T&L Instructional Plan Template

8/15/2014
(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: Rilee Larsen
Date: November 13th, 2014
Cooperating Teacher: (private)
Grade: 5th
School District: (private)
School: (private)
University Supervisor: Lori White
Unit/Subject: Writing/ Language
Instructional Plan Title/Focus: LEARNING HOW TO INCORPORATE EXAMPLES AND DETAILS IN
WRITING TO ACHIEVE A SPECIFIC PURPOSE FOR A SPECIFIC AUDIENCE.

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose:
I want my students to be able to identify the purpose of their writing as well as the audience that
they are writing to. I also want them to be able to use details and examples in their writing. This is an
important lesson because it teaches students to be mindful of who they are writing to and why they are
writing to them. Students should be mindful so that they can adjust their writing style accordingly. These
skills are essential because they are the starting point for all good writing. Using examples and details,
students will flesh out their pieces to enhance their purpose.
b. Alignment to State Learning Standards:
Common Core Writing 5th grade
W.4: Produce clear and coherent writing in which the development and organization are appropriate to
task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13
above.)

EALR 4: The student analyzes and evaluates the effectiveness of written work.
o Component 4.2: Sets goals for improvements.
o GLE 4.2.1 Evaluates and adjusts writing goals using criteria.
- Writes reflection about growth in writing and creates an improvement plan (e.g.,
My introductions are getting better, but I need to learn about different kinds of
conclusions.).
- Evaluates own use of writing process and sets goals (e.g., After I brainstorm, I
need to organize my ideas so my writing flows in a logical order.).
- Maintains a written log of goals.

c. Content Objectives:
1)
SWBAT write to a specific audience.
2)
SWBAT write for a specific purpose.
3)
SWBAT use details in their writing.
4)
SWBAT use examples in their writing.
5)
SWBAT to make a plan for improvement.
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Language Objectives:
1)
SWBAT identify writing audiences.
2)
SWBAT identify writing purposes.
d. Previous Learning Experiences:
I will have already taught and discussed the concepts of audience and purpose with my students.
They are able to choose a purpose and an audience for their writing and are aware that a purpose and an
audience will change the way they write. They are also able to understand how incorporating details and
examples enhances their writing. However, they have not yet put all of these concepts together in one
piece of writing, which is what they will do in todays lesson.
e. Planning for Student Learning Needs (accommodations, student experiences, prior learning and
experiences):
a. Instructional procedures
o I will use the reading samples
o I will demonstrate an example
b. Multiple Means of Access
o I will use document camera to project the introductory writing samples
c. Multiple Means of Engagement
o Students will be participating in the we do portion of the lesson when they help the teacher
dissect the writing sample
o They will be answering the introductory questions
o They will applying what they have learned by writing their own pieces
o They will be participating in discussion at the beginning and the end of the discussion
d. Multiple Means of Expression
o Prompt sheet
o Student voice sheet/exit slip
o Personal communication via discussion and introductory questions
o We do portion of the lesson (if students do not participate during this section, then it indicates
to us that they do not understand the content)
e. Methods of Differentiation
o Students who struggle with sitting still: Students will be allowed to find an area where they are
comfortable writing and they may quietly move to a new area whenever they need to.
o ELL and ESL students: They may come to us and receive help whenever they need to. If they
have significant struggles, they may tell us the story orally and then draw their story in pictures
and label it like a comic strip.
o I will provide written directions in students native language if needed
o I will model what infant students to do
f. Cultural Responsive Pedagogy
o Students are free to choose their topic and form of writing (this gives them the freedom to write
about their own culture or other cultures if they choose)
o The students will be placed into groups (I have noticed that they enjoy and benefit from group
work, which is why it is culturally responsive.)
o I will have local articles for the sample writing pieces that the students can identify with/relate to
g. Extension Activities
o If students finish early, they will illustrate their story on a separate sheet on paper
o If students finish their illustrations before time is up, they can type their writing on a computer
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After I have finished grading the writing piece/worksheet and looking at the exit slip, I will determine if next
steps need to be taken for individuals or for the entire class. After I have gathered this information, we will reteach the lesson accordingly.
f. Assessment Strategies (Informal and formal)
Content/Language Objectives
SWBAT: write to a specific audience.

SWBAT: write for a specific purpose.

SWBAT: use details in their writing.

SWBAT: examples in their writing.

SWBAT: make a plan for improvement.

SWBAT: identify writing audiences.

SWBAT: identify writing purposes.

Assessment Strategies
Formative: Exit Slip and informal observation
while they are working
Summative: I will grade the completed writing
piece/prompt sheet according to the rubric.
Formative: Exit Slip and informal observation
while they are working
Summative: I will grade the completed writing
piece/prompt sheet according to the rubric.
Formative: Exit Slip and informal observation
while they are working
Summative: I will grade the completed writing
piece/prompt sheet according to the rubric.
Formative: Exit Slip and informal observation
while they are working
Summative: I will grade the completed writing
piece according to the rubric.
Formative: Exit Slip
Summative: N/A
Formative: This will be low stakes. I will ask
the class to identify the audience when we
read the second writing sample. They will
write their responses on a piece of paper and I
will walk around to check their understanding.
If I notice a lot of struggling students, I will
briefly review and have them try on another
sample of writing as a class. If only a couple
of students are struggling then I will work with
them one on one while the rest of the class is
working.
Summative: I will assess their writing
piece/prompt sheet.
Formative: This will be low stakes. I will ask
the class to identify the purpose when we read
the second writing sample. They will write
their responses on a piece of paper and I will
walk around to check their understanding. If I
notice a lot of struggling students, I will
briefly review and have them try on another
sample of writing as a class. If only a couple
of students are struggling then I will work with
them one on one while the rest of the class is
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working.
Summative: I will assess their writing
piece/prompt sheet.
g. Student Voice

1. Explain student learning targets

and what is required to meet
them (including why they are
important to learn).

Student-based evidence to be
collected (things produced by
students: journals, exit slips, selfassessments, work samples,
projects, papers, etc.)
Before the lesson begins the
students will write down the
learning targets in their learning
journals.

2. Monitor their own learning

progress toward the learning
targets using the tools provided
(checklists, rubrics, etc.).

Students will monitor their

learning progress towards the
targets by using the assignment
rubric that I give them.

3. Explain how to access

resources and additional
support when needed (and
how/why those resources will
help them).

Students will have access to

dictionaries. ELL students will
have access to bilingual
dictionaries. Dictionaries are
helpful because they can look up
words that they do not understand
in order to understand the material
better.

K-12 students will be able to:

Description of how students

will reflect on their learning.

Students will reflect on

whether or not they met the
targets in the exit slip. They
will also make a plan for
improvement on the exit
slip.
Students will reflect on
whether or not they met the
targets in the exit slip. They
will also make a plan for
improvement and evaluate
how they felt during the
lesson on the exit slip.
Students will reflect on how
they felt during the lesson in
the exit slip.

Grouping of Students for Instruction

Students will be placed in random table groups of five. As we complete the we do portion of our
lesson (when we read the sample and ask questions about it) we will have the students discuss their
answers in their groups for about 1 minute before sharing with the class.
Another grouping will take place at the end of the lesson when they finish their writing pieces. We will
place them strategically into groups of four according to their writing level. Each group will have a
balance of students who are meeting standards, close to meeting standards, and are not yet close to
meeting standards.

Students will be writing their pieces individually.

Section 2: Instruction and Engaging Students in Learning

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1. Introduction:

I will begin our lesson with a relevant hook. I will ask the students if they have ever seen one of
President Obamas speeches. After student responses, we will ask a question such as Who is he speaking
to? or Who is his audience? Again the students will give their answers. Next, I will ask them, Do you
think that knowing his audience affects how he writes his speeches and how he delivers them? Why? We
will have a short class discussion. I will ask the class, What audiences do you communicate with at home?
I will then relate the process that Obama uses to identify his audience to how our students will identify the
audience for their writing samples.
In order to both get students attention I will begin my instruction with the sample readings. First, I will
model identification of purpose, audience, examples, and details to the students in one of the readings. Then
I will use the second reading for the we do portion of instruction. In this part, I will ask students to help
me find the purpose, audience, examples, and details in the example. Following this, I will introduce the
assignment and answer any questions they have before beginning.
The content of the samples are interesting and geared towards a 5th grade audience. These will catch the
students attention while the we do portion will get them involved.
1. 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. As a part of this process include:
o Connections between students own lives, experiences, cultures, interests and the content.
o Questions teacher candidate will ask during the lesson that drive thinking and learning and
engagement (5 or more questions)
o Active learning over passive learning
o Multiple means of access to the content for the K-12 students
o Multiple means of expression of learning by the K-12 students
o How the teacher candidate will assess the learning of the students (from table above)
2. Intro: This will take approximately 10 minutes.
a. Students will be sitting at their desks while the teacher is working the document camera.
b. The students will write down the learning targets in their learning journals (targets will be written on
the board).
c. The teacher will read first sample and identify the purpose, audience, examples, and details.
d. The teacher will have a student read the second sample (on the document camera) and then have the
students identify the purpose, audience, examples, and details on a piece of paper. He teacher will
walk around and check their responses for understanding.
e. After the reading samples and assignment introduction, the teacher will have a student pass out the
worksheet/writing prompt/student voice slip packet.
f. The teacher will let the students know that if they finish their writing piece, they can move on to
filling out the packet. If they do not finish, they can take it home or work on it at another time.
3. Writing task: For this assignment students will need lined paper and a pencil. Students will be allowed to
move around the room to write if they so choose as long as they are quiet. They can sit on bean bag
chairs, the big chair, on the floor, etc. They will have access to clipboards to write on. The teacher will
be at the teachers desk and will occasionally move around the room at this time. Students will be free to
come to the teacher with questions at any time. This will take 30 minutes.
4. Closure:
a. For this stage of the lesson, the students will return to their desks. The teacher will
signal that it is time to return to desks by ringing a chime.

b. Once the students are seated, the teacher will initiate a class discussion about the assignment. We
will prompt discussion by asking students what they thought of the assignment. We will also ask
them how they got inspired to write and if they drew their inspiration from something that they had
read before. We will use this to draw connections between the concepts that we learned in class to
the real world. This will make the lesson relevant.
I will end the lesson by saying, Great job today writers!!! Give yourselves a pat on the
back. I will then dismiss them to recess (since they have been sitting so long). At a later
time the students will have the option to share their work with the class in their assigned
ability groups (see grouping section).

a. Instructional procedures
o I will use the reading samples
o I will demonstrate an example
b. Multiple Means of Access
o I will use document camera to project the introductory writing samples
c. Multiple Means of Engagement
o Students will be participating in the we do portion of the lesson when they help the teacher
dissect the writing sample
o They will be answering the introductory questions
o They will applying what they have learned by writing their own pieces
o They will be participating in discussion at the beginning and the end of the discussion
d. Multiple Means of Expression
o Prompt sheet
o Student voice sheet/exit slip
o Personal communication via discussion and introductory questions
o We do portion of the lesson (if students do not participate during this section, then it indicates
to us that they do not understand the content)
e. Methods of Differentiation
o Students who struggle with sitting still: Students will be allowed to find an area where they are
comfortable writing and they may quietly move to a new area whenever they need to.
o ELL and ESL students: They may come to us and receive help whenever they need to. If they
have significant struggles, they may tell us the story orally and then draw their story in pictures
and label it like a comic strip.
o I will provide written directions in students native language if needed
o I will model what infant students to do
f. Language Learning Objectives
o These objectives will have been addressed during a previous lesson.
o They are in the student voice sheet/exit slip
o I will review them while answering our introductory questions
o I will review them during class discussion
g. Cultural Responsive Pedagogy
o Students are free to choose their topic and form of writing (this gives them the freedom to write
about their own culture or other cultures if they choose)
o The students will be placed into groups (I have noticed that they enjoy and benefit from group
work, which is why it is culturally responsive.)
o I will have local articles for the sample writing pieces that the students can identify with/relate to
h. Remedial Activities
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o There is a review sheet of the concepts

o There is a student voice sheet/exit slip
i. Extension Activities
o If students finish early, they will illustrate their story on a separate sheet on paper
o If students finish their illustrations before time is up, they can type their writing on a computer
After I have finished grading the writing piece/worksheet and looking at the exit slip, I will determine if next
steps need to be taken for individuals or for the entire class. After I have gathered this information, I will reteach the lesson accordingly.
2. Closure:
For this stage of the lesson, the students will return to their desks. I will signal that it is time to return to
desks by ringing a chime. Once the students are seated, I will initiate a class discussion about the assignment. I
will prompt discussion by asking students what they thought of the assignment. I will also ask them what they
learned during the lesson and make sure to address the objectives. In addition, I will ask them how they got
inspired to write and if they drew their inspiration from something that they had read before. I will use this to
draw connections between the concepts that we learned in class to the real world and things they know. This
will make the lesson relevant. I will end the lesson and move on to recess (since they have been sitting so long).
At a later time the students will have the option to share their work with the class.
3. Independent Practice:
To involve family in this lesson, I would ask students to read their writing pieces to their families or to
friends outside of class. The students would then ask them if they could identify the purpose, audience,
examples, and details in the writing. The students can then bring a signature of whoever read it back to
class.

4. Instructional Materials, Resources, and Technology

Packet (See attached documents) and local pieces of writing that the students can identify with
Document Camera
Computers
5. Acknowledgements:
Instructional plan created by: Rilee Larsen and Alexandria Nielson. It was revised by Rilee Larsen.

Purpose/Audience/Details & Examples Worksheet

Name: ________________________________
Date: ________________

Directions: As you know, we have been discussing the concepts of purpose, audience,
details, and examples in writing. For this assignment, you will be combining all of these
concepts into one piece. You may use any type of writing medium (advertisement, letter,
newspaper article, etc.) Be mindful of why you writing it, who you are writing it to, and
how your use of details and examples can make it better. Be sure to look at the rubric for
this assignment.
When you have finished your writing
Fill out the blanks below.
Staple your finished writing to this sheet.
Fill out the exit slip
Turn it in!
Purpose: _____________________________________________________________________________
Audience: ____________________________________________________________________________
A sentence where you used details:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
______________________________________________
A sentence where you used an example:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
______________________________________________

TURN OVER TO FILL OUT EXIT SLIP

Exit Slip
Exit Slip Questions
Do you feel like you understand how to write
to a specific audience?
Do you feel like you can write for a specific
purpose?
Do you feel like you can use details in your
writing?
Do you feel like you can use examples in your
writing?
Do you feel like you can identify the types of
writing audiences?
Do you feel like you can identify the different
types of writing purposes?
What was the purpose of this assignment?

Circle which one best fits your feeling.

YES!

Sort of

No

YES!

Sort of

No

YES!

Sort of

No

YES!

Sort of

No

YES!

Sort of

No

YES!

Sort of

No

How can you improve your writing next time

in the areas of audience, purpose, examples,
and details in your?

Rubric
Task Description: Writing to a specific audience for a specific
purpose while using details and examples.
A. Demonstration of
Audience Identification
Skill
The student identifies an
audience and writes to it
accordingly. The student
identifies the audience in the
prompt worksheet.
B. Demonstration of Writing
with a Purpose
The student effectively writes for
a specific purpose and identifies
it in the prompt worksheet.
C. Use of Examples
The student uses at least two
effective examples to enhance
their writing. (go over examples)
D. Use of Details
The student uses details
throughout their writing in a way
that enhances the text. (go over
details)

Meets
all/most
criteria.

Meets some
criteria.

Meets no
criteria.

Meets
all/most
criteria.
3
Meets
all/most
criteria.
3
Meets
all/most
criteria.

Meets some
criteria.

Meets no
criteria.

2
Meets some
criteria.

1
Meets no
criteria.

2
Meets some
criteria.

1
Meets no
criteria.

10