means
makes themselves special.
Language: SWBAT… verbally explain their
word web.
Language: SWBAT… develop connections
between the webs.
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
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).
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).
following table.)
Assessment Strategies
Formative: Students will draw/sound out what is special
about themselves on the word web. Will help with
expression.
Summative: I will collect the finished word web where I can
check for student understanding.
Formative: I will be asking students to think about the
similarities and differences they notice between their
classmates when thoughts are shared.
Summative: The collected word web will show me the
(pictures/sounding out).
Summative: Students will be given the opportunity to talk
through their word web and explain what is special about
them. This will give me an understanding of what the student
took away from the lesson.
Summative: From the collected word map, I will be able to
see if they were able to make a connection between their
name in the middle and what is special to them on the
outside webs.
Student-based evidence to be Description of how students
collected (things produced by will reflect on their learning.
students: journals, exit slips, self-
assessments, work samples,
projects, papers, etc.)
Collect the word maps students At the end of the unit, the
produce about what is special about students will be given the
themselves. opportunity to share their
word web with the class and
reflect on what is special
about themselves.
Remind the students to reference my Students will be given an
teacher example so they include all opportunity to ask any
of the important aspects of a word questions if the teacher
web. example doesn’t help them
know what to do next.
The students will have access to my Being able to use my example
teacher example that will be on the and raise their hand to
board. I will also be circulating indicate they have a question
through the classroom where I will will show that they are
answer questions and give support. reflecting on using their
resources available to them.
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 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.
During this lesson, students will talk collaboratively on the carpet about what is special about themselves. I
will facilitate this in a turn and talk fashion. This will give the students an opportunity to better understand
their classmates and will give the students on ideas as to what they can add to their own web during
independent work. Students will also work independently to generate their own word web. This will allow
students to reflect on their own lives and work on their picture dictation and/or sounding out. This time
provides me with concrete physical evidence of individual learning.

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”).

“Last week, we talked a lot about the similarities and differences between each other. This helped us see
what makes us special! Today I am going to show you something that is very important in helping us
organize our ideas and thoughts. This tool is called a word web and I am going to use it to answer the
question ‘what is special about me’.”

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 is something special about you? (Remember)

 What is the starting letter sound in “____”? (Apply)
 What would I draw if I were talking about my brown eyes? (Analyze)
 Would you put my name in the center of your word web?! What will you put in the middle? (Create)
 Can someone raise their hand and tell me what we are to do at our desks? (Understand)

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)

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 Learning Steps and Activities
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.
1. Transition into the introduction by
introducing word webs and the essential
question that is what is special about
yourself. Allow time for students to turn and
talk about ONE thing that is special about
themselves. Call on selected students that
want to share.
2. Track students understanding by asking
questions and begin creating my word web
example.
3. Finish my teacher example and send students
to their desk to start their own word web.
Provide materials and circulate around the
tables to observe students’ progress.
4. Reference a students work on the overhead
so the class can see what they are doing right
and create intrinsic motivation.
5. Transition into closure by give students a 2-
minute warning. Reflect on what we learned
today and have the class turn in their word
web to their cubbies for me to review.
Supporting Theories/Principles
(Why are you doing what you are doing?)
Supports multiple means of engagement, and
allowing students to generate their own inputs
from experience; is more culturally responsive than
teacher generated ideas only.
Constructivism (social interaction)- Giving
students this time to converse and gather their
thoughts will help build on existing knowledge and
allow students to learn about one another.
Paivio (dual coding)- The use of visuals with oral
instruction supports different types of learners and
gives a clearer idea as to what is expected.
Bandura (observational learning)- Through using
modeling, the students are able to see my thinking
strategies and apply it to their independent work.
Vygotsky (zone of proximal development)- By
giving support through encouragement (showing
the students work), there will be a sense of self-
motivation within the classroom.
Vygotsky (importance of language)- When I give
students a 2- minute warning, this will give the
class a chance to talk through their work with me
and solidify their learning.

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.

“Okay class, now that you were given time to create your own word webs about what makes you special, I
want you to turn your attention to (name) so I can show you your classmates great work. I like how (name)
made clear webs and sounded out the starting letters. Today you learned how to make a word web and I can
see by all your great work that it helped you organize your thoughts and show how you are similar and
different from your class.

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.)

To extend the content and demonstrate understanding in different contexts, word webs will be used in
different subject areas (especially when we start writing more). The idea of being uniquely special will
continue to be addressed through picture dictation, written work, and physical activities.

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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.
- Butcher paper
- Construction paper
- Markers

e. Acknowledgements: Acknowledge your sources