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: Monique, Amy, Laura Date: 11/12/17

Cooperating Teacher: Mrs. Thompson Grade: 3rd
School District: Pullman School District School: Sunnyside Elementary
University Supervisor: Lori White
Unit/Subject: Social Justice
Instructional Plan Title/Focus: Empathy

Section 1: Planning for Instruction and Assessment

1. Instructional Plan Purpose:

The purpose of our lesson is for students to gain an understanding of what empathy is and
how they can apply empathic behaviors and attitudes in their daily lives. Our lesson will
allow students to place themselves in others shoes to learn how we can be empathic
towards others and understand our differences.

This lesson is the only lesson being taught in the unit. Students have been familiarized with
graphing for the math part of this lesson.

State/National Learning Standards:

CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how
their actions contribute to the sequence of events

CCSS.ELA-LITERACY.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and
expressing their own clearly.

CCSS.ELA-LITERACY.SL.3.1.D
Explain their own ideas and understanding in light of the discussion.
CCSS.ELA-LITERACY.W.3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.

CCSS.MATH.CONTENT.3.MD.B.3
Draw a scaled picture graph and a scaled bar graph to represent a data set with several
categories. Solve one- and two-step "how many more" and "how many less" problems using
information presented in scaled bar graphs.

Content Objectives and alignment to State Learning Standards:

SWBAT.... Analyze their differences that exist within the class by comparing and
contrasting personal facts shown on the bar graph.

SWBAT. Form real life connections from the book Stand in My Shoes to their own lives
and their classmates.

Language Objectives:
SWBAT orally define the word empathy in a group discussion using complete
sentences.

Previous Learning Experiences:

Students have previously seen bar graphs in their math lessons. Students also have
learned about sympathy and now we will expand on their prior knowledge of these two
topics through math and literacy.

e. Planning for Student Learning Needs

In order to plan for student learning needs, we will address all of our directions out loud and
then review them before students are working independently. While students are completing
their tasks, they will be allowed to work with a partner. If there is any unfamiliar vocabulary,
we will define the words using both written and oral descriptions, as well as pictures to
illustrate the meaning.

f. Assessment Strategies

Content/Language Objectives Assessment Strategies

Content objective: .SWBAT....
Analyze their differences that exist
within the class by comparing and
contrasting personal facts shown on
the bar graph.
Students will create a bar graph as a group
to show their differences. They will then
use the bar graph to compare and contrast
the differences within the classroom in a
class discussion.

Content objective: SWBAT. Form
real life connections from the book
Stand in My Shoes to their own
lives and their classmates.
After the read aloud, students will discuss
how it feelsl when we step into someone
elses shoes. Each pair will be given an
opportunity to share out responses with the
class. Also, students will create a shoe
where they can write 3-4 facts about
themselves to share important facts about
their lives with others.

Language objective: SWBAT The students will participate in the

orally define the word empathy in a classroom discussion where they will be
group discussion using complete asked What does empathy mean?
sentences. Students will talk to another classmate and
share out responses.

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 Description of how
K-12 students will be be collected (things students will reflect on
able to: produced by students: their learning.
journals, exit slips, self-
assessments, work
samples, projects, papers,
etc.)
 1. Explain student
learning targets and what
is required to meet them
(including why they are
important to learn).
Class discussion The teacher will review
learning targets at the
beginning of the lesson
and have the students
read them aloud as a
class. The learning
targets will be
reviewed at the end of
the lesson as well.

2. Monitor their own Journals Students will define

learning progress toward empathy in their own
the learning targets using words and make a real
the tools provided life connection to how
(checklists, rubrics, etc.). empathy applies to their
own life.

3. Explain how to access Classroom Library The teacher will

resources and additional provide books within
support when needed (and the classroom library
how/why those resources that include empathic
will help them). responses. Students
will be able to expand
their learning about
empathy by reading
these texts.

h. Grouping of Students for Instruction:

Students will be in whole class instruction during the read aloud. When asked questions,
students will turn to another classmate and shares responses. Discussing with other
classmates will help students that may not understand or need extra language support
during the lesson. While students are working on their shoe assignments, table groups will
be called to the back table to work on the survey question.

Section 2: Instruction and Engaging Students in Learning

 1. 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).
We will show students a picture under the document camera that will make them feel
empathy. We will have students raise their hands to discuss what they think about the
picture and how it makes them feel. We will explain to the students that their feelings are
empathy and then we will define empathy for the students.

b. Questions:
What is empathy?
What does it feel like?
What does it look like?
Did you learn something new about a classmate?
How does it feel to step into someone elses shoes?

1. Learning Activities:
Teacher Will... Students will...

The teacher will show pictures under
the document camera and ask
students to raise their hands and
share how these pictures make them
feel. (attachment 1)
Students will share out ideas one by
one based on how the pictures make
them feel.
 The teacher will define empathy by
first asking students if they have any
ideas about what empathy means
and what it looks and feels like.
The teacher will write the definition of
empathy on the whiteboard so
students can refer back to it on the
whiteboard.
The teacher will read aloud the book
Step in My Shoes by Bob Sornson.
Once the book is finished, the teacher
will ask students to discuss with a
partner how they story related to our
definition of empathy? The teacher will
ask students how the book compares
to real life examples of empathic
responses?
The teacher will give directions for the
shoe activity to students.
(attachment 2)
The teacher will pull table groups one
at a time to the back table to complete
a math activity based on our learning
differences.
The teacher will conclude the lesson
by asking students to write on the back
of their shoes how it feels to step into
someone elses shoes. Also, they will
have a group discussion to brainstorm
ways that they can be empathic in their
Students will describe what empathy
means and their understanding of it
before the teacher explains the
correct definition.
As a class, the students will read the
definition on the board all together.
Students will turn and talk with a
partner.
Students will write three to four facts
about themselves on the she layout.
They will also decorate the shoe in
their own creative way. Students will
shoe their shoe creation to their table
groups once completed.
Students will be answering questions
about their differences of learning
styles and helping to create a graph.
Students will write a complete
sentence on the back of their shoe and
participate in the group discussion to
brainstorm ways of how they can be
empathetic in their daily lives.
daily lives.

1. Closure:

We will lead a class discussion by having students raise their hands to share what it feels
like to be in someone elses shoe. We will tie this idea back to the definition of empathy. We
will talk about why it is important to be empathetic in their lives.

1. Independent Practice:

In our end discussion, we will explain to students how being empathetic is important in their
lives. Students will be able to use their understanding of empathy to put themselves in other
peoples shoes in their daily lives.

1. Instructional Materials, Resources, and Technology:

Worksheet with a shoe picture on it, scissors, markers, Stand in My Shoes, document
camera, a picture for the introduction, white board, expo marker, pencils, and journals.

e. Acknowledgements: Acknowledge your sources

http://www.corestandards.org/Math/Content/3/MD/
http://www.corestandards.org/ELA-Literacy/RL/3/

Attachment 1:

Attachment 2: