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: Stephanie Sparks Date: 4/23/2018

Cooperating Teacher: Grade: Kindergarten

School District: School:

University Supervisor:

Unit/Subject: Math/ Counting and Sequencing

Instructional Plan Title/Focus: Counting to 20 by 1’s

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)

To let students use whatever method is easiest for them to begin, and then master counting to 20. Since it
is important to understand counting, and the relationship of the numbers and sequencing students will be
making their own counting to 20 booklets where after practice using manipulatives they can number
each page 1-20 and draw something of that quantity (ex. 20 markers, 2 pennies, 4 fish) which they will
label appropriately such as drawing a 1 by a ballerina, a 2 next to the second ballerina, and a 3 next to
the third ballerina. Zero will need to be completed and simply just have a zero on that page. ELL
students will also be allowed to number each drawing in numerals from the US system and their home
system.
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 after we have learned our basic number facts. Like what do numbers
represent. Where do we see them? Why do we use them? Etc. It will be one of the first things we work
on in regards to counting and giving the numbers their appropriate names and quantities that go with
each. After this we will work on counting to the next 10, which would be 30 and so on until they can
count by 1’s to 100.

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.MATH.CONTENT.K.CC.A.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20
(with 0 representing a count of no objects).

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

SWBAT: Represent 20 of a given number.

SWBAT: Show their knowledge of numbers 1-20 when counting and writing them

Aligned standard:

Objectives 1 and 2 align to:

CCSS.MATH.CONTENT.K.CC.A.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20
(with 0 representing a count of no objects).

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”).

“We’ve been talking a lot about numbers lately and why we use them. You guys are going to be
making your own books to show off what you know about them. I need the leader of each group
to grab each person at their table 11 pieces of paper. Do this one at a time for each person,
okay? Then I will show you how to fold your paper for the books and staple them for you. But,
don’t do anything with that paper until I give instructions, okay?”

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.
REMEMBER: YOUR SCENARIO FOR THIS LESSON
PLAN IS THAT YOU HAVE A GROUP OF ADVANCED
LEARNERS IN READING AND WRITING.

Introduction

“Today we are going to make our own 20 books! ** To engage students they can draw whatever
A 20 book is a book where you will write all the picture they want to represent each number.
numbers from 0-20. Each number gets its own They will also be folding the books
page. So does that mean 2 and 3 will share? Hold themselves with supervision.
a thumbs up at your heart for yes or a thumbs
down at your heart for no. Yup, your thumbs **For ELL students I will have past examples
should be down. But that’s not all you’ll be for them to look at that other ELLs and
doing. I also want you to draw the amount of students had worked on in the center of each
each number. You can draw whatever you want table.
like stars, trucks, princesses, beach balls. Be as
creative as you want! But, make sure you have
the correct amount for each page. To make sure
you do label each drawing. So if we do 5 jelly
fish, we will have a 1 next to a jellyfish, a 2 next
to a different one, and we’ll keep going until we
have 5! Each one of your team leaders will be
bringing around the paper for you one at a time.
You’ll have 11 pages, and I’ll show you what to
do with them as soon as you have them but for
now wait patiently and don't talk above your
whisper voice.”
I Do / You Watch

**This is engaging because students will be

“Okay guys! Watch fist before you try! Watch
doing this on their own after watching.
first *points at my eyes and then to them*. The
listening light is on so we know not to work yet
**To accommodate ELLs who may know
*points at push light on the board* I have my 11
little to no english I will do a couple pointing
pieces of paper. I’m going to stack them all actions and demonstration to communicate
neatly together.” what I expect.

Show: the papers all stacked together neatly

and horizontally.

Say: Then I’m going to fold them in half.

Do: Fold them all

Say: When I’m all done I’m going to staple one

here at the top and one here at the bottom.
Don’t worry about stapling though, Miss Sparks
should be the only one stapling.

I Do / You Help
** This is active learning because students are
“Okay *turns off listening light* now you try.”
adding to their own booklets and folding them
*motion for them to fold*
themselves. They also are helping the teacher
do the activity instead of just watching.
Do: Walk around as they show their folded
books. Help straighten and fold and uneven
** To accommodate students who are ELL’s I
books.
will put the book under the doc camera so
they, and everyone really can follow along. I
Say: Now that we’ve done that we can start
may also provide small sheets of paper for
writing in pencil. Use pencil first so we can erase
them with the number in their first language
any mistakes.
next to the number we use here in the US so
they may use both and see the connections.
Do: Hold up pencil and mime erasing the air as I
explain.

Say: Let’s put our names on the front.

Do: Write Miss Sparks on the front. Then walk
around and help them write or spell their own
name or locate it to copy.

Say: Okay I’m going to do the first three pages

with you guys. Let's start with 0.

Do: write a zero on the first page.

Say: Who can tell me how many things I should

draw here raising their hand?

Yes, Santana?

Santana: None cause 0 means nothing.

Good! Now let’s go to 1. How many things go

here? Connor?

Connor: Just 1, like a ball.

Do: Draw 1 ball.

Say: Like this?

Connor: Yes!

“What about for 2? Yes, Wendy?

Wendy: 2, like two frogs.

“What would that look like? Sapphire?”

Sapphire: 1 and then another 1.

‘Like this?”
Do: Draw 2 frogs.
Kathryn: Yes!
You Do / I Help

● Say: It’s your turn now! Keep going in ** ELLs may write the numbers in both the
US conversions and their countries own
your books and remember how I did it up
number systems.It also allows them to have a
there. There are example books in the visual of the numbers to look back on. They
middle of your tables, do not copy them. may also draw things they are familiar with
instead of limiting them. Ex. A student from
You can get ideas but try on your own. Japan may draw 7 kimonos.
You may also use the yellow and red
**Students may choose to draw whatever they
counters to help you visualize 20 in your
wish to illustrate the number quantities.
mind and draw them and count them out
if you need help. I’ll be walking around **Students also may use manipulatives to help
them count out engaging them in practice of
looking at your books and checking your really visualizing 1-20 of something.
books to make sure you’re following
directions. Once I give you a star you
may color your drawings.
● Do: As students get out manipulatives
and start on their own books make sure
they are following instructions and
examples. Helping if they are unsure and
giving stars for completion.

You Do / I Watch

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.
 ● Paper ‘booklets’ (11 sheets of paper folded in half with a staple in the top of the spine
and the bottom.
● Markers, Crayons, Colored pencils, Crayons
● Manipulatives

e. Acknowledgements: Acknowledge your sources

Common Core State Standards: http://www.corestandards.org/Math/Content/K/CC/