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# T&L Instructional Plan Template

(Updated 4/17/15)
(edTPA Aligned)

Background Information
Teacher Candidate: Taylor VanMeighem and Gabbi Fernandez Date: 4-28-17
Cooperating Teacher: Meg Conley &Allison Flabetich Grade: 3rd
School District: Pullman School District School: Franklin Elementary School
University Supervisor: Jeremiah Sataraka
Unit/Subject: Social Justice
Instructional Plan Title/Focus: Socioeconomics (Wants/Needs)

## a. Instructional Plan Purpose:

The purpose of this lesson is for students to analyze a text in order to understand the importance of giving
and making difficult decisions in their everyday lives.

## b. State/National Learning Standards:

JU.3-5.14
I know that life is easier for some people and harder for others based on who they are and where they were
born.

CCSS.ELA-Literacy.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis

CCSS.ELA-Literacy.SL.3.1a
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation
and other information known about the topic to explore ideas under discussion.

CCSS.ELA.Literacy.SL.3.1d
Explain their own ideas and understanding in light of the discussion.

CCSS.Math.Content.2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using \$ and symbols
appropriately.

## c. Content Objectives and alignment to State Learning Standards:

1. SWBAT decipher between a want and a need.

## Aligned standard: JU.3-5.14

2. SWBAT... analyze and evaluate character's actions and traits, using details from the text.

## Aligned standard: CCSS.ELA-Literacy.RL.3.1

3. SWBAT... budget their money in order to "purchase" items they need to live.

## Aligned standard: CCSS.Math.Content.2.MD.C.8

1
Language Objectives:
1. SWBAT engage effectively in collaborative discussion.

## d. Previous Learning Experiences:

Students have been studying culture in class. They have looked at topics such as clothing, money,
transportation, etc. Students obviously have some schema when it comes to the different ways people from
around the world live. Therefore, we will be able to have genuine conversation regarding socioeconomics in
our country.

## e. Planning for Student Learning Needs

In order to accommodate to varying student needs, we will begin the lesson by modeling expectations on the
white board to the whole class. We will do this in order for all students to clearly see what is expected of
them throughout the lesson. We will then provide many opportunities for students to work in pairs or groups
in order to promote a community learning environment. When the lesson begins to wrap up, if we have early
finishers students will have the opportunity to work independently on a worksheet.

f. Assessment Strategies
Content/Language Objectives Assessment Strategies
SWBAT decipher between a want and a Informal: Students will participate in a whole class
need. discussion where students will help us fill out a graphic
organizer regarding wants/needs. We will be able to observe
their understanding while they are sharing their thinking.
SWBAT... analyze and evaluate character's Informal: Students will participate in a whole class
actions and traits, using details from the text. discussion where students will answer questions regarding
the anchor text. We will be able to observe their
understanding of the story while they are sharing their
thinking.
SWBAT... budget their money in order to Informal: We will monitor students as they work together in
"purchase" items they need to live. small groups to complete an activity. We will be able to see
which students are on task, as well as which students are
not. After the small group work is completed, students will
share out their thinking and we will be able to grasp
whether or not the students understood the lesson.
SWBAT engage effectively in collaborative Informal: We will monitor students as they work together in
discussion. whole class discussions and while sharing their thinking.
We will be able to monitor students and see which ones are
on task, as well as which ones are not. We can also make
notes of which students have shared their thinking and
observations with the class in order to celebrate that

g. Student Voice:

2
Student-based evidence to be Description of how students
K-12 students will be able to: collected (things produced by will reflect on their learning.
students: journals, exit slips, self-
assessments, work samples,
projects, papers, etc.)
1. Explain student learning targets Students will complete an activity Through the completion of the
and what is required to meet sheet during the lesson. activity worksheet, we will be
them (including why they are able to see if the students
important to learn). understood the lesson, the
learning targets, and how
much they have learned. If
students did not meet the
learning targets or did not
understand the lesson they
will be able to voice their
struggle through this activity
worksheet and will get the
proper help needed.
2. Monitor their own learning Students will reference the graphic During the beginning of the
progress toward the learning organizer made at the beginning of lesson we will model
targets using the tools provided the lesson. expectations through a
(checklists, rubrics, etc.). graphic organizer in front of
the whole class. This will stay
up throughout the entire
lesson for students to refer to
if needed. This will help
students stay on track and
identify what they need to do
in order to be successful.
3. Explain how to access Students will self monitor their Throughout the lesson we will
resources and additional behavior throughout the lesson. recognize students who are on
support when needed (and task and following
how/why those resources will instructions. We will give
help them). specific feedback in order for
students to recognize what
during the lesson such as
classmates, or using
alternatives to meet their
learning targets and be
successful throughout the
lesson.
h. Grouping of Students for Instruction:
Students will participate in whole group instruction for the majority of the lesson. This is where we will
model our expectations for the following lesson. During this whole group instruction we will be able to support our
students by giving sufficient wait time, answering any questions they may have, and by making sure they understand
the instructions.

3
Students will then work in small groups to complete the activity. While students are working in these small groups
we will walk around to assist where needed.

At the end of the lesson, we will once again join as a whole group to wrap up the activity and lesson as a whole. If
there is time we will allow students free time to complete an art project. If there isn't time, they will take it home to
complete if they wish.

## Section 2: Instruction and Engaging Students in Learning

a. Introduction:
To begin the lesson we will invite students to participate in a group discussion where we will ask our
students questions to get them thinking and activating prior knowledge before we dive into the text. For
example, what is the difference between a "want" and a "need?" While students are coming up with their
responses, we will fill out a graphic organizer on the whiteboard so they can compare/contrast. They will be
able to refer back to this throughout the lesson. We may also dive deeper by asking students about what some
"wants" and "needs" children their age may have.

b. Questions:
1. What is a "want?" A "need?"
2. What would you classify as a "want" that children your age have? A "need?"
3. How do you relate to this story?
4. Do you think Jeremy will ever get those shoes?
5. Why do you think the author wrote this story?

c. Learning Activities:
Learning Steps and Activities Supporting Theories/Principles (Why are you
doing what you're doing?)
Introduction: Classroom discussion is important for students. This
Class discussion regarding "wants" and is according to Vygotsky's theory of the Importance
"needs" of Language. By having a classroom discussion the
Create graphic organizer students can activate prior knowledge they have and
Continue to ask questions prompting critical learn from classmates. They will learn new terms and
thinking and activation of prior knowledge new meanings which will help them during their
lesson.
Read Those Shoes by Maribeth Boelts whole class in order for students to begin making
Stop at specific points to ask students text-to-self connections. We are also reading this
questions (Think-Pair-Share) story in the case that our students may not have any
background knowledge on "wants" and "needs."
Class Discussion: This is another discussion opportunity which relates
Summarize the read aloud as a whole class to Vygotsky's theory of the Importance of Language
Ask students questions that prompts text to as well.
self connections
Activity: We are doing this activity to really make our students
In small groups, students will receive cards think about the importance of the items they come in
with pictures on them of different items contact with in their everyday lives. This also teaches
(some "wants" and some "needs") them responsibility for the future and how to handle
Each card will have a price on them money.
Each student will be given a budget and they
must decide what they should spend their
money on while staying within their budget
Take Home Activity: We are including this art activity in case we have
4
Students will design a shoe that they would extra time or early finishers. If needed, this activity
love to own (If time allows students can can be taken home as a self reflection of the lesson
complete this in class) we did today in class.
Extension/ Wrap Up: The group discussion once again relates to
As a whole class we will discuss what we Vygotksy's theory of language. It is important for
learned throughout the lesson and give students to break down what they just learned and
students examples of what they can do after share it with other students. As the teacher we can
the lesson in their own community hear what the students are sharing and see if they are
on the right track with their learning.

b. Closure:
To close the lesson, we will invite students back into a whole class discussion. We will wrap up what we
learned throughout the lesson and then discuss what students can do now. For example, students can create
all sorts of care packages for those in need. (i.e. Toys for Tots, Operation Shoebox)

c. Independent Practice:
Students can go out into their community and serve those less fortunate than them by creating care packages.
There are many organizations that provide opportunities like this such as Toys for Tots, Operation Shoebox,
etc.

## d. Instructional Materials, Resources, and Technology:

o Those Shoes by Maribeth Boelts
o White board
o Pencils
o Dry Erase Markers
o Math Activity Cards
o Shoe Worksheet

e. Acknowledgements:
o Those Shoes by Maribeth Boelts
o Teachers Pay Teachers