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: Danielle Rhea and Katie Marple Date 3/29/2017

th
Cooperating Teacher: TBD Grade: 4
School District: Peninsula School District School: Vaughn Elementary School
University Supervisor: Del Morton
Unit/Subject: Reading
Instructional Plan Title/Focus: Comparing and Contrasting

Section 1: Planning for Instruction and Assessment

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 purpose for this lesson is for students to understand and be able to use the
strategy of comparing and contrasting text while reading. They will be able to
better comprehend texts by using this tool to compare what theyve read in other
texts or previously in the text, and then contrast it to the material. This lesson will
be taught in the beginning of the year, so students can learn how to use this
strategy before they learn any more reading comprehension strategies. It will be
taught through explicit instruction through practice books, discussion and
additional worksheets.
.

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)?
This lesson will be taught before any other reading strategy in the unit, because it
is one of the simpler strategies to help children comprehend the texts they are
reading. At the beginning of a reading comprehension unit we will go over what
exactly reading strategies are and what they are used for usually while reading a
book in and outside of the classroom. Then we will focus on the comparing and
contrasting strategy. After learning and practicing this strategy for an entire day
we will then proceed to learn about the inferencing strategy the following day. We
will continue with this strategy because it can work with contrasting and
comparing material you have read to be able to inference what may happen later
 while you read. Students will be able to make that connection easily while they
are learning the new strategy which will make the process easier.

b. State/National Learning Standards: Teacher candidates identify relevant grade level

concepts/content and align them to Content StandardsCommon Core Standards or
Washington State EALRs, or National.
Production and Distribution of Writing
CCSS.ELA-LITERACY.RI.5.6
o Analyze multiple accounts of the same event or topic, noting important
similarities and differences in the point of view they represent.
CCSS.ELA-LITERACY.RI.5.5
o Compare and contrast the overall structure (e.g., chronology,
comparison, cause/effect, problem/solution) of events, ideas, concepts,
or information in two or more texts.
CCSS.ELA-LITERACY.RI.5.10
o By the end of the year, read and comprehend informational texts,
including history/social studies, science, and technical texts, at the
high end of the grades 4-5 text complexity band independently and
proficiently.
CCSS.ELA-LITERACY.RL.5.3
o Compare and contrast two or more characters, settings, or events in a
story or drama, drawing on specific details in the text (e.g., how
characters interact).
CCSS.ELA-LITERACY.RL.5.9
o Compare and contrast stories in the same genre (e.g., mysteries and
adventure stories) on their approaches to similar themes and topics.

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

1. SWBAT make comparisons and contrasts of the different events in a reading.

(CCSS.ELA-LITERACY.RI.5.6)
2. SWBAT. Compare and contrast different and similar ideas and events in any two given
texts to help comprehend the reading. (CCSS.ELA-LITERACY.RI.5.5)
3. SWBATidentify and find similarities and differences in the different attributes in any
given text. (Characters, settings, events, themes, etc.) (CCSS.ELA-LITERACY.RL.5.3)

Language Objectives: (this supports the content objectives)

1. SWBAT define and understand what comparing and contrasting is in any giving reading
and be able to identify each. (CCSS.ELA-LITERACY.RI.5.10)
2. SWBAT Identify similar genres and compare and contrast the different elements and
attributes in each to each other. (CCSS.ELA-LITERACY.RL. 5.9.)

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 will have an idea and basic understanding of what comprehension
reading strategies are, and how they help them when theyre reading.

e. Planning for Student Learning Needs (accommodations, student experiences, prior

learning and experiences):
As teachers we are given a different variety of students and including students
with disabilities or are English language learners. While most students may
understand what reading comprehension is and how it is used, some students that
are not at the same level may require more background knowledge on what
reading strategies are. This may be shown through one on one instruction or even
worksheets that prompt them to compare and contrast. These sheets could ask
questions like, How was Patty (the main character) the same as George (the other
main character)? How were they different?

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

1. SWBAT make comparisons
and contrasts of the different
events in a reading. (CCSS.ELA-
LITERACY.RI.5.6)
Summative: After reading a class book at the
end of the unit of learning different strategies,
students will make a short essay on comparing
and contrasting the different main events that
they recall in the book.

2. SWBAT. Compare and contrast
different and similar ideas and
events in any two given texts to
help comprehend the reading.
(CCSS.ELA-LITERACY.RI.5.5)
Summative: After finishing one class reading
and one independent reading, students will write
three paragraphs on the similarities and
differences of the two books.
 3. SWBAT identify and find
similarities and differences in the
different attributes in any given
text. (CCSS.ELA-
LITERACY.RL.5.3)
1. SWBAT define and understand
what comparing and contrasting
is in any giving reading and be
able to identify each.
(CCSS.ELA-
LITERACY.RI.5.10)
Formative: In the middle of the unit, students
will be given a worksheet on the similarities and
differences they are noticing about the characters,
events, and settings in the reading. We will
discuss as a class and feed off of each others
ideas.
Summative: After having a class reading
students will be asked to list and write about the
main similarities and differences they identified
in the book.

2. SWBAT Identify similar genres Formative: After reading a chapter or two of a

and compare and contrast the
different elements and attributes
in each to each other.
(CCSS.ELA-LITERACY.RL.
5.9.)
new book, we will have a class discussion about
the similarities and differences in that book and
our last unit book.

(Add rows as needed)

*In the right column, describe whether the assessment youll 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.
students: journals, exit slips, self-
assessments, work samples,

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).
projects, papers, etc.)
On the board next to the lesson of
the day in reading comprehension,
we will have a list of learning
targets for students to be able to
read and refer back to while they
learn and implement the lesson of
the day.
Students will be given two
different learning progress tools
while they are learning how to
compare and contrast when
reading a text as well as after
reading a text. While they read
they will have a checklist given to
them on the white board. This
checklist will remind and aid
students in helping them build
realization of the differences and
similarities between characters or
events. It will remind students to
revisit old events or characters
when they are introduced to a new
character. Then when they are
working on schoolwork after they
read a novel they will be given a
rubric of what is expected of them
for their paper. (Rubric attached
below) This rubric will remind
students what needs to be included
in their paper and what is expected
out of them when they identify the
differences and similarities in their
own writing.
On the white board we will
provide an example of our own
work of a comparison and contrast
of a character in the book that we
read. Students are able to come up
to the board and add their own
insight of what a difference or
Before starting our lesson on
comparing and contrasting
we will have a class
discussion on what is
expected of everyone when
learning this new strategy.
We will discuss what they
should be able to pick up on
when we are learning and
what they will be expected
to do when we are reading as
well as after reading.
The checklist on the board
will give students the idea of
what they should be looking
for as they read. They will
be able to refer to the
checklist as they read so they
are able to understand what
type of differences that need
to be identified and likewise
for similarities. As for the
rubric, this will guide them
in being able to write their
final paper after reading a
text and learning about
comparing and contrasting.
As they write about the
differences and similarities
they are able to reread their
paper to see if they have
included all expectations in
their paper.
Students will be creating
their own work on what they
see as differences and
similarities and they will be
able to see if their peers are
having similar ideas or what
they could possibly find that
 similarity may be, or they are able
to write a question instead. By
doing this, students are able to
answer or gain insight from their
peers while also remaining
anonymous.
they are missing. They are
able to turn to help and ask
questions if they are truly
lost.

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.
Before starting the unit we will have a class discussion on what reading
comprehension strategies are, and how they can possibly help us in our reading.
Students will be able to speak aloud and give their opinion of how they think
reading strategies can help them, and if theyve used strategies before without
noticing. Then we will go to the front of the class in front of the board with the
lesson on it. We will introduce the lesson of Comparing and Contrasting and
have students discuss to themselves what they think this tool may be. We will
have them discuss with neighbors in hushed tones (or a level 1 voice) for about 2-
5 minutes. Then we will have students raise their hands and share what they have
discussed with their neighbors and write some ideas on the board. Then we will
introduce the idea of what comparing and contrasting actually is, using the
examples on the board from previous readings that we have covered. Then we
will have students get in pairs and they will have to find a difference and
similarity between two characters in the last novel we have read. They will
discuss this for 2-5 minutes again and then we will bring everyone back together
and have pairs raise their hand and explain what they came up with. As we pass
out the new text that we will read throughout the week they will also be
introduced to the checklist on the board and explained what is expected out of
them as they learn how to compare and contrast. Every other chapter students will
read with a partner and both will be expected to apply their knowledge on how to
compare and contrast. Students will be able to help one another when they are
trying to find these in group reading. At the end of reading the book students will
then have to work individually and come up with all the different similarities and
differences of the book and construct their own compare and contrast essay. They
will be given the rubric for this assignment before they start, and they will be able
to refer to the rubric while they are creating their essay.

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).
 Good morning, 4th graders! Today we are going to work on understanding what
we read by using some reading strategies! We had a brief discussion about what
reading strategies are, and how we think they can help us as we read. Can anyone
help remind us what they are and how they benefit us as readers? (Leave time for
a few answers) Very good! Thats exactly right, but today we are going to go
deeper into our understanding of reading strategies, and look at our very first one,
which is comparing and contrasting! Discuss with your neighbor what you think
that kind of strategy may look like in your reading. If you dont have any idea,
thats okay, just make an educated guess!

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. When a worksheet or myself ask you to make some contrasting points in the novel,
what exactly is that asking you to do? (Divergent)
2. When you are asked to compare something in a text, what exactly is that asking you
to do? (Analysis)
3. How can you compare and contrast things when you are reading? (Divergent)
4. How could comparing and contrasting characters, settings, or events help you
understand what you are reading? (Analysis)
5. Do you think reviewing others comparisons and contrasts will help strengthen your
own understanding and work of the text? (Analysis)

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 columnsupporting 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
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.
Introduction
Good morning Class! Today we are going to
work on understanding what we read by using
some reading strategies! Weve gotten to
discuss what we think reading comprehension
strategies are and how they help readers, can
anyone share their ideas with the class? (leave
time for a few answers) Very good! Thats
exactly right, and today we are going to work
on our first reading strategy, Comparing and
Contrasting. Discuss with your neighbor what
you think that kind of strategy may look like
when were using it, and how it could help us.
I Do, You Watch
(After explaining what comparing and
contrasting is) Well, last week we read Diary of
a Wimpy Kid so lets see what comparing and
contrasting we could find in the book to help us
understand what we read. I think were going to
pick two characters, two different events that
happened and two different places that Greg
spent his time in. Were going to make a T-
chart for each of these pairs, one side will be
similarities, or comparisons, and the other will
be the major differences, or contrasts, between
the two. (Only do the events and settings chart,
leave the character)
I Do, You Help
Alright, so we left the last chart for you all to
help us with. We need you to think about how
we filled out the last two charts, and we need
you to tell us how to compare and contrast the
characters of the book! Lets start with the
similarities, or comparisons, side (let students
help) alright, now lets do the differences, or
contrasts, side (let students help).
Supporting Theories/Principles
(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.
Piaget, Scheme, schemes, schema:
Teachers have to know students prior
knowledge in order to plan instruction that
helps students build on their existing
knowledge
By asking students what they know so far
about reading strategies, and what they think
comparing/contrasting is we are using their
prior knowledge to plan the rest of our lesson
and build on their existing knowledge.
Bandura, Observational Learning
Students learn from the teachers modeling of
problem solving, thinking strategies, etc.
By modeling how we compare and contrast
elements of a book like main events and
settings, students will be able to learn from
how we do it so they are better equipped to do
it on their own.
Constructivism (Vygotsky, Piaget, Wertsch,
John-Steiner, Mahn) Learners construct
their own knoweldge
Teachers plan instruction that allows students
to actively engage with new concepts and
strategies rather than passively absorbing
information
Instead of continuing to explain and model to
students how to compare and contrast, we give

You Do, I Help
Alright as we read through the first two
chapters of How to Steal a Dog we want you to
read with your partner. You will be given a
worksheet of a ven diagram. (Briefly explain a
ven diagram). You will work with your partner
to fill out each side of the diagram using two
characters, settings, or events within the book to
compare and contrast. We will be walking
around the class if you need any help filling out
any of the sections but really try to use your
peers for help!
them a chance to engage with their new
knowledge of this reading strategy by doing it
themselves on the last chart that compares
characters.
Vygotsky, Importance of Language
Teachers arrange instruction so students have
a chance to talk through a problem or concept
with a partner, in a small group or as a whole
class
By having students work with a partner to fill
out their ven diagrams about
comparing/contrasting, were allowing
students to encounter and work through
problems together rather than on their own.
This is helpful especially since its their first
time working with this specific strategy.

You Do, I Watch Ausabel & Mayer, Advance Organizers

Okay class, today was such a successful day!
We wanted to let you know that we will need
you to keep hold of those ven diagrams
throughout our time reading How to Steal a
Dog. Were also going to pass out several extra
ven diagram papers so you can continue to
compare and contrast other parts of the book as
you read. We are going to use all of our
different findings to write your final compare
and contrast paper once we finish reading this
book. We will be passing out the rubric of what
we want you to continue to look for as you read
this book independently and as you keep on
searching for different points of comparing and
contrasting throughout the book. Well done, off
to recess!
Teachers use advance organizers to explain
what is important in the coming material, to
highlight relationships among ideas that will
be presented, to remind students of relevant
information they already have (activate prior
knowledge stored in long-term memory)
By passing out the rubric for students essays
ahead of time, as well as additional ven
diagrams to work on, we are explaining to
them the important information of the
upcoming work in the unit, and highlighting
the ideas and information that they should
know after this lesson.

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.

Were so happy that all of you were able to tackle this first reading strategy head
on, and understand how it and other strategies benefit our reading comprehension.
As we journey through this unit we are going to continue to learn how to find
 these similarities and differences that soon will soon help us to craft a beautifully
written piece of paper for you to turn in. The paper will be on comparing and
contrasting How to Steal a Dog using your own ideas and opinions.

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 be able to take what they learned from comparing and contrasting to
use in their future comprehension in reading. They will have the ability to use this
strategy to better understand characters or events within a book by comparing
them to other books or other moments within the book to better comprehend the
text. Students may use this not only in their schoolwork but also in their own
independent reading. This knowledge of comparing/contrasting will also help
them as they continue to learn other reading comprehension strategies.

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.
White board
Pencils/erasers
Ven Diagram worksheet
Rubric
How to Steal a Dog books

e. Acknowledgements: Acknowledge your sources

OSPI Common Core State Standards
Spandel, V. (2013). Creating writers: 6 traits, process, workshop, and literature.
Upper Saddle River, NJ: Pearson Education, Inc.
 Name:
Date:

Im comparing/contrasting: __________________ and _______________________

Essay Prompts:

Directions: You will compare and contrast two main events, characters, or settings
from the book, How to Steal A Dog. Use supporting details from the book.

Directions: Write three paragraphs noting the similarities and differences between
one of our community books, and a book you have read on your own. Use
supporting details from both books.

Rubric for Essay Prompts:

Above the Meeting Getting There! Needs Work

Expectation Expectations
Student understanding Student understanding Student Students writing
of comparing and of comparing and understanding of does not indicate
contrasting is apparent contrasting is apparent comparing and that they understand
Content throughout paper. throughout paper. contrasting is how to compare and
Student states three or Student states three somewhat apparent. contrast. They didnt
more similarities/differences Examples are very state at least three
similarities/differences between the topics of broad and could be similarities and
between the topics of comparing/contrasting better explained. differences and/or
comparing/contrasting and uses specific didnt include
and uses specific examples from the specific examples.
examples from the text.
text. Student writing is
detailed, message is
clear, and
comparisons/contrasts
are insightful.
Writing flows easily Flow of writing and Writing is somewhat Writing is very
from one thought to transitions are organized, and some disorganized and
the next. Transitions apparent but could be transitions are hard to follow
Organization are smooth, and smoother. noticeable but points because it is lacking
introduction and Introduction and seem a bit jumbled transitions and flow,
conclusion are strong conclusion begin and together. and/or is lacking
and begin/wrap up the wrap up the paper but either an
paper could be stronger. introduction or
conclusion, or both.
Little to no errors in Some errors in Errors make the Contains many
conventions, writing is conventions, but dont paper slightly hard errors in convention
extremely neat and disrupt the paper. to read, but doesnt that distract from the
Conventions/ creatively presented. Writing is neat and distract too much paper, and/or
Presentation well presented. from the writing. presentation is
messy and
distracting.
Comparing and Contrasting Worksheet

Name:___________________________

Book(s):_____________________________________________

1. What are some of the characters that share similarities in this book?

How are they similar?

2. What are some differences between these characters?

.3. How are the events in this book similar?

How are they different?

4. How are the settings in this book similar?

How are they different?