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
Teacher Candidate: Araceli Aispuro, Samantha Simmons, Alex Roth, Rachel Goodman
Date: April 20, 2016
Cooperating Teacher: Ashley Jensen
Grade: 5
School District: Pullman School District
School: Sunnyside
Elementary
University Supervisor: Lori White
Unit/Subject: Social Studies, Math, Literacy, & Civics
Instructional Plan Title/Focus: Universal Declaration of Human Rights
Section 1: Planning for Instruction and Assessment
Instructional Plan Purpose:
The purpose of this lesson is for the students to gain knowledge about the human rights; who
developed the Universal Declaration of Human Rights international document, and why it was
developed. The students will be interpreting the human rights and how it affects their personal
lives and the lives of others.
State/National Learning Standards:
Social Studies

EALR 5: SOCIAL STUDIES SKILLS The student understands and applies reasoning
skills to conduct research, deliberate, and form and evaluate positions through the
processes of reading, writing, and communicating.
o Component 5.1: Uses critical reasoning skills to analyze and evaluate positions.
o 5.1.1 Understands the purpose of documents and the concepts used in them

Civics

EALR 1: CIVICS The student understands and applies knowledge of government, law,
politics, and the nations fundamental documents to make decisions about local, national,
and international issues and to demonstrate thoughtful, participatory citizenship.
1.1.1 Understands the key ideals of liberty and patriotism as outlined in the Declaration
of Independence, U.S. Constitution, and other fundamental documents.

ELA

CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas
and expressing their own clearly.

CCSS.ELA-LITERACY.SL.5.1.C Pose and respond to specific questions by making

comments that contribute to the discussion and elaborate on the remarks of others.
CCSS.ELA-LITERACY.SL.5.1.D

Review the key ideas expressed and draw conclusions in light of information and
knowledge gained from the discussions.
Math

CCSS.MATH.CONTENT.5.OA.A.2
Write simple expressions that record calculations with numbers, and interpret numerical
expressions without evaluating them.

Content Objectives and alignment to State Learning Standards:

SWBAT interpret the human rights

SWBAT draw conclusions
SWBAT calculate daily averages of personal water use based on established reference
values.
SWBAT create a writing piece based off of an illustration.

Language Objectives:

SWBAT orally define human rights

SWBAT create a writing piece

Previous Learning Experiences:

Prior to teaching this lesson, the students have been working on multiplication, division,
ratios, and fractions.

Planning for Student Learning Needs

The accommodations and modification for English Language Learners are reading the
book in English out loud, but also be providing a hardcopy of the book in the students native
language that they could read, or they may also watch a YouTube video of the book being read
aloud.

We will demonstrate what the students will be doing on their KWL through modeling
using gradual release of responsibility. The students have the option to write in English or in
Spanish. The teacher will be providing sentence frames for the students to use, for example while
filling out the KWL I think a Human Right is and I learned. The students will also have
materials readily available to them to translate or look up words such as iPad, and dictionaries.
While we will be coming up with some of the definitions in English as a whole class, the
students will be provided with the definition in their native language (Spanish). For the Literacy
portion of the Lesson, students may either write in English or Native language or Draw a picture
that represents their thinking or ideas. In other words, the students can either draw or write, doe
multiple means of expression.
Assessment Strategies
Content/Language
Objectives

Assessment Strategies

SWBAT interpret the human

rights

Informal: The students will be using illustrations, picture

themselves in one of the illustrations, and write about or draw
what they feel when they look at the picture, interpret the
human right in their own words, think of possible human right
violations relate to the illustration, and explain what this
human right means to them.

SWBAT draw conclusions

Informal: Observation during think pair share.

SWBAT calculate daily

averages of personal water
use based on established
reference values.

Informal: Math Activity. The students will be solving

multiplication/ratio problems about water consumption; the
consumption of the average American in comparison to water
consumption in other countries.

SWBAT create a writing

piece based off of an
illustration.

Informal: The students will be using illustrations, picture

themselves in one of the illustrations, and write about what
they feel when they look at the picture, interpret the human
right in their own words, think of possible human right
violations relate to the illustration, and explain what this
human right means to them.

SWBAT orally define human

rights

Informal: Observation. Teacher walks around observing while

students do a think - pair - share discussing what they think
human rights are.

Student Voice:
K-12 students will
be able to:

Student-based evidence to be
collected (things produced by

Description of how students

will reflect on their learning.

students: 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).

Exit Slip

Students will fill out an exit

slip at the end of the lesson
explaining the purpose of the
lesson, why it is important to
learn about the human rights,
and how they feel they met
the targets/objectives to the
lesson.

2. Monitor their
own learning
progress toward the
learning targets
using the tools
provided
(checklists, rubrics,
etc.).

KWL

The students will be using a

KWL to monitor their learning
progress towards meeting the
goals. They will fill out the
KWL at the beginning of the
lesson, in the middle, and at
the end of the lesson.

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

Journal Entry

The students will explain what

resources they could use to do
the tasks throughout the lesson
(dictionaries, computers,
teachers, etc.) and then
describe how these resources
will help them. The students
will also explain how they
could learn more about human
rights.

Grouping of Students for Instruction:

We will start the lesson as a whole group to discuss introduce our theme, ask the students if they
know what human rights are, and read the book aloud. Then we will have the students work in
partners to think - pair - share and discuss what they think human rights are now that we have

read the book so that students can feel comfortable sharing their thoughts. After giving a few
minutes for students to share their thoughts we will come back together as a whole class and
discuss what human rights are, and write down a definition together as class. Then, we will give
directions and have the students split up into groups of two so that we have a larger one - to - one
ratio (split the class in half, one for the literacy activity, and one for the math activity.) After the
students have rotated and completed both activities we will come back together once more for
group discussion about human rights, human rights violations, and possible solutions to make
this world a better place.
Section 2: Instruction and Engaging Students in Learning
Introduction:
Good afternoon class, today we are going be reading a book about human rights. Raise your
hand if you know what a right is? (call on student)
What do you think a human right is? Turn to a partner and share what you think it means.
Ok, let's come back together, did anyone come up with a definition.
(Write definition developed by the class on the board)
Questions:
1.
2.
3.
4.
5.
6.

What is a right? (Knowledge)

What does it mean to have a right? (Knowledge/Comprehension)
What are human rights? (Knowledge/Comprehension)
What does Universal mean?
Why do you think that the UDHR was developed? (Comprehension)
Even though we have a documents that states all the rights for humans all over the world,
does that mean that things are actually equal for everyone? How about here in the United
States? (Comprehension)
7. What are some things you could think of that are not fair, or equal here in the United
States or around the world?
8. Why is it important for us to learn about human rights? (Comprehension/Analysis)
9. What kind of challenges do you think you might face if you were only limited to using
100 L a day? (Comprehension/Analysis).

Independent Practice: Explain to the students that there are many ways we could make our
world a better place, conserving water is just one of them. The students may do research at home
to compare water usage in the United States and other countries. Students can also do further
research on Human Rights and the Universal Declaration of Human Rights.

Learning Activities:
Learning Steps and Activities

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

Hand out KWLs worksheets. Explain to the

students that they will be filling these out
throughout the lesson.

The theory of constructivism supports

this learning activity because social
interactions are important in the
knowledge construction process.
Language is the most important tool in
students cultural tool kits as they make
sense and learn about their worlds.

Introduction: Ask students what is a right?

As a class discuss the definition of this word
through pair - share. Come back together as
a whole class and decide on a definition that
you all think best represents your views and
write it on a large piece of paper to keep on
display in the class.

Ask the student if they have heard of Human

rights. What do they know about them?
Explain the history of the human rights and
why UDHR was developed. Explain that
after World War 2, when millions of people
lost their lives and millions more were
driven from their homes, the leaders of the
world got together. they set up a new
organization- the United Nations - to help
stop wars between countries and build a
better world. One of its first jobs was to draw
up a list of human rights that belong to
everyone in the world. They called it the
Universal Declaration of Human Rights
(UDHR). Explain that the book you will be
reading is a simplified version of the
Universal Declaration of Human Rights.

Based off of Bronfenbrenner's

Bioecological Model, each students
unique ecological system affects the prior
knowledge and experiences that he or she
brings to the classroom.

Read the book to the students as a group.

Refer back to images in the book and discuss
what they mean.
Notice in this picture

According to Paivio, information is

stored into long term memory when the
teacher explains visuals. This helps the
students understand the text (dual
coding).

Group discussion: Once you have read the

book ask the students questions. Think Pair
Share.

Even though we have a documents that states

all the rights for humans all over the world,
does that mean that things are actually equal for
everyone? How about here in the United
States?
What are some things you could think of that
are not fair, or equal here in the United States or
around the world?
Give directions
There will be one group will start with
literacy and the other group will do the math
activity. Rotate the groups once everyone has
completed the activity in their station.
Literacy Activity: Hand out writing paper to
each student. Read the prompt out loud and
explain to the students that this is a free
write.
Make copies of the illustrations from the
book to ensure that two or three students are
working (separately) on each picture. Ask
the students to look at the picture that they
were given and read the words that are with
it very carefully, interpret the human rights
and the illustration.
Next invite the students to imagine
themselves inside the picture, taking part in
what is going on in the illustration. Ask them
to write a short story about their adventure
inside the picture. The story has to be about
their human right, and somewhere in the
story someone has to say the words in their
UDHR article.
After the stories have been written, the
students who chose the same illustration will
share their stories. They should discuss if
their stories were similar at all, what worked
well, and what they would do differently and
what they think the illustration and human
right means.

Math Activity:

Culturally Pedagogy - Ladson Billings

As a group, tell the students that even

though we are all born equal, we do not all
have access to the same things (water).
Some countries have less water than we do,
some countries have less access to water.
Sometimes, people have to walk for miles to
pick up water to take back to their homes.
Tell students they will be calculating the
average amount of water that they use in a
day. they will be using the information from
the table to find their average daily amount.
Give the student 10-15 minutes to complete
this. After they have found their average,
have students share their different amounts
with the class. Then share with the students
that Americans average 400 L
water/person/day. Point out that in eightythree other countries, the average daily water
use per person is below 100 L. Start a
discussion with the students about what
these numbers mean and discuss that even
though we are born equal we still do not
all have access to the same things.
Use the book One Well by Rochelle Strauss
to help students understand distribution of
water and to discuss how some people have
more access to water than others. Read
passages from the book regarding water
usage. Have students individually come up
with ways to save water (students will write
it down on the back of their math
worksheet.) Then, come back together and
discuss ways that we could conserve water.
Classroom Discussion
Hand out Exit Slips.
Closure:
Classroom Discussion:
Now that you have completed both the math and literacy activities, lets come back together and
discuss what we have learned. Refer back to your KWL if you need to.

Why is it important for us to learn about human rights?

What can we do to help others? To make sure everyone is equal?
Hand out Exit slips. Collect KWL handouts and Exit Slips.
Instructional Materials, Resources, and Technology:
Book: We Are All Born Free: The Universal Declaration of Human Right in Pictures
Book in Spanish: Todos Nacimos Libres: La Declaracion Universal de Los Derechos
Humanos ilustrada
Book One Well by Rochelle Strauss (for math activity)
Pencils
Printed illustrations from the book
Exit Slips
Rubric
KWL worksheet
Calculators
Lined Paper (Wide Ruled)

Name: _____________

Water Consumption

Activity

Water Consumed (Gallons)

Flush toilet

5-7

Run dishwasher

15-25

Wash dishes by hand

20

Water a small lawn

35

Take a shower

25-50

Take a bath

50

Wash a small load in the washing

machine

35

Brush teeth with water running

2-5

What is the average amount of water you use each day? _________gallons.
How many Liters? ______
Conversion Table (Gallons to Liters)

How much more water Americans use per day in comparison to other countries?

What kind of challenges might you face if you were limited to using only 100 L per day?

Brainstorm some ways that we could conserve water. Write on the back of this
worksheet.

Literacy Activity (Free write)

Writing Prompt: Choose one of the illustrations provided. Read the human right on the
illustration. Now imagine that you in the image, whats going on in the illustration? How might
you feel? Write a short story of your adventure inside this illustration or describe what you think
is going on in the illustration and what this human right means to you.

Exit Slip

__________________________

What are human rights?

Why is it important for me to learn about human rights?

What is your overall understanding of Human Rights? (circle a face)

Name:

Universal Declaration of Human

Rights KWL
Name: ______________________

What I Know

What I Want to Know

What I Learned

Acknowledgements:
Burningham, J. (2008). We are all born free: The Universal Declaration of Human Rights in
pictures. London: Frances Lincoln Children's Book in Association with Amnesty
International.
Shuttleworth, M., & Kirkland, M. (2011). Youth for Human Rights. Retrieved March 11, 2013,
from http://f.edgesuite.net/data/www.youthforhumanrights.org/files/YHRI_ed-guideInterior.pdf
Strauss, R., & Woods, R. (2007). One well: The story of water on Earth. Toronto: Kids Can
Press.
Ultralized the story of human rights. (2009, September 29). Retrieved from
https://www.youtube.com/watch?v=oh3BbLk5UIQ