T&L Instructional Plan Template

(Updated 4/17/15)
(edTPA Aligned)

Background Information (When doing the actual edTPA, leave out identifiers)

Teacher Candidate: Madison Young Date:September 26th, 2017

Cooperating Teacher: Kelley Fernandez Grade:4th
School District: Mukilteo School District School: Endeavour Elementary School
University Supervisor: Cathy Hayes
Unit/Subject: Literacy
Instructional Plan Title/Focus: Getting Ideas from Our Own Lives

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)?

b. State/National Learning Standards:

CCSS.ELA-Literacy.W.4.4-Produce clear and coherent writing in which the development and organization
are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.W.4.3-Write narratives to develop real or imagined experiences or events using

effective technique, descriptive details, and clear event sequences.

CCSS.ELA-Literacy.W.4.10-Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.

CCSS.ELA-Literacy.W.4.3.d-Use concrete words and phrases and sensory details to convey experiences and
events precisely.

CCSS.ELA-Literacy.SL.4.1-Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and
expressing their own clearly.

CCSS.ELA-Literacy.L.4.3-Use knowledge of language and its conventions when writing, speaking, reading,
or listening.

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

1. SWBAT Hear and discuss a story based on an authors life.

CCSS.ELA-Literacy.SL.4.1-Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and
expressing their own clearly.

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 2. SWBAT Write freely about topics that interest them
CCSS.ELA-Literacy.W.4.4-Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.W.4.3-Write narratives to develop real or imagined experiences or events using

effective technique, descriptive details, and clear event sequences.

3. SWBAT Practice writing over a range of different time frames.

CCSS.ELA-Literacy.W.4.10-Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.

Language Objectives:
1. SWBAT write stories relating to their own lives using descriptive detail.
CCSS.ELA-Literacy.W.4.4-Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.4.3-Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
CCSS.ELA-Literacy.W.4.3.d-Use concrete words and phrases and sensory details to convey experiences
and events precisely.

CCSS.ELA-Literacy.L.4.3-Use knowledge of language and its conventions when writing, speaking, reading,
or listening.

d. Previous Learning Experiences: Students have spent the last two weeks building their writing stamina,
including writing a variety of different pieces, including poems, funny stories, and free writes. Students have
built a writing stamina of about 15 minutes so far. Students have also been exposed to a variety of
supplemental texts to accompany their daily writing tasks, including fantasy picture books, realistic fiction
picture books, and a series of poems. Prior to this lesson, students have been taught the difference between
writing a piece that is full of magic and a piece that is based on ones own life. Students have also created a
list of potential writing ideas where they can write about their own lives.

e. Planning for Student Learning Needs

I. Multiple Means of Expression: Class participation, individual practice, writing journals, and individual
sharing.
II. Multiple means of engagement: Whole group reading, whole group discussion, individual practice
and work time, individually sharing time.
III. Multiple Means of Access: Teacher will read aloud to whole class, teacher will clarify language as
needed, students will complete free-write with teacher support if needed.
IV. Methods of Differentiation:
a. Choice of writing prompt
b. Accommodations for ELL students
ELL students will be placed in classroom desks near someone who speaks their native language
and English, and can help the ELL student with unfamiliar vocabulary.
o English proficient student can answer questions when needed
Teacher will go around to students for one-on-one assistance when class begins independent
work.
Instructions will be given aloud to ensure comprehension

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 For one of our ELL students, I will give them the instruction that they may draw a picture of
something that happened in their own life. Then, I will orally ask the student questions about
their picture to gain further meaning of their story. This will help to ensure that the students
anxiety does not heighten, and they still have access to the same activity.
c. Accommodations for IEP Students
If needed, students will be given more time to work on the activity.
Students with learning disabilities related to writing will be given special
accommodations, such as using verbal communication to answer questions, and having
teacher write their response while they copy the teacher writing.
Teacher will walk around the classroom during individual work time to provide students
with one-on-one assistance.
Teacher will repeat instructions as necessary

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

SWBAT Hear and discuss a story based on an
authors life.
SWBAT Write freely about things that
interest them
Informal: Students will be asked to listen to and answer
questions during a read-aloud regarding the chosen text.
Students will be asked to compare this book to a book they
heard yesterday, and will be asked questions about the
authors personal life. Students are expected to verbally
give their answers and participate in Think-pair-share.
Informal: Students will write in their writing journals
during the assigned writing time of 15 minutes about topics
that are interesting to them.

Assessed by teacher checking writing journals

SWBAT write stories relating to their own Informal: Students will be asked to write down ideas in
lives using descriptive detail. their writing journals of topics from their own lives.
Students will also be asked to write a story using detail and
sequence of events.

Assessed by teacher checking writing journals

SWBAT Practice writing over a range of Informal: Students will practice free-writing in their writing
different time frames. journals for 5 minutes, and students will also be given 15
minutes later in the lesson the practice writing
independently.

Assessed by teacher checking writing journals

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 g. Student Voice:

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.)
Exit Slip
Writing Journal
Exit Slip
will reflect on their learning.
Students will answer
questions on the Exit Slip
rating their overall
comfortably with the learning
targets. The learning targets of
the day will be listed on the
top as a reminder to the
students what they were.
Students will practice
applying their comprehension
of the lesson by writing in
their writing journals.
Students will be able to look
to previous work to see
improvement towards the
learning goals.
Students will answer a
question on the Exit Slip
about where they can go for
additional resources in
writing, and how those extra
supports will help them.

h. Grouping of Students for Instruction: Students will begin by joining the teacher up on the rug area for
whole group instruction. Students will be asked to sit in their think-pair-share partners, which were decided
at random at the beginning of the school year. Students will remain on the rug for the reading of our read-
aloud and for their quick write. Students will be asked to return to their desks for their writing
independently practice. Students are currently in groups of 5 desks, decided at random, but this will not matter
because students are to work by themselves.

Section 2: Instruction and Engaging Students in Learning

a. Introduction: Teacher will begin the lesson by having students come in from lunch and meet on the rug area
with their writing journals. Teacher will say, Good afternoon, students! I hope you had a wonderful lunch.
Yesterday in writing, we read the story The Bicycle Man by Allen Say. Then we practiced coming up with
topics we could write about our own lives. Well, today, we are going to read another story by Allen Say,
called Tea with Milk. We will also have the practice a different writing strategy called Quick Write, and we
will have the opportunity to write a story about ourselves. Raise youre hand if youve ever had the feeling
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 that you really, really wanted to tell someone a story about a special or funny time in your life? Well, today
you will get that opportunity! Before we begin, lets review what our learning goals are for today. (Review
learning targets.) We will know weve met these goals when we are able to practice writing different lengths,
by having discussions with our think-pair-share partners, and by writing a story about ourselves.

b. Questions:
Explain whom from his own life is Allen Say writing about? Why do you think so? (Comprehension)

What different strategies can we use in our writing to make our writing be more exciting and interesting to
our audience? (Knowledge)

Can you apply what you learned today to your own writing in your writing journal? (Application)

Who wrote about their own lives today? (Comprehension)

o Learning Activities:

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Students
LearningwillStepsthenand
have the opportunity to share their
Activities Supports
Supportingmultiple means of engagement because
Theories/Principles
writing by reading it aloud to the whole class. The students
(Why are you doingthewhat
will have opportunity for individual
you are doing?)
teacher willfrom
Transition call introduction
at random 3 by students to aloud
reading read their
the sharing time.
Supports multiple means of engagement, and
work. After
story Tea withstudents
Milk byread aloud
Allen their
Say. writing,
During readteacher
aloud, allowing students to make their own opinions of
will thenwill
teacher review the learning
ask students targets of the
comprehension day and
questions Also supports
the story. the opportunity
Clarifying unfamiliarfor the expression
language providesof
ask
suchstudents how whom
as Explain they know
fromtheyve
his ownmet
lifethem.
is Allen Student Voice.
multiple means of access so all students will be
Teacher willabout?
Say writing then pass
Why outdothe Exit
you Slip
think so?toandstudents
How able to access comprehension to the read-aloud.
for them to fill out. Students will turn
do you think Masako is feeling in this moment?in their Exit
Slip into the top
Additionally, tray and
teacher readclarify
should silently when done,
unfamiliar Social interactions with their Think-Pair-Share
therefore completing the lesson.
vocabulary. Students will use the Think-Pair-Share partners allow students to work in small groups
method for communicating with their think partner and build on existing knowledge by participating
when asked these questions. in conversations with their partner.
After reading the story, teacher will put on the board Supports multiple means of engagement and
the Quick Write prompts and discuss with the class expression because students are allowed to work
that they will practice writing for only 5 minutes. individually in their writing journals on creating a
The teacher will explain the goal of this objective is story about their own lives. By writing along with
to keep your pencil moving and to just keep writing. the students, the teacher is modeling how they
The teacher will tell the students that they can choose want the students to write during these writing
to write from one of the prompts, or they can write periods. Students learn through observational
about anything they would like, as long as they just learning what is expected of them.
keep their pencil moving. The teacher will set a timer
and the students (and teacher) will write for 5
minutes.
After the 5-minute timer goes off, the teacher will Social interactions with their Think-Pair-Share
signal to the students to get their attention by a raise partners allow students to discuss their thought-
of the hand. The teacher will ask the students to close process with another person, meanwhile also
their writing books and ask them to answer the building on the prior knowledge.
question, What was it like to try to keep your pencil
moving for the whole time? with their Think-Pair-
Share partner. Then, the teacher will ask a few
people to share their thoughts.
Transition from the rug by asking students to return Learners are learning through Constructivism by
to their desks for Writing Independently Practice. being actively engaged in the lesson and having the
The teacher will dismiss the class by giving the opportunity to engage in new concepts by writing
instruction that students are to return to their desks in their individual writing journals.
quietly and need to open their writing journals to the
next blank page. Students may leave when they
teacher says the magic word of the day which will be
Fall.
Teacher will model under the document camera how
they want students to date their next new page. They
will also put on the board a list of writing prompts
for Independent Writing Practice. Teacher will tell
students that they may choose from the list of
prompts, or they may write something of their
choice. Teacher will also remind the class that there
should be no talking and everyone should be writing,
including the teacher. Teacher will set a timer for 15
minutes. After about 5-10 minutes, the teacher will
walk around to check on student progress. When the
timer goes off, this indicates that writing time is over
and students should put their pencils down.
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b. Closure: Students will then have the opportunity to share their writing by reading it aloud to the whole
class. The teacher will call at random 3 students to read their work. After students read aloud their writing,
teacher will then review the learning targets of the day and ask students how they know theyve met them.
Teacher will then pass out the Exit Slip to students for them to fill out. Students will turn in their Exit Slip
into the top tray and read silently when done, therefore completing the lesson.

c. Independent Practice: It is encouraged in our classroom that students continue to write when they are at
home. Just because they cannot bring their writing journals home does not mean they cannot continue to still
write. To involve parents, an extension of this activity could be to take their writing journals home one night
to read to their parents a story they wrote in their journals, and to also interview a parent about their own
lives. The students homework could be to return the class next day with a story written about their parents
lives, just like the book we read today called Tea with Milk.

d. Instructional Materials, Resources, and Technology:

Tea with Milk by Allen Say

Exit Slip
Writing Journals
Quick Write Prompts
Write Independently Prompts

e. Acknowledgements:

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 Exit Slip

Circle the choice that applies to you.

Learning Targets I Need Some Help Im Getting There I Got It!

I can listen to a story Im not quite sure how to I can sort of understand I participated a lot in
about an author and participate in class how I can participate in our group discussion!
discuss what I heard. discussions. discussions. I may have
been a little distracted and
wasnt paying attention.

I can write freely about I am struggling to find I can somewhat write I am a writing machine!
things that interest me things to write about freely about things that Ideas come to me
during writing interest me. I struggle at easily, and I can write
times to find something to
away!
write.

I can generate ideas I dont know any ideas to I can find some ideas of I can confidently think
and write a story from write about my life. things in my life to write of several ideas about
my own life. about and begin writing. my own life and write
about them.

I can practice writing I do not feel I do not feel I can confidently write
over a range of comfortable writing for comfortable writing for between a range of 5-
different time frames. longer than 5 minutes. longer than 10 minutes. 20 minutes.
Answer the statements below:

1. Other resources or tools that could help me get better at my writing are:

2. These will help me by: