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: Amanda Patrick and Anna Williamson

Date: February 1, 2018
Cooperating Teacher: Mrs. Lepse
Grade: 4th Grade
School District: Pullman School District
School: Franklin Elementary
University Supervisor: Lori White
Unit/Subject: Narrative Structure

Instructional Plan Title/Focus: “How to Plot like a Pro”

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 “what” of this lesson plan is the subject being, Narrative Structure, which could also be
considered giving students the tools and understanding on how to write a story or a written
account of connected events. When teaching them how them the Narrative Structure they
will be given the tools to understand each aspect of this writing style in order to successfully
and thoroughly write a story or an account of events they may have experienced or read
about.

The “why” of this lesson plan is that students need to have a thorough and detailed
understanding of how to write a narrative piece successfully. Narrative writing is extremely
common and important throughout the schooling process. Students need to understand plot
structure and the five different aspects that go into forming and writing a narrative piece and
we will teach them that in detail through this lesson plan. Giving students the knowledge
and understanding of how to write about a story or a series of events successfully is
something they can use throughout their schooling career within writing classes.
The “how” of this lesson plan is that we will teach narrative writing through a series of
activities and classwork. We will do whole class activities on the board where as teachers
we will model the aspects of narrative writing and the process in which you would include
these into your piece. Apart from just modeling on the board ourselves we will include the
class to share their ideas and thoughts after reading a book as an example. The last part of
how we will do this lesson plan is giving the students their individual opportunity to write a
narrative piece where we will score it and read it for understanding of narrative structure.

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 at the beginning of a unit. We will only have had one lesson before this
that briefly introduced the narrative structure and had students pick the element out of a
book. After this lesson they will continue to write stories with the structure and be assessed
summatively.

1. 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.

W.4.3. Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.

W.4.3(a) Orient the reader by establishing a situation and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally.

W.4.3(c) Use a variety of transitional words and phrases to manage the sequence of events.

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

1. Content Objectives (to be copied in Assessment Chart below) and alignment to

State Learning Standards:

1. SWBAT… Understand the sequence of events in a narrative structure

Aligned standard:
W.4.3. Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.

2. SWBAT… Transition from one event to another with good word choice

Aligned standard :

W.4.3(c) Use a variety of transitional words and phrases to manage the sequence of events.

3. SWBAT … Use proper plot structure in their writing

Aligned standard:

W.4.3(a) Orient the reader by establishing a situation and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally.

Language Objectives:
1. SWBAT… Use proper conventions when writing their story

Aligned standard:
L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or
listening.

1. 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 a basic understanding of different forms of writing styles before they
learn this lesson. They will knowledge in writing different forms of writing and that there is a
wide variety of writing styles. They will also understand proper conventions within writing
and how to properly capitalize, punctate and organize a writing piece. With the previous
knowledge they have about writing styles and proper conventions, diving into this narrative
lesson plan will give them a more in depth instruction about one of the many writing styles
they will learn in the future.

1. Planning for Student Learning Needs (accommodations, student experiences,

prior learning and experiences):

For students that need more assistance and help with this lesson plan, we plan to give them
the opportunity to be paired up with a gifted student that is patient and understands in depth
the narrative lesson. By pairing students with learning needs up with students that are gifted
and understand it, it will draw less attention to the student with learning needs and will give
them the opportunity to learn from someone their age that they may feel more comfortable
asking questions too. We would use this strategy of pairing up for not only students with
learning needs but also ELL students that are struggling with directions or understanding
the language or structure of this writing lesson. ELL students also have the option to draw
out their graphic organizer if they do not feel comfortable writing, this way they can show
their thinking in an effective way.

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

Content example: SWBAT Use Formative: We will have students turn in

proper plot structure in their writing
their graphic organizers and their underlined
story and check off each section for
completion on the organizer to make sure it
is complete. At this point we only want to
know students can put these aspects in their
writing so a checklist is sufficient.

SWBAT… Transition from one event
to another with good word choice
Formative: We will read each students story
after they have turned it in and check if they
used 3 transitional words or not. They have
the sheet of transitional words to work off or
could have underlined ones not on the sheet
to prove they have them.

SWBAT … Understand the

sequence of events in a narrative
structure Formative: We will observe students on our
anecdotal sheet when we are working
 together to create our own narrative to see if
they can pick out events to match the
sequence of plot structure.

Language example: SWBAT Use
proper conventions when writing
their story.
Formative: When we send the children home
to work on their papers we will also be
sending a rubric home for parents to fill out
about students convention use. Parents will
then turn the rubric back in with student work
the next day.

(Add rows as needed)

*In the right column, describe whether the assessment you’ll 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 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).
The students just see what
is on the chart. Later on
when they monitor their
progress they will either out
a yes or no.
Hand out an “I can”
sheet that has our
SWBAT objectives for
the students.

2. Monitor their own
learning progress toward
the learning targets using
the tools provided
(checklists, rubrics, etc.).
Fill out either yes or no on
the “I can” chart to see how
they feel about each target.
Students fill out the “I
Can” sheet with either
yes or no with each
learning target.
Parents will also fill out
the rubric for
conventions on
students take home
paper.

3. Explain how to access Students will either put We provide examples

resources and additional
support when needed (and
how/why those resources
will help them).
thumbs up or thumbs down
at the end of the lesson if
they thought each different
resource we gave them
helped their learning.
of the graphic
organizer, transitional
words, and the comic
at the beginning of the
lesson.

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.
We will use both whole class grouping and individual work throughout the lesson. We will
read to the students and demonstrate the graphic organizer in front of the whole class so
that all students have a chance to see an example of the structure before they are asked to
create it on their own. When we move to creating a story as a class we will continue to be in
a whole class group. We will fill out the organizer together and create the comic together
and demonstrate how to use the elements correctly. We would then send students to work
individually on their own narrative so they can practice the skill by themselves. We would be
walking around available to assist those who need it.
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”).
“Ok I want the whole class to come join me on the carpet in the front of the room. I’m sure
you have all heard the story of the three little pigs. Raise your hand quietly if you know the
story. Well today we are going to read a version of three little pigs that’s just a little different.
As we are reading we are going to try and find all the parts of a narrative structure. When I
see them I’m going to add them to our organizer. Let’s start reading. This is ‘Three Little
Pigs by David Wiesner.’”
1. 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. What do you already know about plot and narrative writing? (Bloom Level -
Analyze)
2. Why do you think we learn about narrative writing and why would it be helpful to
know in school? (Bloom Level - Understand)
3. Why is it important we follow a strict structure in order to successfully write a
narrative piece? In other words, why is narrative structure in order to write a strong narrative
piece? (Bloom Level - Apply)
4. What characteristics do you notice within narrative writing that are different or the
same to other forms of writing we have learned about? (Bloom Level - Analyze)
5. What stories have we read in class do you believe are pieces of narrative writing
and where in the story tells you it is narrative writing? (Bloom Level - Remember)

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 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 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)
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 Supporting Theories/Principles
(Why are you doing what you are
doing?)

Example: Transition from introduction Supports multiple means of

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.
engagement, and allowing students to
generate their own inputs from
experience; is more culturally
responsive than teacher generated
ideas only.

1. “Ok class, today we will be Blooms Level of Understanding

focusing on the different parts of
narrative writing. To start I am Understanding is the appropriate
going to read the story Three Little Level because it asks students to
Pigs by David Weisner. I know understand the instruction and lesson
some of you have heard the story we'll be diving into during class. They
three little pigs before, but this are expected to understand what we
book has a little twist on the are learning about and if they don’t
original. As I am reading I am understand they would be expected to
going to fill out the graphic ask questions.
organizer that is behind me. We
will also try to find good
transitioning words and add them
on the whiteboard next to our chart.
Let’s start.” (read story and fill out
chart)

2. “Now that we have an idea for what goes

into a narrative story we are going to create
one together as a class. I want every to throw
out some ideas and I will write them on the
board. Then we will vote on our favorite. (let
students give ideas and vote on the one we
want to write as a class) Ok we’re going to
write about (TOPIC). What is a introduction
Blooms Level of Applying
Applying is the appropriate Level
because it asks students to use
information in new situations and to
apply it to new experiences. They may
have previous knowledge about plot
we could use for this story. (fill in a students and narrative stories and will apply it
example). Great! After this introduction what to this new activity.
could be our rising action? (Fill in student
example) Does anyone have a climax we
could fill in to our story? (fill in student
example) Now we need a falling action. (fill
in student example) Lastly we need a
resolution, who has one? (fill in student
example) Great work class we have now
created a whole story! In every story there
are normally details that aren’t super
important and don’t fit into this structure but
we can still add them when we write our
story fully out.We can also do this by
drawing a story out. Together we are going
to draw out our story in a comic form just
like David Weisner did in three little pigs.
(Have students come up to board and fill out
different sections of the comic together.)
This looks so good you guys! I think you are
ready to go and do one on your own!

3. “Alright I want each of you to go to your

desk and fill out a graphic organizer for your Blooms Level of Create
own story. If you don’t feel like you can
write word on your organizer you can draw Creating is the appropriate Level
pictures to show the parts. The story can be because they are asked to produce
whatever you want! When you are done with new and original work. Creating is
your organizer you can then start making appropriate because they are asked to
your own comic. I want to see lots of colors fill out their own graphic organizer and
and details in your pictures! Remember to produce ideas for their own story.
include every part of a narrative when your
are drawing! We also passed out the
transitional word sheet so make sure to add
those in your story! I will be walking around
to help anyone who needs it.”

1. “Ok class we are out of time for

today, if you are not done you Blooms Level of Remember
can take your comic home and
finish it there. We also want Remembering is the appropriate Level
everyone to spend 30 minutes at because they are asked to recall facts
 home turning your comic into a and basic concepts. The facts and
written out story. In your story basic concepts they are asked to
we want you to underline each remember would be what we
section of the writing structure. discussed and learned during class.
The intro, rising action, climax, They have to bring these facts and
falling action, and resolution. We concepts home in order to write their
want you to add 3 transitional own narrative piece.
words when you are going from
one part of the plot to another!
We then want you to read the
story to your parents and have
them fill out the rubric on your
conventions.”

(Add rows as needed)

1. 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.

“Ok class we are out of time for today, if you are not done you can take your comic home
and finish it there. We also want everyone to spend 30 minutes at home turning your comic
into a written out story. In your story we want you to underline each section of the writing
structure. The intro, rising action, climax, falling action, and resolution. We then want you to
read the story to your parents and have them fill out the rubric on your story.”

1. 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.)

Our students will practice and continue to grow their knowledge on narrative writing by
having them construct their own narrative essay at home for homework. During class time
we will have them complete the comic strip that will cement in the structure of narrative
writing and when that is complete and students have a strong understanding of narrative
writing, we will discuss and assign them their own narrative piece. They will be asked to
write their own narrative piece at home for homework with the help of their family. We will
include family interaction outside the classroom by asking students to draw on the
knowledge and help of their parents and/or siblings. Although this narrative piece should be
written in their own words and on their own, their families can help them brainstorm ideas
and could help them proofread for errors or conventions when they believe their piece is
complete. By assigning our students this outside work of writing their own narrative they are
given the opportunity to extend their experiences with the content they learned during class
and are able to demonstrate their understanding through their own piece of narrative
writing.

1. 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
 I CAN

I can: Use transitional words _____________

I can: Tell you the events in a narrative structure ____________

I can: Use the plot structure in my writing ___________

I can: Use proper conventions __________

1. Acknowledgements: Acknowledge your sources

 ReadWriteThink.com

Fink, Lisa Storm. “Comics in the Classroom as an Introduction to Narrative Structure.”

Readwritethink.org,www.readwritethink.org/classroom-resources/lesson-
plans/comics-classroom-introduction-narrative-223.html?tab=4#tabs.

The Three Pigs by David Wiesner