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:​Jade, Jasmine, Date:​ October 19, 2017

Kaitlin, David

Cooperating Teacher: Grade:​ 3

School District: School:

University Supervisor:

Unit/Subject:​Writing

Instructional Plan Title/Focus:​ L​ earning to use temporal words

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)

Students will be learning to use temporal words in their writing. Adding

temporal words to writing is a signal the reader to the order of events.

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 would come after students can demonstrate their ability to
write short paragraphs. When students are able to use temporal words
accurately in their paragraphs, we will move on to adding dialogue.
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.C
Use temporal words and phrases to signal event order.

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

​ se at least five temporal words in a short narrative

1. ​SWBAT u

Aligned standard:

Objective 1 aligns to
​CCSS.ELA-LITERACY.W.3.3.C
Use temporal words and phrases to signal event order.

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

​ WBAT ​use at least five

S Informal:​ ​Formative: We will use a
temporal words in a short rubric that shows if the students have
narrative met the criteria set for them.
Students will get a 1(criteria not met)
if they use no temporal words in their
narrative, a 2 (developing/improving)
if a student use 1-3 temporal words
in their narrative, a 3 (proficient) if a
student uses 3-4 temporal words in
their narrative, a 4
(advanced/exemplary) if they use 4
or more temporal words in their
narrative.
* For advanced writers they will all
unique temporal words in their writing
so there will be no repeats (i.e. don’t
use “then” twice).

(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 Description of how
K-12 students will be be collected (things students will reflect on
able to: produced by students: their learning.
journals, exit slips,
self-assessments, work
samples, projects, papers,
etc.)

1. Explain student Example:​ Journal Entry Example:​ Before

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

During the reading time in class, we will use the book “The Mitten”,
which has a good amount of temporal words and shows a clear
sequence of events. We will revisit the book with the students and
introduce to them what temporal words are and their purpose in writing.
We will list all the temporal words used in the book and others that they
might possibly encounter or use in the future.

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
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.
Introduction
​“Today I will show you how to use
temporal words in your writing. I
have noticed that you all are very
good at adding details to your
narratives so that readers can
magine those details clearly. A way
to help readers understand the
sequence of events in a narrative is
to add temporal words. Temporal
words also can help to make writing
smoother. Good writers use details
and temporal words to help readers
understand the content.”
Say: “This morning we read ​The
Mitten”.​ We talked about how the
use of temporal words helped us
understand the sequence of events.
For example, Baba makes Nicki
snow white mittens and, “After she
finished she said, ‘When you come
home, first I will look to see if you
are safe and sound, but then I will
ook to see if you still have your
snow white mittens’” (p. 7). The
temporal words, “after,” “when,”
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
deas only.
REMEMBER: YOUR SCENARIO FOR
THIS LESSON PLAN IS THAT YOU HAVE
A GROUP OF ADVANCED LEARNERS IN
READING AND WRITING.
Students will be looking back on a
children’s book that includes an
example of how students will be
writing today. Since this book is an
example, it supports multiple
means of representation (visual
way for students to see the lesson
focus to go along with auditory
nstruction) and multiple means of
engagement (the book is colorful
and has a protagonist similar in
age to the students).
**To engage my advanced
earners, I will have the class read
the page aloud so that the strong
readers can be an example for
struggling readers to echo.
“first,” and “then” let us know that
first Baba finished the mittens, then
Baba will leave and return. After
that, she will make sure Nicki is
safe. Finally, Baba will check that
Nicki still has the mittens.

Do: Show the above mentioned

page from ​The Mittens

I Do / You Watch Bandura’s Observational Learning

Say: “Now that we know what s in use as students learn from the
temporal words are and how it can teacher modeling of teaching
help us organize the order of events. I strategy and think aloud.
will now create a sentence that uses
temporal words.
Do: Start writing the example, then
read to the students.
Write and Say: “The first thing I did this
morning was brush my teeth. Then, I
got dressed. Next, I greeted my
parents. After that, we all ate
breakfast together. (leave blank
students will help fill in the remaining
details)

I Do / You Help UDL guidelines, providing multiple

“Now I need your help. How could we means of engagement. By
finish our story using temporal engaging students through different
words?” outlets it allows the student to
understand the importance of
Do: Call on students for ideas on how temporal words.
to finish the rest of the morning
routine story. For example, students
might say “I made my lunch. Finally I
put my shoes on and caught the bus.”
(Advanced learners can help add in the
temporal words before each new
event. Advanced learners also have the
opportunity to add commas after the
temporal words if they know they are
meant to be included. This is not the
focus of the mini lesson, so it is not
important whether students add this
or not.)

You Do / I Help
Say: “OK Students, now you need to Bandura’s Social Learning theory
write about your favorite memory is in play, as students will often
using temporal words, and make sure learn about temporal words from
that you are writing your events in the how a parent or teacher uses them,
proper order.” and either mimic the conventions,
Do: Have students write about their or build a scaffold on which the
favorite memory using temporal words convention of temporal words can
to assign order to the events. Students be built.
should write at least 4 sentences and
use at least 3 different temporal
words.
Advanced writers should write 5-6
sentences using at least 5 different
temporal words.
Teacher Candidates will walk around
the room, checking in with students to
see if they need help. If a student
needs help, don’t give them the
answer right away. Ask them to tell
you their story out loud. After they
have read the story aloud ask the
student what they think the sequence
of their story is and what they think
the temporal word would be. If
students are correct confirm they are
correct. If the student is incorrect, ask
them why they chose the word they
did and if there could be a better word
they could use. Give student time to
think and then return to see if student
needs more help if they are not
grasping the concept of temporal
words.
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.

Marker
Chart paper /board
Writing Paper
Pencil
The Mitten ​by Jan Brett

​ cknowledgements:​​ Acknowledge your sources

e.​ A

​ ew York: Putnam.
Brett, J. (1989). ​The Mitten: A ukrainian folktale. N

Common Core State Standards:

http://www.corestandards.org/ELA-Literacy/W/K/

Rubric for assessment

1 2 3 4
(Criteria not met) (Developing/Improvi (Proficient) (Advance/Exemplar
ng) y)

Student is not using Use 1-3 temporal Use 3-4 temporal Use 4 or more
 temporal words to words to show words to show temporal events to
show the sequence sequence of events sequence of events show sequence of
of events in the in the narrative. in the narrative. The events in the
narrative. Narrative is Some of the sequence of events is narrative. The
confusing and sequence of events organized and can be sequence of events is
sequence of events might be organized, understood. organized well and
are not in order. but might still be can be understood by
confusing to some all readers.
readers.
Temporal Words used in the Book

● Once
● At first
● Finally
● After
● First
● Next
● As soon as
● By
● For
● Then