use 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: Britt, Mackenzie, and Jenna Date: September 19, 2017

Cooperating Teacher: Christina Grade: 1

School District: School:

University Supervisor:

Unit/Subject: Phonics Lesson- Decoding

Instructional Plan Title/Focus: Reading

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)
Students will apply knowledge of double consonants rule to accurately and thoroughly decode the text. The
purpose of this lesson is to teach phonics recognition and double consonants so that students can accurately read
and recognize double consonants to become comprehensive readers. This lesson will improve their reading skills.
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 would be taught in the reading unit to teach them how to accurately read and recognize
double consonant words. This lesson comes after a lesson on what a consonant is, and tomorrow the
students will learn how to read stories with the double consonants on their own.
b. State/National Learning Standards: Teacher candidates identify relevant grade level
concepts/content and align them to Content Standards—Common Core Standards (Math, English, Next
Gen. Science), Washington State EALRs, (Arts, Language, Social Studies, Health/Fitness) or National (Ag.
Ed. or FCS). Aligning standards may be interdisciplinary. (Also copy/paste these below to align)
 CCSS.ELA-LITERACY.RF.1.3.G
Recognize and read grade-appropriate irregularly spelled words.
 CCSS.ELA-LITERACY.RF.1.3.E
Decode two-syllable words following basic patterns by breaking the words into
syllables.
 CCSS.ELA-LITERACY.RF.1.3
 Know and apply grade-level phonics and word analysis skills in decoding words.

c. Content Objectives (to be copied in Assessment Chart below) and alignment to State Learning
Standards:
Students will be able to create an input-output diagram, and explain reasoning in writing.
Students will be able to use conditional forms correctly 90% of the time when describing
their input-output program.
Aligned standard:
Students will be able to identify double letters in words while reading If you give a pig a party.
Students will be able to demonstrate how the words are spoken with double letters.
Language Objectives:
1. SWBAT…

Aligned standard:
d. Previous Learning Experiences: Teacher candidates should explain what students know and
have learned that is relevant to the current lesson topic and process.
e. Planning for Student Learning Needs (accommodations, student experiences, prior learning and
experiences):
f. Assessment Strategies (Informal and formal) (Formative and 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 create an input-output diagram, and explain reasoning in Informal:
writing.

Language example: SWBAT use conditional forms correctly 90% of the time when Informal:
describing their input-output diagram.

(Add rows as needed)

*In the right column, describe whether the assessment you’ll collective is informal or formal. 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.)
K-12 students will be able to: Student-based evidence to be Description of how students will
collected (things produced by reflect on their learning.
students: journals, exit slips, self-
assessments, work samples,
projects, papers, etc.)

1. Explain student Example: Journal Entry Example: Before students break

learning targets and what is into groups, have them read day’s
required to meet them LT, and briefly describe their ideas
(including why they are for approach, and how they
important to learn). connect to yesterday’s activities.

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).

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.
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”).
Starting this lesson with introducing the students to the book, If you give a pig a party and
discuss with them what this book could be about. Maybe show them one or two random
pages from the book that would grab their attention and make them want to read the rest
of the book. Writing on the board the class’s predictions and confusing words that will be
read in the book can help the students better comprehend what is going on in the story.
b. Questions teacher candidate will ask during the lesson that drive thinking and learning and
engagement (5 or more questions) and in parenthesis, indicate Bloom level and/or question type to
ensure that you are posing questions that push critical thinking and engagement (e.g.
Analysis/Divergent)

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

Introduction Multiple means of representation and

Begin reading the first page of If you give a pig a party to the engagement. Introducing a fun book, and
class. Read the following words pronouncing the double getting children interested and engaged into
consonant words as stuttering sounds instead of the right way what they are about to do.
to say it. Say the words balloons, balloons, she’ll, and dress.
The students will then recognize that what is being said is
wrong, and should be alerting me to tell me what is wrong.
(Laughing at myself: “Whoa! That isn’t right! Do you hear
something that sounds sort of funny?”)

I Do / You Watch Bandura’s Observational Learning Theory

“Well, I was reading some of those words and they didn’t in use as students will be learning from
sound right. Let’s go back and check out those words and see me modeling the activity and the use of
if we can figure it out. Go back to the pages that we looked at detecting double-syllable words, as well
and re-read the words that I did not pronounce correctly... as me speaking (thinking) out loud.
“Let’s look at the first word. I said “Bal-loo-ns’ but I have had
balloons at my birthday party and I know that’s not how you
say it! The word is “Balloons!” and there is that same word
again! Now we know that it is “Balloons!” The next word that
I know I said wrong is “Dres-s”. Well, it looks like she is
wearing a dress in the illustration. I bet that is is “dress” and
not “dres-s!”

I Do / You Help Multiple Means of Engagement as

“Now I want you all to help me as I keep reading
through If you give a pig a party. If you hear me say
a word wrong raise your hand and help me correct
the way I was pronouncing the word.” *Continue
reading through the entire story and discuss what
we learned about double consonants.
students identify the errors in what i am
saying, and they are able to speak up and
voice what they had maybe learned in the
“I do/You watch” activity.

You Do / I Help Constructivism Theory as students work

“Now I want you to practice on your own. In your table together to engage one another and
groups, I want you together with your desk partners to practice a new skill.
show me how we break apart words containing double  Students are going to gain
consonants. I want for each table group to fill in a word comprehension when working
chart with the double consonant words that are in a with other students and their table
baggie on your desk, these words are from the story group.
that we just read :If you give a pig a party. Show on
paper chart how the word is broken apart, how the  Being paired with students of
word sound like broken apart, and what the meaning of different literacy comprehension
the word is on your word chart. If you need help, ask will allow students to work
your table partners and after that if you are still together and teach one another
confused raise your hand and I will come to you!” their tricks and strategies they use
* Walks around the classroom while this first grade class that help them read.
is doing this activity. As a teacher we need to be
answering clarifying questions and guide students to
complete the task.*
“Now that we have all done this activity with our table
groups, can we have each group stand up and present
what their word chart looks like?”
*Go through all of the words that the students bring up,
and make sure that the rest of the students not
presenting comprehend what is being taught.

You Do / I Watch

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.
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.)
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.
Word Chart, baggies filled with words, and if time allows, books.

e. Acknowledgements: Acknowledge your sources

Numeroff, L. & Bond, F. (2005). If you give a pig a party. New York, NY: HarperCollins.