T&L Instructional Plan Template

8/15/2014
(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 Brill______________Date:__________10/25/14____
Cooperating Teacher: ______________________
Grade:__________3______
School District:
Lake Washington_______________________
School:
University Supervisor:
Unit/Subject:
Literacy
Instructional Plan Title/Focus: Fantasy and Culture in reading

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose: The purpose of this lesson is to give students a foundation about the importance of culture and tradition as a starting point for the rest of the weeks stories and themes. Students will practice visualizing as a comprehension strategy so they can better understand other cultures
and traditions.
b. Alignment to State Learning Standards:
SL.3.2- Determine the main ideas and supporting details of a text read aloud or information presented in
diverse media and formats, including visually, quantitatively, and orally.
RL.3.4-determine the meaning of words and phrases as they are used in a text, distinguishing literal
from nonliteral language.
2-3.1 use a developing set of strategies to:
identify the main topic or message
c. Content Objectives:
SWBAT: Listen for a purpose in diverse formats
SWBAT: define the word tradition using their own family example in a non-literal way
Language Objectives:
SWBAT: listen to define the word tradition in their own words
d. Previous Learning Experiences: Students will have an understanding of fiction and a basic understanding of the genre realistic fiction. Students may be able to list a feature of realistic fiction.
Students have had practice using the comprehension strategy of visualizing. Students also have a
basic understanding of what culture and traditions are.
e. Planning for Student Learning Needs (accommodations, student experiences, prior learning and experiences):
For students who struggle with reading and writing they will have the option to fill out the Learned part of the
K-W-L chart in multiple ways. This includes words, pictures, and if needed orally. I would keep in mind that
students have had background in the reading comprehension strategy of visualizing. Students who struggle with
reading comprehension can use this strategy while reading the story Ready for Aloha! When students share
their visualizations with the class students who struggle with comprehension can have help following along
with the story using these. Students will have had practice identifying the genre of realistic fiction. Students will
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use identify this genre after the story Ready for Aloha! is read to better understand that the traditions and culture brought up in this story are real and could take place. By understanding that the story is realistic fiction
students can connect that although they may not have heard of the Hawaiian traditions talked about they can
realize that these traditions are real and do take place. This will help strengthen the idea that different cultures
celebrate different traditions.

f. Assessment Strategies (Informal and formal)

Content/Language Objectives
SWBAT: define the word tradition
using their own family example in a nonliteral way

Assessment Strategies
Formative: Students will share a tradition they have in
their family during think-pair-share, or during class discussion.
Summative: Students will write a tradition they celebrate
in their family on the back of the K-W-L chart or draw a
picture of it. If needed they can orally tell me the tradition. I will record this using running records.

Students will be able to listen to define

the word tradition in their own words.

Formative: Students will think-pair-share with their table

partners about traditions in their own life. During this
time I will walk around the room and check off names on
a running record when they give their oral explanation of
tradition in their own words.
Summative: Students will turn in their K-W-L chart
where they will have filled out what they learned
about traditions and cultures. In the Learn section
they would either write down what they learned
about tradition through the multiple means of access
in a definition by writing it or drawing a picture of it. If
needed they can orally tell me the tradition. I will record this using running records.

SWBAT: Listen for a purpose in diverse

formats

Formative: Students will listen during the Wonders Videos, Picture examples, class discussions, the story Ready
For Aloha! and think-pair-share about tradition and culture.
Summative: There is no summative assessment.

(Add rows as needed)

g. Student Voice

K-12 students will be able to:

1. Explain student learning targets

and what is required to meet
them (including why they are
important to learn).

Student-based evidence to be collected (things produced by students: journals, exit slips, selfassessments, work samples, projects, papers, etc.)

Description of how students

will reflect on their learning.

Students will write down the learning targets in their journals during
the beginning of class and then
write down what they think they
mean and why they are important.

This will help students understand why their learning is

important and ensure that
they are meeting the targets
for the lesson. If students do
not feel they have a grasp on
the targets or understand the
language of the target they
can use me a resource for
understanding.

2. Monitor their own learning progress toward the learning targets

using the tools provided (checklists, rubrics, etc.).

Students will fill out their K-W-L

charts. The learn portion can be
filled out using words, pictures, or
orally if needed. Students will also
complete an exit slip regarding
what they have learned regarding
the learning targets.

This exit slip will ask them

what they learned about tradition, what tradition they
celebrate in their family, and
circle a number, 1-5 about if
they think they are meeting
the learning targets. When
students are able to fill out
the learned section of their
K-W-L chart and answer the
questions asked in the want
to know section students can
monitor the learning and use
this to help guide their learning.

3. Explain how to access resources and additional support

when needed (and how/why
those resources will help
them).

My students that need more assistance will be aware that the ReadingWonders website has many
more examples of pictures and videos. Additionally the students have
a Wonders textbook with many
more stories of culture and traditions. For homework, students can
choose a story from the textbook,
video or picture from the Wonders
website, and fill out their own KW-L chart.

Students will have more experience learning about other

cultures and their traditions,
as well as using additional
recourses available and accessing them depending on
their preferred method of engagement.

Grouping of Students for Instruction

Students will be grouped for discussion with their elbow partners using think-pair-share. Students will also
participate in whole class discussions. Students will work individually on their own K-W-L chart and journal entries.

Section 2: Instruction and Engaging Students in Learning

1. Introduction:
All students will be seated at their desks. I will introduce the lesson by stating the learning targets on the
board. Students will write them down in their journals and then write down what they think the targets
mean in their own words.
Learning Activities:
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Describe what the teacher will do and say and students will do during the lesson. Write it as a procedural
set of steps. As a part of this process include:
1. Lesson will be introduced by defining the words culture and tradition orally
Culture- the way a group of people live
traditions- the things that are passed down within a culture from one generation to the next
2. I will post the words in english on the white board with their Spanish translation underneath it
3. I will then introduce the story Ready for Aloha! and tell students its about a family who shares a
special tradition from Hawaii.
4. I will then read aloud the story Ready for Aloha!
5. I will stop three times during the story to explain what I would be visualizing during different
parts of the story.
6. I will ask students to share out about the visualizations they had during each stopping point.
7. I will then ask students which genre the the story Ready for Aloha! is. (the genre realistic fiction because includes a setting and events that could exist in real life, accurately reflects life as it
could be lived today, and it has believable characters)
8. I will hand out a K-W-L chart to my students, have them write down what they know about traditions in the K column.
9. Show Wonders video
10. The students will look at the example pictures of different cultures on the active board with sentences explaining each.
11. I will call on students to read each of the sentences.
12. I will then give an example of a tradition in my own family, Hanukkah
13. Have students fill out W column of the chart.
14. I will then ask the students to think about what tradition is in their own words.
15. I will make notes of which students can give me an accurate definition
16. I will ask students to think-pair-share about a tradition they follow in their families.
17. Class discussion about students tradition and definition.
18. I will have students fill out the learn column of of the K-W-L chart. Students will have the option to write their definition of tradition, draw their definition, or orally explain their definition of
tradition.
19. On the back of the K-W-L chart students will write down or draw a picture of a tradition they
follow in their families. If needed they can orally tell me their tradition and I will record this.
20. Students will complete an exit slip.

Connections between students own lives, experiences, cultures, interests and the content.
a) This lesson will have many cultural connections because it is based around tradition and culture. Students will learn about the traditions of Alaskans, Hawaiians, their classmates, as well
as examining their own families traditions and culture.
o Questions teacher candidate will ask during the lesson that drive thinking and learning and engagement (5 or more questions)
1. How do the traditions in your family tell you about your familys history and culture?
2. How can visualizing help us comprehend our reading?
3. Why do you think the story Ready for Aloha! is realistic fiction?
4. How do you think traditions come to be?
5. How can the text help us to figure out the definition of a word?
o Active learning over passive learning
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Students will be learning actively because they will participate in group and partner discussion. They will be
visualizing while Ready for Aloha! is read, and throughout the lesson be filling out their K-W-L chart.
o Multiple means of access to the content for the K-12 students
Videos, Pictures, Oral reading, written text, worksheets, discussion (whole class, partner), Active Board
o Multiple means of expression of learning by the K-12 students
i) Students can show their learning through partner and class discussion, the KWL chart, and
through the exit slip.
o How the teacher candidate will assess the learning of the students (from table above)
3. Closure:
To close this lesson I will ask students what the traditions they thought about and discussed with their
elbow buddy can tell us about culture. Students will share this with the class. I will then pass out exit slips
that will ask students if they met the learning target, if they can define tradition, and if they liked the lesson.

4. Independent Practice:
j) Students will be assigned a K-W-L chart for homework that they fill out using the Reading
Wonders website or textbook. This gives students a place to turn to for additional practice using
different resources and also strengthens their use of K-W-L charts and understanding of traditions in other cultures as well as their own life.
5. Instructional Materials, Resources, and Technology
Wonders text book, Wonders video, Wonders pictures, KWL chart, exit slip
6. Acknowledgements:
Instructional Plan adapted from Wonders Reading/Writing Workshop