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: Maddy Young & Amanda Nesseth Date: 9/23/2016

Cooperating Teacher: ______________________ Grade:________________
School District: _______________________ School: _____________________________
University Supervisor: Barbara Ward Unit/Subject: Writing
Instructional Plan Title/Focus: Effective Introductory Hooks

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)

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)?

Knowing how to write an effective hook will help students become stronger in their writing. A hook is the first
few lines of writing a reader will read, and it is important that students develop skills to make their reader want
to continue reading the rest of their writing. Writing a powerful hook gains the attention of the reader and will
create more of a lasting impression. Prior to this lesson, students will have just learned how to create an opening
paragraph. The teacher will have instructed the students that writing needs a title, and an opening paragraph with
an introduction to what the paper is about. Additionally, students will have just been taught the format of a five
paragraph essay. After this lesson, students will learn how to construct a persuasive essay.

b. State/National Learning Standards: Teacher candidates identify relevant grade level concepts/content and
align them to Content StandardsCommon Core Standards or Washington State EALRs, or National.

CCSS.ELA-LITERACY.W.4.1.A
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are
grouped to support the writer's purpose.

NCTE STANDARD 3-
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on
their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of
other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter
correspondence, sentence structure, context, graphics).

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c. Content Objectives (to be copied in Assessment Chart below) and alignment to State Learning
Standards:
1. SWBAT: Identify effective hooks in literature
Aligned Standard: NCTE STANDARD 3-
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw
on their prior experience, their interactions with other readers and writers, their knowledge of word meaning
and of other texts, their word identification strategies, and their understanding of textual features (e.g.,
sound-letter correspondence, sentence structure, context, graphics).

2. SWBAT: Analyze what makes certain hooks effective

Aligned Standard: NCTE STANDARD 3-
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw
on their prior experience, their interactions with other readers and writers, their knowledge of word meaning
and of other texts, their word identification strategies, and their understanding of textual features (e.g.,
sound-letter correspondence, sentence structure, context, graphics).

3. SWBAT: Create several hooks of their own

Aligned standard: CCSS.ELA-LITERACY.W.4.1.A
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related
ideas are grouped to support the writer's purpose.

Language Objectives:
1. SWBAT: define an introductory hook.

Aligned standard: CCSS.ELA-LITERACY.W.4.1.A

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related
ideas are grouped to support the writer's purpose.

d. Previous Learning Experiences: Teacher candidates should explain what students know and have learned
that is relevant to the current lesson topic and process.

Yesterday, students learned how to create an opening paragraph. Students will have learned that the opening
paragraph is an introduction to the rest of the writers paper or book. Often times the opening paragraph will
include the writers thesis, or purpose of writing, and a few other introductory details about the topic.
Students will have been instructed that the majority of their reasoning will occur in later paragraphs and the
first paragraph is only an introduction. Additionally, students will have been taught the format of a 5
paragraph essay. The essay begins with an introduction, followed by 3 body paragraphs and one conclusion
paragraph.

e. Planning for Student Learning Needs:

Accommodations for ELL Students
ELL students will be seated next to a student who is proficient in English and will also be paired with
a proficient English-speaking student during the Hook Hunt.
English proficient student can answer questions when needed
Teacher will model to whole group what they are expected to do for visual

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 Teacher will go around to students for one-on-one assistance when class begins independent work
ELL students will have sticky notes on their desk to write questions about what does not make sense
or to place on handout instructions when they cannot understand the text.
Students will have access to a multilingual dictionary to help with writing
Instructions will be given aloud to ensure comprehension
Teacher will have handouts printed in native language if needed
Accommodations for Gifted/Talented Students
Gifted and talented students may choose to look for hooks out of any texts, rather than the
preselected hooks to analyze their effectiveness.
Gifted and talented students will be challenged to see if they can revise ineffective hooks they find to
make them more effective.
Gifted and talented students will be challenged to revise more of their previous works with more
effective hooks.
Accommodations for Special Education Students
Accommodations will adjusted to each students individual IEP and 504 plans.
Students with learning disabilities related to literacy may in some cases be paired with a non-special
needs students.
Students will be given extra time to complete the activity, if needed.
Students with learning disabilities related to writing will be given special accommodations, such as
using verbal communication to answer questions, and having teacher write their response while they
copy the teacher writing.

f. Assessment Strategies (Informal or formal) (Formative or 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 Objective 1: SWBAT: Identify
effective hooks in literature
Content Objective 2: SWBAT: Analyze what Formative: Worksheet
makes certain hooks effective
Content Objective 3: SWBAT: Create several Summative: Revised Intro
hooks of their own
Formative: Share Out
Pairs of students will share their top three favorite hooks
that they found. Students will choose from a preselected
collection of books which contains books with effective
hooks and books with ineffective hooks. Student will have
met objective if all three hooks effective.
Students will individually complete the Hook Hunt
worksheet. On this sheet students will write the three hooks
they selected along with their reasons as to why they liked
it. Students will list similarities between the hooks and the
strategies they think the authors chose to use.
Students will have met objective if they can identify at least
three strategies for creating a successful hook.
See attached - Figure #
Students will take a piece of writing they have already
completed and create three different hooks using the
strategies they learned. They will then revise the old work
3

Language Objective 1: SWBAT: define an
introductory hook
with one of these hooks.
Students will have met objective if their revised work
includes an effective hook.
Formative: Worksheet
On the Hook Hunt Worksheet students will write a
definition of an introductory hook. This will assessed at the
same time as Content Objective 2.

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.)
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 Ticket to Recess(See attached - After the lesson concludes,
and what is required to meet Figure 1) students will complete an exit
them (including why they are slip. The exit slip will ask
important to learn). students what the learning
target were, what meeting the
learning target looks like, and
why are the learning targets
important.
2. Monitor their own learning Ticket to Recess(See attached - Students will use the rubric to
progress toward the learning Figure 1) assess where they are in
targets using the tools provided relation to the learning
(checklists, rubrics, etc.). targets.

3. Explain how to access
resources and additional
support when needed (and
how/why those resources will
help them).
Ticket to Recess (See attached -
Figure #)
The exit slip will ask students
what resources they can use to
help them improve their work,
and how that resource 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.
Students will be grouped into pairs during the Hook Hunt part of our lesson. We decided to break off students in
pairs because this way they would be more involved with the lesson. In larger groups, some students may not
participate as much, but in pairs, they have to participate more. We decided to group high achieving students with
lower achieving students so the higher achieving students would be able to help the lower achieving understand the
task better. This way, students can have discussions with each other about why they liked different hooks and can
come to a mutual understanding and agreement of what makes a hook strong. Other parts of the lesson include
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whole-group discussion and independent practice where students work by themselves on their own writing. This is
excellent practice for student to take what theyve learned and apply it to their own work.

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).

Have you ever wondered how you can entrance a reader into a hypnotic state where they cant help but to read the
rest of your writing? Well, I have the secrets you need to know in order to do so. With this top-secret information, I
guarantee your readers will feel as if you cast a spell on them where they cant put your writing down.

With a raise of hands, how many of you were hooked by what I just said and wanted to know more information?
(Give students time to raise hands) Well, today we are going to learn as a class how we can create hooks in our own
writing to draw readers in!

b. Questions: Questions teacher candidate will ask during the lesson that drive thinking and learning and
engagement (5 or more questions) and in parentheses, indicate Bloom level and/or question type to ensure
that you are posing questions that push critical thinking and engagement (e.g. Analysis/Divergent)
1. How can you compare an ineffective hook to an effective hook? (Analysis)
2. Can you find an unusual way to compose an effective hook? (Synthesis)
3. How would you evaluate one of your own hooks to determine if its effective? (Evaluation)
4. How would you construct an effective hook? (Application)
5. Can you restate the strategies for using an effective hook? (Comprehension)
6. Can you identify what a hook is in writing? (Knowledge)

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 columnsupporting 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 laddersimulation 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?)
-Teacher should have the learning targets for this
lesson written on the whiteboard so students can - Multiple means of representation (UDL
focus on what they should be learning. Targets principle)
should be written and altered so students can

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understand what they mean.

-Transition from the introduction by reading the - Introduction is an example of modeling

learning targets outloud to the students.
-Transition from introducing the learning targets to
asking students if they can identify what a hook is in
writing (Question 6)
what a hook is. Students learn from the
teachers modeling of what they are
expected to do. (Bandura, Observational
Learning)

Ask: By raising your hand, can anyone

explain to me what a hook is in writing?
(Potential student response): A hook is
something that make a reader want to continue
reading!
Teacher: That is a great explanation! Now
lets examine what hooks look like in a book.

-Transition to reading aloud Rodinza

Read aloud the first page of Rodinza by Karen

Cushman.
Ask: Did this author do a good job of
hooking you into the story?
have students give a thumb gauge on
how well they were hooked.
Ask: How would you have felt about this
story if the author had written I am going to
tell you a story about?
call on a handful of students to
explain how it would affect their
view of the book.
Tell: Now that we have discussed an
example together of what a hook looks like - The Hook Hunt is an activity that allows
in a book, you and a partner are going to go students to actively engage with new
on a hook hunt. What youre going to do is concepts rather than passively absorbing
look together at 7-10 books. You are only information. (Constructivism, learners
going to read the first page! After reading the construct their own knowledge)
first page of each book, you are going to - Active learning over passive learning (e.g.
write down your top 3 favorite hooks from SCI Learning Experiences ladder
all the books you read. Remember a hook is simulation over verbal)
something that captures your attention and -
makes you want to read on.
Pass out Hook Hunt worksheet to each
student. (See figure 4)
Transition from read-aloud to guided practice Hook - Social interactions are important in the
Hunt knowledge construction process.
Partner students according to ability level, (Constructivism)
pairing higher students with lower students. - Accommodations and modifications for
give each pairing of students seven to ten of students with diverse needs, including

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 the books from the book with a hook those with disabilities (as stated in their
bibliography (Figure 2) along with other IEPs)
books that do not have as strong of hooks.
Give students 20 minutes to complete
Hook Hunt.
-Transition from Hook Hunt back to whole group
discussion. Gain student attention with ring of the
class bell.
Teacher: Now that youve had the chance to
find hooks on your own, we are going to
have each group read aloud their favorite
hook and talk about why they liked that
hook.
Call on each group. As students explain why
they liked their hook, the teacher will write
on the board the reasons why students liked - Multiple means of engagement for the K-
each hook. *Tally a repeated answer 12 students (UDL principle)
After going through all the pairings, discuss -
the reasonings people chose hooks. - Writing student answers on the board
Ask: What patterns do you see in the keeps all students engaged, and provides a
reasons why people chose the hooks they visual representation of what we are
chose? discussing
Use a different color whiteboard marker to
categorize the different reasonings into
different hook strategies, including strategies
such as dialogue, something unexpected,
question, descriptive language, etc. (See
Figure 5)
Using the corresponding colors, create a list - We are using advanced organizers to
on the other side of the whiteboard all the highlight was is important in the lesson.
strategies students can use to create a hook. We also used different colored markers to
While writing each one, discuss what each highlight the relationships between what
one means. the students said ad what the actual hook
Possible explanation, The next hook strategies are. (Ausabel & Mayer, Advance
strategy authors use is something organizers)
unexpected, meaning they include
something in their writing that - -Zone of Proximal Development- The
catches the reader off guard. range of skill that is created with teacher
Have students copy the finished list guidance is greater than the range
into their writers workshop journal students could achieve on their own
to keep as a reference. (Vygotsky)

Transition from Hook Hunt Discussion to Revision

independent practice.
Tell: Stories can be introduced many
different ways. for example you may have
heard the story of Cinderella start with Once
upon a time or maybe In a far away
kingdom. We are going to take a look at
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 some of our own writing and create new
hooks.You are going to choose one of your
completed works and create three new hooks.
You will then revise the work to include your
favorite hook of the three you created.
Direct students to take out their
previous works and select one to
revise.
Allow students 25 minutes to
complete this portion. If students
finish early, prompt them to do the
same with another previous work.
Pass out exit slips - How the teacher candidate will assess the
Tell: Now were going to reflect on what we learning of the students
have learned. We are going to take the time
to assess where we are in relations to todays
learning targets. Complete Ticket to Recess
by honestly assessing how you feel about
your learning and reflect on how you can
improve.
Collect completed exit slips as
students leave for recess (after
closure).

b. Closure:
Excellent job today class, I really appreciate your participation in our Hook Hunt and class discussions.
Today we learned what a hook is in writing. We examined what different hooks look like in several different
books, and we learned strategies authors use when creating effective hooks. Now that we have those tools,
we were able to practice creating hooks of our own. Creating an effective hook is going to help you become
a better writer and will make others want to read your writing.

After the lesson is over-

The teacher should assess student learning by evaluating the exit slips and reflect on the whole-group
discussion. If student comprehension is lower than 90%, teacher should re-teach the lesson according
how they see fit.
For example, if the students said they did not feel comfortable creating a hook of their own,
the teacher can go over different samples of 4th grade student work from previous years or
other classes. The class could then discuss what makes each student hook strong. This way,
students will have more exposure to student writing in the same age group.

c. Independent Practice:
Student homework (attached -figure 3)will be to take one of their favorite childrens book and read it aloud
to their parents/guardian(s). Then, working with parent/guardian(s), create a new, engaging hook for the
story.

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.

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Figure 1
Ticket to Recess

Learning Targets Still working on it Meeting the target Above and beyond
I can Identify Im not sure what an I can identify hooks I can find and
effective hooks in effective hook is. that are effective. compare effective
literature hooks to see which is
best.
I can Analyze what I know some I know exactly what I know what
makes certain hooks strategies that make strategies work to strategies work to
effective hooks better. make hooks effective. make hooks effective,
even if it isnt a
normal hook strategy.
I can Create several I dont how to yet I can make hooks that I can make several
hooks of their own or are pretty effective. hooks that are very
I can, but they arent effective.
the best.
I can define an Im not quite sure I can tell you exactly I can tell you what
introductory hook what it is. what it means that is and how it
improves writing.

How can I improve?

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Resources I could use: How they will help me:

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Figure 2
Book with a Hook Bibliography

Charlottes Web by E.B. White

Feed by M.T. Anderson
The Very Hungry Caterpillar by Eric Carle
Imogenes Antlers by David Small
Madeline by Ludwig Bemelmans
Holes by Louis Sachar
The Voyage of the Dawn Treader by C.S. Lewis
Seven Wonders Book 1: Colossus Rises by Peter Lerangis
The Sisterhood of the Traveling Pants by Ann Brashares
Diary of a Wimpy Kid by Jeff Kinney
Harry Potter and the Sorcerers Stone by J.K. Rowling
The Best Christmas Pageant Ever by Barbara Robinson
Fly Away Home by Eve Bunting
The Teachers Funeral by Richard Peck
The True Confessions of Charlotte Doyle by Avi
A Series of Unfortunate Events by Lemony Snicket
The Hobbit by J.R.R. Tolkien
Unicorn Thinks Hes Pretty Great by Bob Shea
The Cat in the Hat by Dr. Seuss
The Little Engine that Could by Watty Piper
Grandfathers Journey by Allen Say
Rodzina by Karen Cushman
Ruby Holler by Sharon Creech
Pink and Say by Patricia Polacco
Because of Winn-Dixie by Kate DiCamillo
Owl Moon by Jane Yolen
Freedom Summer by Deborah Wiles
Stellaluna by Jannell Cannon
The Story of Ruby Bridges by Robert Coles
Frindle by Andrew Clements
Airmail to the Moon by Tom Birdseye
Officer Buckle and Gloria by Peggy Rathmann
A Bad Case of Stripes by David Shannon
One Tiny Turtle by Nicola Davies
Piggie Pie by Margie Palatini
Teammates by Peter Golenbock
If a Bus Could Talk by Faith Ringgold

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Figure 3

Name: _________________________
Hook Homework
Read aloud your favorite Childrens book to someone at home.
Then work together to come up with a new hook for the story!
My Book:
By:

Old Hook: New Hook:

Name: _________________________
Hook Homework
Read aloud your favorite Childrens book to someone at home.
Then work together to come up with a new hook for the story!
My Book:
By:

Old Hook: New Hook:

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Figure 4

Name: ___________________________

Hook Hunt
List the top three hooks that you and your partner chose. Then, circle the hook that you think was the
best. Be sure to give a reason for each hook that you chose.

Choice #1 Choice #2 Choice #3

Hook: Hook: Hook:

Reason: Reason: Reason:

Book Title: Book Title: Book Title:

Author: Author: Author

Strategy Check: Look at the hooks that you and your peers chose. What patterns do you notice? What
strategies did the authors use? List your ideas below.

__________________________________________________________________________________________
__________________________________________________________________________________________
________________________________________________________________

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b. Acknowledgements: Acknowledge your sources

Dennis-Shaw, Sarah (2016) Fishing for Readers: Identifying and Writing Effective Opening Hooks.
ReadWriteThink. Retrieved from http://www.readwritethink.org/classroom-resources/lesson-plans
/fishing-readers- identifying-writing-969. html?tab=4#tabs

Tornio, Stacy (2015) 21 of the Best Opening Lines in Childrens Books. We Are Teachers. Retrieved from
http://www.weareteachers.com/blogs/post/2015/12/03/21-of-the-best-opening-lines-in-children's-
books

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