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: Katie Marple Date: 9/14/17

Cooperating Teacher: Lani Lepka Grade: Kindergarten
School District: Kennewick School District School: Edison Elementary
University Supervisor: Lori White
Unit/Subject: Math
Instructional Plan Title/Focus: Making yes/no graphs

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 learn how to construct a yes/no graph on their own and how to interpret one through a whole-
group guided example, and then by looking at an example of a yes/no graph to construct their own.

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 lesson students had learned about grouping numbers, and after this lessons students will learn
more about

b. State/National Learning Standards: Teacher candidates identify relevant grade level concepts/content and
align them to Content StandardsCommon Core Standards or Washington State EALRs, or National.

Content Standards:
CCSS.MATH.CONTENT.K.MD.B.3: Classify objects into given categories; count the numbers of objects
in each category and sort the categories by count.
CCSS.MATH.CONTENT.K.MD.A.2: Directly compare two objects with a measurable attribute in
common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example,
directly compare the heights of two children and describe one child as taller/shorter.
CCSS.MATH.CONTENT.K.CC.B.4.A: When counting objects, say the number names in the standard
order, pairing each object with one and only one number name and each number name with one and only one
object.

Language Standards:
CCSS.ELA-LITERACY.SL.K.5: Add drawings or other visual displays to descriptions as desired to
provide additional detail.
CCSS.ELA-LITERACY.L.K.1.B: Print many upper-and lowercase letters.

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

1. SWBATsort themselves into groups based on various yes/no questions

CCSS.MATH.CONTENT.K.MD.B.3
2. SWBAT...interpret a yes/no graph and recreate it on their own paper
CCSS.MATH.CONTENT.K.MD.A.2
3. SWBATinterpret which side of the yes/no graph has more people by counting it
CCSS.MATH.CONTENT.K.CC.B.4.A
CCSS.MATH.CONTENT.K.MD.B.3

Language Objectives:
1. SWBATdraw a picture of themselves
CCSS.ELA-LITERACY.SL.K.5
2. SWBATwrite their name below the picture of themselves
CCSS.ELA-LITERACY.L.K.1.B

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 have counted up to 30 as a class, they have practiced spelling their names on their own,
have colored several self portraits of themselves, and practiced grouping numbers together.

e. Planning for Student Learning Needs (accommodations, student experiences, prior learning and
experiences):
When students are making their own yes/no graph based on the one we made as a class, I will put a
big, red X on the no side of the graph so that students who cant read yet or who are ELLs will be
able to decipher which side is which. I will also make sure to provide a detailed example of what
they will have to do so that students who dont speak English well or have trouble retaining
information can visually see what theyll have to do during the lesson.

f. 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?

Content/Language Objectives Assessment Strategies

1. SWBATsort themselves into
groups based on various yes/no
questions
2. SWBATinterpret which side of
the yes/no graph has more people
by counting it
Formative: During beginning discussion of yes/no graph
students will be asked various yes or no questions, Do you
have a brother? Do you have a sister? Do you ride the
bus home? and sort themselves into a yes group and a
no group
Formative: Students that are still on the carpet while other
students are sorted into yes and no groups at the front
of the classroom will be asked questions like Which group
has more? Which group has the least amount of
students? How many students are in the yes group?
How many students are in the no group? How many
students are there all together?

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 3. SWBATdraw a picture of Formative: Students will draw themselves and write their
themselves name on a piece of paper, then glue the picture of
4. SWBATwrite their name below themselves onto the yes/no graph based on what the
the picture of themselves question on the yes/no graph is

5. SWBAT...interpret a yes/no graph Summative: Students will construct their own yes/no graph
and recreate it on their own paper by cutting out markers and gluing them onto a piece of
paper with a yes/no graph on it. Students will use graph
made as a class as a reference to make their own.

*In the right column, describe whether the assessment youll 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.

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

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).
collected (things produced by
students: journals, exit slips, self-
assessments, work samples,
projects, papers, etc.)
At the start of the lesson we will
discuss that well be learning about
yes/no graphs and what exactly that
means, as well as the steps that
well take to complete our lesson
While drawing their self-portrait
and writing their name below their
picture, students will be able to look
at the front of the classroom towards
my example to make sure theyre
doing all the steps that theyre
supposed to. Also, when students
are gluing their picture onto the
yes/no graph they can look at how I
glued my picture on to have an idea
of how to glue theirs on. When
students are constructing their own
yes/no graph they can reference the
graph we made as a class at the
front of the classroom to make sure
theyre making theirs correctly.
I will explain to students that when
theyre writing their name if theyre
not sure how to do it they can pull
out their name tags that are located
will reflect on their learning.
Students will learn about and
discuss the targets and steps
of the lesson, and ask
clarifying questions in a
group setting
Referencing examples of
work during the lesson will
help the students check their
own work and self-reflect to
make sure theyre completing
all the right steps to reach
their learning targets and to
understand how to construct
and interpret a yes/no graph.
By being able to access the
resource of their name tags
students will be able to reflect
on the strength of their
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 in their table team boxes and copy writing and in what areas they
their name that way. need extra help.

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.
At the beginning of the lesson students will be in a whole group setting in order to introduce the
lesson to them, practice grouping by answering yes/no questions, and to help demonstrate the
directions of the lesson for ELLs and students that have trouble retaining information. Students will
be sitting in their table teams but working individually when they are drawing the picture of
themselves and later when they are constructing their own yes/no graph so that I can see if they are
meeting the learning targets of the lesson. The students will also be in a whole group setting when
they are putting their pictures up on the classroom yes/no graph so they can practice taking turns,
sitting quietly, and observing how a yes/no graph comes together.

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).
Okay everyone, as youre coming back in from recess get a drink and then come meet me on the
carpet so we can learn something new in math! Today were going to talk about yes/no graphs, can
anyone tell me what a yes/no question is? explain if students dont answer correctly Now Im
going to ask you a yes/no question! Do you have a brother at home? Raise your hand if you do! Now
who doesnt have a brother at home, but has a sister instead? ask several more questions, and
instead of having students raise their hand pick on several to stand up and sort into groups so
students can see the separation between yes and no for each question

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 a yes/no question? (Analysis)
Can you give me an example of a yes/no question? (Divergent)
Which group has more students in it? (Analysis)
Which group has the least students in it? (Analysis)
What do you see happening on our yes/no graph, what do the faces tell us? (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.

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Learning Steps and Activities Supporting Theories/Principles
(Why are you doing what you are doing?)
Example: Transition from introduction by asking Supports multiple means of engagement, and
students to look at inputs and in pairs, create a list allowing students to generate their own inputs
of additional community assets/contributions (inputs) from experience; is more culturally responsive
for social change diagram. Circulate around groups than teacher generated ideas only.
to observe students progress.
1. Okay room 9, today were going to learn Piaget Scheme, schemes, schema
about yes/no graphs. To have a yes/no graph,
Teachers have to know students prior knowledge
we also have to have a yes/no question. Can
in order to plan instruction that helps students
anyone tell me what a yes/no question is?
build on their existing knowledge
wait for a couple of student answers, then
if no one gets it explain what it is and give
some examples Now Im going to ask you a
yes/no question, do you have a brother at
home? Raise your hand if you do, and if you
dont just keep your hand down. Okay, now
who has a sister at home? I dont have a
sister at home so Im not going to raise my
hand. Now were going to try something a
little different. Im going to call some
students up to the front of the classroom, and
Im looking for kids who are following
directions, and sitting criss-cross applesauce
with their eyes on me. pick about 10
students to come up to the front of the
class Okay, if you didnt get picked dont
get sad because you have an important job to
do too, and therell be other chances to help
out later. Now, kids standing at the front of
the classroom with me, who takes the bus
home from school? Raise your hand if you
do. separate the kids that do and the kids
that dont into two different groups,
explain which is the yes and which is the
no side Okay friends on the carpet, lets
count all the students that do ride the bus
home! count all together Okay, now lets
count all of our friends who dont take the
bus home count other group all together
Can someone on the carpet tell me which
group has more students in it? Now can
someone tell me which group has less? Okay,
now lets count them all together! count all
of the students in both groups together If
students need more practice repeat
exercise with a different question

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2. Remember that in order to make a yes/no Constructivism (Vygotsky, Piaget, Wertsch,
graph we have to have a yes/no question, just John-Steiner, Mahn) Learners construct their
like the ones we practiced with our friends at own knowledge
the front of the classroom! Can anyone give Teachers plan instruction that allows students to
me some examples of yes/no questions? Im actively engage with new concepts and strategies
looking for someone sitting criss-cross rather than passively absorbing information
applesauce with their mouths quiet and their
eyes on me. write down example questions
on big sheet of paper until there are at
least 5, add my own examples on there too
in case kids cant figure out yes/no
questions right away Okay, these are all
some great ideas for yes/no questions, but for
our classroom yes/no graph were going to
use this question! underline question, then
flip to another page and write it at the
very top and draw a quick yes/no chart
below it. If students have trouble coming
up with questions just use Do you have a
pet at home?
3. Before we make our yes/no graph together, Vygotsky Zone of Proximal
we have to make a picture of ourselves to put
Development/Scaffolding
onto the yes/no graph. So first were going to
Students cannot learn new concepts if they are not
use crayon to draw our face, and were going
in the ZPD for that concept. Prior knowledge is
to try our best to make it look like ourselves.
lacking. Support can be clues, reminders,
So if you have black hair, you should use a
encouragement, breaking the problem down into
black crayon to draw your hair. while Im
steps, etc.
explaining Ill be drawing my own
example on the same piece of paper theyll
be using, and Ill purposely leave off my
name. I think Im all done, can anyone tell
me if Ive forgotten something? wait for
student to remind me to write my name
Okay, so after I pick a friend to pass out
papers youre going to go back to your seat
and color a picture of yourself, and dont
forget to write your name beneath it! When
youre all finished bring it back to the carpet
and Ill explain the next step. pick a
student to pass out papers to everyone,
then walk around and help students do
their picture if they need it, remind them
to use their name tag if they dont know
how to write their name
4. Once everyone is done with their pictures Vygotsky Importance of Language
use attention getter to get everyone quiet
Teachers arrange instruction so students have a
and ready to do the next step So now that
chance to talk through a problem or concept with a
Im done with my picture Im going to read
partner, in a small group or as a whole class.
our yes/no question to see how I would
answer it. Do you have a pet at home?
Hmm, I do have a pet at home! I have two
cats, their names are Marie and Bella. So
where will I glue my picture, the yes or the
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 no side of the graph? wait for students to
say yes side Right! So, Im going to put a
little glue on my picture, dot-dot-not a lot,
and put it right here on the yes side of the
graph. Do you think youre ready to glue
your picture down? Okay, Im going to call
on rows one at a time to come up and put
their picture up here, and Ill call on rows
that are sitting quietly ready to learn. call up
rows one by one and put glue on their
picture so they can stick it on the yes/no
graph, double check that theyre telling
the truth by asking them what the pet is
they have at home Now that we have
everyones picture up here our yes/no graph
is done! Can anyone tell me which side has
more students on it? Which side has the
least? Lets count each side to double check
our work! Now lets count all together, and
make sure that the number adds up to
everyone thats in our class.

5. Now that youve made a yes/no graph and Constructivism (Vygotsky, Piaget, Wertsch,
know how to read one and understand it, John-Steiner, Mahn) Learners construct their
youre going to make your own back at your own knowledge
table team. Im going to leave our yes/no Teachers plan instruction that allows students to
graph right up here so you can look at it and actively engage with new concepts and strategies
use it to make your own. So youre going to rather than passively absorbing information
get three pieces of paper. One is your yes/no
graph and the other two have smiley faces on
them. Youre going to cut out each smiley
face and glue them onto your yes/no graph,
just like the one we did together. while Im
explaining this Ill be showing them the
pieces of paper and what to do with them
If your paper is going to look just like our
yes/no graph up here, how many smiley faces
are going to be glued on the yes side? And
how many on the no? students should
remember from when we counted how
many pictures are on each side of the
graph, if they dont well count them again
as a reminder and Ill let them know that
if they forget they can come up and count
the pictures again Once youre done with
your graph you can raise your hand and Ill
come take your paper from you and after you
clean up your area you may go do learning
choice time! Ill have students pass out
papers then monitor them as theyre
making their yes/no graphs, but I wont
help them do it Ill just make sure theyre
doing their work
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 Prompts for right hand columnsupporting 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 laddersimulation 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)

(Add rows as needed)

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 everyone times up, if you didnt finish thats okay just put your work onto the drying rack and
meet me back on the carpet. Before we move on, can someone remind me what a yes/no graph is?
Can someone tell me how you can tell which side of a graph has the most and which has the least?
Alright, great job today room 9 you all did amazing!

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.)
Students will have a thorough understanding of what a yes/no graph is and how to interpret one after
this lesson, they will be able to practice this knowledge whenever they ask a yes/no question to
family or friends, and whenever they are asked one.

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.
2 large charts
Markers
Crayons
Tape
Glue
Small blank pieces of paper
Student journal pages 1.6a and 1.6b
Scissors

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