Académique Documents
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Culture Documents
8/15/2014
(Adept 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: Natalie Hendry
Date: 10/26/14
Cooperating Teacher: Leanne Fuller
Grade: 1st grade
School District: Clarkston School District
School: Highland Elementary
University Supervisor: Lori White
Unit/Subject: Literacy
Instructional Plan Title/Focus: I am kind to others when
ELL HIGHLIGHTED
SPED HIGHLIGHTED
d. Previous Learning Experiences: Students will have made these sentences for rules, productive,
attentive and correct choices. During the reading of Each Kindness(Cultural Connection) I will be
asking the students these prior knowledge questions:
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Disability
Impaired Hearing
Impaired Vision
Struggling Writers
Handicapped
ADD/ADHD
Accommodations
During circle time these students will
be seated to the front so they are able
to hear. Teacher will also be given a
speaker headset to all students will be
able to hear the directions and reading
clearly. If needed the teacher will
come over and have a one on one
conversation with the student during
their work time for their graphic
organizer to make sure the student is
fully understanding the directions and
if they have any addition questions.
The same will be done with their final
sentence.
Much like our students with hearing
impairments, if they are not
completely blind we will also be
putting them towards the front of the
class and during circle time. If they
are blind we will be providing the
student with a Braille version of the
reading if needed. While writing the
student by write in Braille if needed.
For the students who are having a
hard time with writing their kindness
sentence, the teacher will be having
one on ones during this activity. These
one on one meetings will look like the
student explaining to the teacher a
time when they have been kind and
the teacher will guide the student in
each stage of writing; the first, next,
then and last.
For the students who are handicapped
there will be little movement during
this lesson. If needed these students
may sit in chairs in the back of circle
time or have padded cushions of their
chairs. They will still have a peanut
butter and jelly partner, but they will
just have to sit in the back with their
partner. If the student is comfortable
we will have the student sit with the
whole group during circle time.
For these students with ADD or
ADHD during circle time if they are
having a hard time sitting still or
talking we will have them sit in the
back of circle time so they are not
distracting anyone, but still has the
opportunity to listen and learn. There
is going to be a lot about discussion
throughout the book so the teacher can
make sure the student has a lot of
opportunity to share out and talk with
his or her peanut butter and jelly
partner.
ELL Accommodations:
o The pictures in the book will help guide the students through the story if needed.
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o Teacher will be filling out own graphic organizer for class example and will be giving a copy to
each ELL student for reference.
o ELL students will also get to have a one on one meeting with the teacher during the graphic
organizer stage of the lesson.
o Students will also be able to pair up during the graphic organizer stage to compare notes and peer
edit.
Student Experiences:
o The book Amazing Grace is allowing the students to put themselves in Graces shoes
throughout the book. As teachers we then allow the students to think of a time were they were
told they could not do something, thus connecting to their past experiences, and then allowing
them to write about it.
Prior Learning:
o The sentence is about the students own experience in life. They will have also learned how to go
through a graphic organizer and have written sentences as a class before.
f. Student Voice:
Description of how students
will reflect on their learning.
Exit Slip
Read aloud
3.
Assessment Strategies
Formative: Once students have their thinking thumbs
up, teacher will call on students to give them a chance to
share.
Summative: Once the students have verbally shared a
time when they have been kind, I will have a checklist
checking off if the students are correctly articulate a time
when they have been kind.
Formative: Teacher will be walking around making sure
the children are drawing pictures that match their acts of
kindness.
Summative: Students will be actively illustrated a
picture of a time when they have been kind. If the student
is not drawing an action that is kind, I will stop the
student and have them explain what their action is.
Formative: As students are sharing with each other,
teacher will be making sure conversations are productive
and on topic.
Summative: Students will be productively sharing their
act kindness with their peanut butter and jelly partner.
Grouping of Students for Instruction: The students are grouped into peanut butter and jelly' partners during
the discussion of the book Each Kindness; please reference Planning for Students Learning (e).
e. 5. When we come back as a class after each question I will be having certain peanut butter and
jelly partners share out to the class the questions that was asked.
6. After discussion teacher will excuse the students one by one. I will be giving the students
thinking time (30 seconds) to think a time they have been kind. After they have had there thinking time
the students will put their thinking thumbs, meaning they have come up with a time they have been
kind. (Student Connections) I will then call on the students with thinking thumbs up to share out with
the class and myself. Then they may go back to their seats to work on a their kindness picture.
3. Closure: After the students have finished drawing their act of kindness, they will put away their crayons
and turn in their worksheets into the basket by my desk. Since this is our last rule of the school, teacher and
the students will be going over each one of our rules and talking about what it means to the students.
4. Independent Practice: I gave my students the option to either go to the lunchroom or go home and
create an act of kindness. Then I want them to come back and during our morning meetings share out
their act of kindness.
5. Instructional Materials, Resources, and Technology: The book, Each Kindness by Jacqueline
Woodson, lined paper with a place for a drawn picture, crayons, pencils and teacher example.
6. Acknowledgements: Woodson, Jacqueline, and Earl B. Lewis. Each Kindness. New York: Nancy
Paulsen, 2012. Print.
Name__________________________
Date______________
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