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: Anna Williamson Date: September 19, 2018

Cooperating Teacher: Tricia Lepse Grade: Kindergarten
School District: Seattle Public Schools School: Loyal Heights
University Supervisor: Cathy Hayes
Unit/Subject: Writing
Instructional Plan Title/Focus: I Love School!

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)

The rationale behind this lesson is getting students warmed up to writing and drawing. Although most of
them aren’t able to write long and full sentences having them draw and idea and sound out the action as best
they can is getting them used to writing. It is showing them that they will think of an idea, and put it on
paper.

This is the first writing lesson of the year so this would be the first lesson in writing for the year but you
could use almost any story after this to give students a topic and idea and then ask them to think of a similar
idea and write about it.

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.W.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in
which they name what they are writing about and supply some information about the topic.

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

1. SWBAT…describe and explain about what they like about Kindergarten.

Aligned standard: CCSS.ELA-LITERACY.W.K.2

Use a combination of drawing, dictating, and writing to compose informative/explanatory
texts in which they name what they are writing about and supply some information about the
topic.

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 Language Objectives:
1. SWBAT…draw and write freely about things they are interested in.

Aligned standard: CCSS.ELA-LITERACY.W.K.1

Use a combination of drawing, dictating, and writing to compose opinion pieces in which they
tell a reader the topic or the name of the book they are writing about and state an opinion or
preference about the topic or book (e.g., My favorite book is...).

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 a basic understanding of writing, they also have somewhat of an understanding of letter
sounds and the relative sound their thoughts and ideas would start with. They are also able to put their ideas
onto paper in picture form.

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

Student accommodations for this lesson included help from the teacher sounding out the beginning letter for
the action they love to do in school. It also included coloring less and using less detail for students that are
still working on pencil grip and using multiple different colors to draw. There was no right or wrong picture
or idea for this activity and any reason the student loved school and wanted to write about it was welcomed
and accepted. They were able to use previous experience from other schools and reasons they may of loved
that school as well as their current schooling.

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

Content example: SWBAT create an input-
output diagram, and explain reasoning in
writing.
Language example: SWBAT use conditional
forms correctly 90% of the time when
describing their input-output diagram.
Informal: SWBAT draw a picture of the reason they love
being at school.
Informal: SWBAT correctly write down beginning sound of
the action word they choose to draw about regarding why
they love school.

(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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 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.)
Students will discuss their ideas
about why the love school with their
peer and will share it to make sure
their idea is something they feel
passionate about.
Carefully write and draw their
picture and their sentence or sounds
on their writing paper.
Create their own picture and
sentence or beginning of a sentence
to show why they love school.
will reflect on their learning.
Students will reflect on their
choice about what they will
write and draw about to make
sure they can add enough
detail and are able to sound
out.
Students will reflect on their
coloring and how detailed and
neat their picture is and will
add whatever is needed to
make it their best work.
Students will put their writing
in their writing folder and will
be able to look at in later on
the year to reflect on the
progress they have made.

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.
Students completed this task at their everyday group table that they sit with. There was no special grouping or
moving around as this was an independent writing activity that required no collaboration with other class
mates. They were able to discuss their ideas and thoughts with the people at their table but for the actual
lesson they were not moved around at all and stayed in their everyday desk seat.

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”).

I will start the lesson by reading a book called “I Love School” so the students are engaged with the lesson
and begin to brainstorm ideas of what they will write about by seeing why the kids in the book love school.

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)

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 1. Why do you love school?
2. How will you show in your drawing the reason you love school?
3. What extra detail could you add to your picture to show someone looking the reason you love school?
4. Can you sound out any other letters in your action to write down about why you love school?
5. How did you figure out what the beginning sound of your action was?

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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 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)
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 than
for social change diagram. Circulate around groups teacher generated ideas only.
to observe students’ progress.
1. “Today I will be reading a story about why Recruiting Interest
students love school and you will be able to
see in the pictures why they love going to Perception
school, I want your eyes and ears to make
sure you see and hear everything I am going
to read” *read book carpet*
2. Once I have finished reading the book, Recruiting Interest
“What are some of the reasons you saw in the
book students loved going to school?” “Now Language and Symbols
that you’ve seen what other students love
about school I’m going to show you how I
would write about why I love school, I’m
going to draw a picture of me with my
friends on the playground because I love
coming to school to see my friends. Once I
have my picture done I’m going to sound out
the first sound in the word friends because
that’s my action in my picture.” *sound out
the beginning of friends* “Now that I have
finished my example and put my thoughts on
paper I want you guys to brainstorm reasons
why you love school”
3. *Give them time to brainstorm quietly then Self-Regulation
call on volunteers to share* “Now that you
guys have ideas about why you love school I Comprehension
am going to dismiss rows of students that are
sitting quietly, when you get back to your
desk I want you to put your name on your
paper and begin to start coloring, when you
have finished coloring you can sound out
words or letters to show what your picture is
about.”
4. *Walk around classroom and observe Sustaining Effort and Persistence
students as they are working, help students
that need it* “I would like you all to look at Comprehension
the example on the board of our friend who
has finished his writing” *He will explain
writing and picture* “Once you have finished 5
your writing and picture I would like you to
put it in your writing folder and you can
quietly read a book at your desk.”
 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.

I will ring the doorbell once a majority of the students are beginning to finish the activity. Once I have their
attention I will show an example of a finished piece of writing by one of the students and have them share
about their action and what they were able to write down. I will then give direction as to what they are to do
when they are finished and give them a short amount more of time to finish.

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.)

There will be a second lesson following this with the same concept and story, but they will pick another
reason they love school and will be asked to draw again. This will give them an extended practice with
writing and brainstorming other ideas. They are able to deepen their practice with their family by describing
the drawing they put on paper and in further detail explaining the picture and details about it. This will
extend their thinking and allow them to express their ideas for their writing.

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.

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e. Acknowledgements: Acknowledge your sources