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: Grace Ku & Hannah Eudy Date: April 20, 2018
Cooperating Teacher: Barbara Ward Grade: 4th
School District: Pullman School: Franklin Elementary School
University Supervisor: Lori White
Unit/Subject: Compare and Contrast
Instructional Plan Title/Focus: Compare and Contrast Disability Awareness Books

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)

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)?

The purpose of this lesson is to help students to compare and contrast texts with the similar topic. The
students are able to identify main points from the text, and understand the differences within the two books.
The students will read two disability books, Wonder and El Deafo, and reflect how the two books may relate
with one another. The main purpose of this lesson is to help students extend their comprehension skills, by
activating their thoughts on how two distinct books may relate and connect with one another. The students
will use key details from the text to support their understanding. Through the compare and contrast strategy,
the students will be able to model their opinion with direct support from the specific texts. The lesson will
connect with the future lesson, where the students will be able to find a connection between what they read
and their own experiences in life. These books connect well to life because there is so much diversity, and
students will encounter all kinds of different people giving them awareness
.
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.
CCSS.ELA-LITERACY.RI.4.5
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of
events, ideas, concepts, or information in a text or part of a text.

CCSS.ELA-LITERACY.L.4.3.A
Choose words and phrases to convey ideas precisely.

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

1. SWBAT… Compare and contrast two texts for their similarities and differences
2. SWBAT ... Identify and add information from the text to clearly support their reasons
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 3. SWBAT … Create and complete a venn diagram with the information that they identified from the text

Aligned standard:
CCSS.ELA-LITERACY.RI.4.5
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of
events, ideas, concepts, or information in a text or part of a text.

Language Objectives: reading out loud, speaking-discuss,

1. SWBAT… Choose words that convey each text in their venn diagrams and t-charts
2. SWBAT… Discuss their final venn diagrams in a class discussion

Aligned standard:
CCSS.ELA-LITERACY.L.4.3.A
Choose words and phrases to convey ideas precisely.

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

Prior to the lesson, the students should be familiar with the two books that are being used for the lesson.
Students are allowed to bring the additional notes they had written prior to the lesson for additional
support. In addition to that, the students should have been introduced to how to compare and contrast two
books that revolve around a similar topic. It will help students to understand and be able to thoroughly
discuss and compare how the two books are similar, and how they are different with specific examples from
the text.

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

Before students work on their venn diagram with their peers, they get a chance to fill out the comprehensive
chart to help them structure what they might put in their venn diagram. This will help students who
need accommodations because if they cannot remember or do not understand what to write in the venn
diagram, they will be given some ideas in the chart. Specifically for students who need aid for visual support,
we will place them closer to the board. That way the students will be able to easily see the example provided
for the entire class. In order to accommodate the struggling readers, we will put the students into matched
reading groups. Then, the students will be able to further expand their writing as they work together in their
groups.

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

SWBAT… Compare two texts for their
similarities and differences
Formative: Students will compare the two books that are
given, while they are also going to be participating in both
class discussions and completing their worksheets. In that
way, the students will be able to express their
understanding through oral and written response. Teacher
will be able to see how each of the students understood
2

SWBAT… Identify and add information from
the text to clearly support their reasons
SWBAT … Create and complete a venn
diagram with the information that they
identified from the text
throughout the entire lesson through responses. To ensure
that the students clearly understood the activity, I will ask
students to give a silent “thumbs up” if they understood and
are ready to move on, or “thumbs sideways” if they would
still like more clarification before moving on to the activity.
These thumbs would be recorded on a piece of paper.
Formative: Students will do an individual assessment,
where they will complete the assessment with information
that they provided from the two texts. As students are
completing their assignment, I will go around and check on
each of the student’s progress. If I see that certain students
are having difficulties on completing their chart, I will
individually meet with the student to help them understand
and complete the assessment.
Formative: Students will do a peer assessment, where they
will be in their small table groups to help complete their
venn diagram activity. In order to complete the assignment,
the students will collaboratively help and express their
findings from the two texts they had read. For extra
support, students are encouraged to use their chart they had
done before this lesson, or any previous notes they had
taken while reading the two books. As the students are
working together in groups, I will go around and check with
each of the group’s progress.

SWBAT… Choose words that convey each
text in their venn diagrams and t-charts
Formative: When we collect their exit slip, chart, and venn
diagram we will look for the type of words we used to
model to them. Whether they used words from the chart in
their venn diagram, or had other relevant word usage. If
they have questions while they are working on specific
words to use, we can go around and help or they can ask a
peer, so they should be using words that convey the text.

SWBAT… Discuss their final venn diagrams Formative: Once the students complete their venn diagrams
in a class discussion in their small table groups, the students will discuss with
the whole class. The students will unanimously decide what
to put on the venn diagram. Based on the information each
of the table groups decide on, then the entire class will
decide together.
(Add rows as needed)
*In the right column, describe whether the assessment you’ll collect is formative or summative. 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: collected (things produced by will reflect on their learning.
3

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).
middle what, and left column how/describe
students: journals, exit slips, self-
assessments, work samples,
projects, papers, etc.)
Students will complete a worksheet
[Appendix A] to show that they can
successfully compare and contrast
two texts.
Students will turn in their worksheet
[Appendix C], to reflect on what
they know from the two texts.
Students will turn in an exit slip
[Appendix B], to reflect on what
they learned in the lesson.
Through discussion with their
peers, the students will
complete their assignment.
The students will be able to
reflect their understanding,
from their discussion with
their peers. From their peers,
students will understand the
connection and description
they had missed from
independent readings.
Students will reflect on their
learning by activating their
prior knowledge and will
complete the chart with
information they found from
the two books. As students
complete their worksheet,
students will understand and
visually see how the two
books are similar and
different.
Students will reflect on their
learning and the lesson, by
expressing what they liked
and improvements the lesson
could have had for further
learning.

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.
In the beginning, we will have a whole group discussion on what the compare and contrast strategy is, and
how will they use it to complete their given worksheets, by introducing the venn diagram organizer. The
students will work on a chart individually to flesh out what they know about the two books giving them ideas
for the venn diagram section. Next, students will work as a group to complete a venn diagram based on the
information in the chart and any extra similarities or differences they can think of. There will be a group
discussion on the venn diagrams, and everyone will create a class venn diagram together. Lastly, students
will independently write a reflection on what they learned in an exit slip.

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”).
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 “Good morning class! Since we all have now finished El Deafo and Wonder, we are going to talk about how
these books are similar and different. We are going to think about how they are similar, and then compare
and contrast further in a Venn Diagram.”

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)
1. What is comparing and contrasting? (Understand)
2. What other activities will you find similarities and differences? (Analyze)
3. How will you use this technique with other books? (Analyze)
4. What kinds of things can you use Venn Diagrams for? (Apply)
5. Why might you sue venn diagrams again? (Apply)
6. How are El Deafo and Wonder similar or different? (Analyze)

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

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 from introduction by introducing the
main lesson to the class. Teacher will say, “Class,
today we are going to compare and contrast the two
texts that we read during the previous classes,
Wonder and El Deafo. We are going compare how
the books are alike, and contrast how the the books
are different, both independently and in small
groups. We will use the two circles to express how
the books are different, and express how they are
similar in the middle. Like it is shown on the board,
we will be able to use this strategy further into our
lesson, when we create a venn diagram in pairs, and
combine it as a whole class in our discussion.”
(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.
Bandura: Observational Learning
Students will watch us model how to find
similarities and differences between two similar
texts. Students will learn by observation through
the modeling of the teacher, and utilize how to
complete a venn diagram.
For students who need extra accommodations we
will create the venn diagram in front of the class,
and leave the visual demonstration on the board
during the whole lesson today.
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2. Teacher will say, “Before we complete our venn
diagram, I want all of you to work individually on
the chart that is given to you. On the chart, jot down
what you can remember from each of the books. This
chart will help you with your next activity If you are
having trouble of coming up with information from
the books, you are allowed to use your reading notes
that you’ve done from the previous lesson. This is an
important lead in step to our venn diagrams so that
we have enough important information to use”
3. Transition from introduction by asking students to
be in their table groups to discuss and complete their
worksheet together. The students will complete their
assignment, by filling in the venn diagram with
details from the books they read. Teacher will walk
around the groups and observe each of the group’s
progress.
4. Teacher will say, “All right, I see that a lot of you
are finishing up, or had already wrote quite a lot of
information on their venn diagrams. Now we will
launch into a discussion about what each of us
thought would be in each section. We can put our
favorites in a complete class venn diagram to
represent what we think as a class, while you each
have your personal ones for future reference as
well.”
5. Teacher will pass out the exit slip to the students,
and then the students will reflect and give
constructive feedback of their learning and teacher’s
instruction.
Piaget Schemes
Students will use what they just learned as their
prior knowledge to complete the chart on their
own. We just modeled to them what kind of
similarities and differences to look for, and they
will now complete a related chart for their
upcoming venn diagram. We built this activity on
what they just learned, so they will be equipped for
venn diagrams.
For students who need extra accommodations we
will provide more guidance by individually giving
help to students who are still uncertain on how to
complete their assignment. The teacher will
provide guidance through examples or questions
that’ll lead them to understand the information
they can include onto their diagram.
Vygotsky Importance of Language
Students will work collaboratively in their table
groups to ensure social interaction and peer help.
They will be able to talk through what might go in
each section of the venn diagram to fully
understand how to do it.
For students who need extra accommodations we
will give more support as we check in with each of
the groups working on the assignment. The teacher
will ask questions that’ll guide them understand
and use it to add more information to complete the
worksheet as a group.
Vygotsky Importance of Language
Students will solidify their understanding because
the class discussion on the final venn diagram.
Students will get to see what others wrote while
contributing what they thought creating a positive
learning experience.
For students who need extra accommodations we
will be giving them more support by the
discussion. If they had not finished up their venn
diagram or chart, this would be where the class and
group mates could help them fill it in. The
discussion will also aid the solidification of the
content.
Constructivism
As students are thinking about their new
knowledge, they will get a chance to reflect on
what they learned. Students can thoughtfully think
about what they learned and how they can use it
again.
For students who need extra accommodations we
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 will need to help them fill out their exit slip as we
will provide guidance if they do not understand the
questions. They can also fill out as much as they
can and we would accept that as well in case they
cannot fill it all out.

(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.

I will conclude the lesson by saying, “So, today we learned how to make a venn diagram to compare and
contrast two texts. We learned that comparing and contrasting is looking for similarities and differences
between what is being compared while using textual references to support their thinking. Tomorrow we will
further our contrasting skills with nonfiction trade books. It is good to note that we can use this skill for
comparing and contrasting almost anything”

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 extend their experiences from the lesson, by reflecting on how the compare and contrast
technique can help them comprehend what they read in class. Students are able to understand and
determine how certain books based in the same disability books can bring new and similar concepts to the
readers. Not just by the two books that they had read in class, students are able to bring their own personal
connection based on their own life experience. Students are encouraged to discuss with other readings they
have done outside of the classroom with their families, and see how they can relate with one another.

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, multimedia tools, and any assessment
materials utilized.
● White board
● White board markers
● Venn diagram worksheet
● Compare and contrast chart worksheet
● Student additional readings notes
● Exit Slip
● Pencils
● Erasers
● 20 copies of Wonder by R.J. Palacio
● 20 copies of El Deafo by Cece Bell

e. Acknowledgements: Acknowledge your sources

Bell, Cece. (2014). El Deafo. New York, NY: Abrams/Amulet.
Common Core State Standards Initiative. (n.d.). Retrieved March 24, 2018, from
http://www.corestandards.org/
Palacio, R. J. (2012). Wonder. New York, NY: Knopf Books for Young Readers.

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[Appendix A]

Name: ______________________________________________ Date:

___________________________

Compare and Contrast

Directions: Compare and contrast two books you had read, El Deafo and Wonder.
How are they similar? How are they different?

Compare: to tell or show how things are alike

Contrast: to tell or show how things are different

El Deafo Wonder

[Appendix B]

Name: __________________________________________ Date: _________________________

Exit Slip
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1. What are your thoughts on this assignment?

2. What helped you?

3. What didn’t help you?

4. What can I do to help you in the future?

[Appendix C]

Name: _______________________________________________ Date: __________________

Compare and Contrasting Texts

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 Wonder El Deafo
by R.J. Palacio by Cece Bell

Setting

Characters

Problem

Solution

Events

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