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: Rachel Doran & Simon Jongekryg Date: March 26, 2018
Cooperating Teacher: Grade: 4th
School District: Pullman School: Jefferson Elementary
University Supervisor: Lori White
Unit/Subject: Reading and Comprehension
Instructional Plan Title/Focus: Identifying a Theme and Summarizing

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)
Students are building on their foundational skills of knowing how to summarize a
piece of writing, while also exploring how to identify the theme. We want students to share
their thoughts on a piece of writing, and be able to tell it in their own words. Understanding
theme is important so students are seeing the main idea, and bigger picture behind that
piece. Using these two skills together will help students to comprehend what they are
reading and make further connections. These skills will help the students in the future to find
the meaning or bigger picture in anything they read or watch. They can use the skills of
identifying theme to help them further understand a hard reading selection that they are
having trouble understanding. Students can use summarizing in all different content areas.
They can summarize a math problem with using the key details from that problem, or in
history to summarize what happened in the 1920’s. Having the fundamental skill of
summarizing can help students to understand any content area in the future. For this lesson
we will read two short stories, one to practice together as a class and one in our reading
groups. We want to practice all together so students see, and understand our expectations
for them. Once we have gone over the expectations, students will have a chance to practice
summarizing and identifying theme with their reading groups. We will come together as a
class at the end to recap, and be sure everyone is on the same page.

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 at the end of the unit of 4 lessons. One lesson each week on our
classroom book. Previously we have focused on identifying main characters, setting, and
events in stories. The students understand these topics, so now that we are approaching
the end of our class book, we want to wrap up and focus on how to summarize and how to
identify a theme. The next lesson we would use the skills practiced today to summarize and
identify the theme of our classroom book. We will finish reading the classroom book, and
use the skills learned today in the next lesson.

1. State/National Learning Standards: Teacher candidates identify relevant grade

level concepts/content and align them to Content Standards—Common Core
Standards or Washington State EALRs, or National.

CCSS.ELA-LITERACY.RL.4.2
Determine a theme of a story, drama, or poem from details in the text; summarize
the text.

1. Content Objectives (to be copied in Assessment Chart below) and alignment to

State Learning Standards:

1. SWBAT… Develop a theme from a piece that they’ve read.

Aligned standard: CCSS.ELA-LITERACY.RL.4.2

Determine a theme of a story, drama, or poem from details in the text; summarize
the text.

2. SWBAT… Summarize a story that they’ve read.

Aligned standard: CCSS.ELA-LITERACY.RL.4.2

Determine a theme of a story, drama, or poem from details in the text; summarize
the text.

Language Objectives:

1. SWBAT… Understand the concept of “theme” to identify one within a story they’ve read.

Aligned standard: CCSS.ELA-LITERACY.RL.4.2

Determine a theme of a story, drama, or poem from details in the text; summarize
the text.

2. SWBAT… Understand what “summarizing” is so they can create a summary about a

piece they’ve read.

Aligned standard: CCSS.ELA-LITERACY.RL.4.2

Determine a theme of a story, drama, or poem from details in the text; summarize
the text.

1. Previous Learning Experiences: Teacher candidates should explain what students

know and have learned that is relevant to the current lesson topic and process.

Students have a solid understanding about characters, setting, and events in a story.
We have practiced those throughout our classroom book. They can now take those skills
and knowledge to create a good summary of the book. Now that we are approaching the
end of the classroom book, we want to understand where the students are in summarizing
and identifying themes.

e. Planning for Student Learning Needs (accommodations, student experiences,

prior learning and experiences):

Students with higher reading levels:

Students with lower reading levels:
ELL students:
SPED students:

f. Assessment Strategies (Informal and formal)

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

SWBAT… Develop a theme from a
piece that they’ve read.
SWBAT… Summarize a story that
they’ve read.
SWBAT… Understand the concept
of “theme” to identify one within a
story they’ve read.
SWBAT… Understand what
“summarizing” is so they can create
a summary about a piece they’ve
read.
Informal: After the teacher has modeled
how she wants the students to create a
summary and theme about a short story
students will break off into their table
groups and work both on writing a theme
and summary about the short story that will
be placed on their desk. After 20 minutes
students will be asked to share what their
theme and summary is from the story and
will turn in that piece of paper along with
their exit slip at the end of class.
Informal: After students have observed
how to summarize a piece of writing,
students will break off into groups of 4
where they will be asked to create a
summary based off the short story that will
be placed at the center of their table. The
summary will be written on a piece of paper
and turned in before recess with the names
of the group members and the name of the
story at the top as well as there theme for
the story.
Informal: Before the lesson starts students
will be asked to write down what they think
of when they hear the word “theme”. What
do they believe theme means? And how
does theme relate to a piece of writing?
This will be written down on a piece of
paper that they will reference periodically
throughout the lesson and make revisions
to. At the end of the lesson students will
use what they’ve wrote to create an exit
slip discussing how their ideas of theme
have changed.
Informal: Before the lesson starts students
will also be asked to write down what they
know about summarizing, how summaries
relate to a piece of writing, and tips they
use when summarizing. They will reference
 this again at the end of the lesson during
their exit slip to evaluate how their ideas of
summarizing have changed and how their
strategies of summarizing a piece of writing
have developed.
(Add rows as needed)
*In the right column, describe whether the assessment you’ll collect is informal or formal.
Note: most assessment is considered formative when thinking about day-to-day lessons.
Summative is related to mastery. An exception might be having a “formal” quiz mid-way in
a unit to assure that students are on track with a certain degree of proficiency. Should the
quiz indicate students are not progressing, and adjustment of timing in the instructional
“unit” will be required.

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 Description of how
K-12 students will be able be collected (things students will reflect on
to: produced by students: their learning.
journals, exit slips, self-
assessments, work
samples, projects, papers,
etc.)

1. Explain student Paper: Each group of 4 will Students will be asked

learning targets and what is
required to meet them
(including why they are
important to learn).
be asked to write down a
theme and a summary for
the piece of writing that
they’ve read. They will turn
in this paper at the end of
class after sharing what
they’ve developed with the
rest of the class.
to listen to the other
students summaries
and themes. While
listening they are
asked to reflect on how
their summary and
theme aligns with that
of the other groups.
 2. Monitor their own
learning progress toward
the learning targets using
the tools provided
(checklists, rubrics, etc.).
Exit slip: What do you think
theme means? How does it
connect to reading and
literature?
What do you think
summarizing is? How does
it connect to reading and
literature?
Students will write on a
slip of paper their
thoughts on theme and
summary at the
beginning of the
lesson, then again at
the end of the lesson
to show how their
thinking has changed.

3. Explain how to access HELP HELP

resources and additional
support when needed (and
how/why those resources
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 sitting in their reading groups during this time. For the first part of the
lesson we will all be working together as one big group, then after we set the students
free to work, they can work as a group or individually to get their work done. Working
together promotes collaboration and helps those students who might be confused or
need a push to get started. When students are allowed to bounce ideas off each
other, their learning is a lot better than when it is quiet individual time in a lesson like
this one. Reading groups are broken down into different reading and ability levels so
they are in a more diverse setting.

Section 2: Instruction and Engaging Students in Learning

 1. 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”).

Good morning readers! As you all may know, we are coming to the end of our
classroom novel. You all have done so well identifying different characters, settings, and
events in our story but today we are going to practice a new skill! Raise your hand if you
know what a summary is? (pause for participation) Student A can you tell me what you think
a summary is? (student might respond with retelling a story) that is great! Does anyone else
have any ideas? (student might respond with retelling, but in your own words) That is
perfect! We are going to be practicing creating a summary later on. But, we have one more
thing to cover. Who knows what a theme is? This can be a little tough. (pause for
participation) calls on student B (student might say understanding a big idea) that’s is a
great thought! So today, we are going to be reading two short stories and practicing using
these skills. Can i have everyone get into their reading groups and we will get rollin!

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)

What is theme?
How does theme relate to reading and literature?
What is summary?
How does summary relate to reading and literature?
Who can identify the theme in this story? Why do you think that is a good theme for this
story?
What key details should be included in a summary so a reader really understands what the
story was about?
1. 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 column—supporting 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 ladder—simulation
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?)

Transition from introduction by having Scheme (Piaget): Students will have

students write down their thoughts on both
theme and summary and set it aside for
later. “Share with your tablemates what you
wrote down”
the opportunity to write down what
they already know about the learning
objectives. This will give the teacher a
chance to see where her class is with
these language objectives and plan
her instruction around that.

Now that we have an understanding about Bandura Observational Learning:

what both summary and theme is we are The teacher first models how they
going to read a story together and see if we want the work to be done so that
can figure out the theme. Begin reading the students can learn the right way to do
story being sure to point out important parts it a mimic those actions.
of the story. After reading,
“Well now that we have finished reading, I
want to identify a theme. Remember kids, a
theme is the overall purpose of the story.
Look at the message the author is trying to
get acrossed, why did they write this piece?
I feel like the best theme to support this
piece of writing would be … this is because
i noticed in the story that…”
“What do you all think? Would you agree?
Or disagree with my theme statement?”

“Now that we are finished with theme, i Constructivism (Vygotsky, Piaget,

want to write a summary about what I just etc.): While first we allowed students
read. While I was reading I underlined to just sit and watch the teacher
some key details that I think will help me model the work. Now we are asking
write a good summary, so I am going to students to share some of their own
start with those.” show the students how to thoughts and actively engage with
pick out key details and how to complete a the new concepts.
summary format.
“does my summary look complete? What
else would you add?” (allow students to
brainstorm and write down their responses)
“Great! Now we have successfully found a
theme, and wrote a great summary! Now it
is your time to practice, I want you to work
with your table group to find the theme and
summary of the story I am going to hand
out. We will be coming back to those slips
of paper with your thoughts on these skills
so don’t throw that away! I want you all to
work together and remember to value
everyone's thoughts”

Students will be working with their groups Importance of Language

on reading a story, finding a theme, and (Vygotsky): Students will have a
creating a summary. Once they have had chance to work with small groups and
plenty of time to work and collaborate, we discuss in a whole class setting. This
will share what they found. will allow the students to work on
“Someone from this table share what you various language skills, bounce ideas
guys thought the theme was for this story” off of each other, and work together to
(student will respond with…) learn.
“Give me a quiet signal if you agree or
disagree with what this table group said”
“I noticed this table group said they
disagreed, what did you all come up with?”
(student will respond with… )
“Alright! Give me a quiet signal if you
agree or disagree with this group”
“Now we are going to share our summaries,
this table hasn’t shared yet, what did you
write for a summary” (students will
respond with… ) give quiet signals if agree
or disagree
“Remember that piece of paper I told you
to save? I want you to write how your
thoughts have changed since the beginning
of this lesson on themes and summaries.
Also be sure to include one or two
 strategies you learned today that will help
you in creating a summary or finding a
theme. I will give you all 5 minutes to do
this”

(Add rows as needed)

1. Closure: Closure is the signal to students that the lesson is now coming to an end.
In closure, teachers review the learning targets (what was taught) for the day and
refocus on what is important.

We did such a great job today readers. You all did wonderful in identifying theme,
and your summaries were spot on. As we wrap up this lesson i want us to take some time to
reflect on how our thoughts have changed from the beginning of this lesson on both theme
and summary. We wrote some of these down but I want us to have a few minutes of quiet
thinking. (wait 2-3 minutes) alright, who can share their thoughts. (call on students to share)
okay! Good thinking readers! Turn in your slip of paper to the inbox and line up for
specialist! Good job today!

1. Independent Practice: Describe how students will extend their experiences with
the content and demonstrate understanding in a new and different context (perhaps
even outside of the classroom). Include possible family interaction (identify at least
one way in which you might involve students’ families in this instructional plan.)

Students can take this information and use it in so many different contexts. Summary
is found in all subject areas, and they are learning how to get to the point rather than just
dragging on and on. When they talk to their family about a book they read, or a movie they
know how to take the main ideas and only talk about the points that will interest the
reader/listener. Theme can also be discussed with family because a lot of stories have
many different themes. Students can use this as a talking point with their families and
demonstrate how much they have learned on the subject. We could send home a
worksheet that requires students to talk to their families about theme and summary and
have them describe the similarities and differences between the parents thoughts and their
own on summary and theme.

1. 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.

Two Short Stories:

 1. https://readmeastoryink.com/stories/the_time_shop.pdf
2. https://readmeastoryink.com/stories/what_happened_at_school_last_wednesday.pdf
Students will each use their own piece of paper for both the assignment and exit slip.
Doc camera
Pencils

e. Acknowledgements: Acknowledge your sources

https://readmeastoryink.com/readnow.php (short stories)

http://www.corestandards.org/ELA-Literacy/ (standards)