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T&L Instructional Plan Template

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

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: __Amanda Patrick___________________________Date: __9/7/18____________

Cooperating Teacher: _Ellen Nessen_____________________ Grade:______1st__________
School District: Spokane Public Schools _______________________ School: ___Franklin
University Supervisor: Lori White
Unit/Subject: Math, Cardinality
Instructional Plan Title/Focus: “Show Me”

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)

This lesson helps students build on their practice of cardinality. By creating the number rack and practicing creating
numbers they are building off their understanding of one to one correspondence as well as classifications and
grouping of numbers. This lesson helps develop the critical skills students will need in order to continue to grow as
math thinkers and segway from counting and grouping to formal addition math problems.

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 would be the first lesson of the module. Before this lesson the students would have been practicing counting by
1’s, 2’s, and 5’s as well as practicing explaining their ideas and grouping numbers by 5 and 10. After this lesson
Students will continue to use math racks to understand the correlation and grouping of numbers within 20. This will
sue their math racks to complete math games, and show building (addition) problems to five and 10.

b. 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.

Count to 120, starting at any number less than 120. In this range, read and write numerals and
represent a number of objects with a written numeral.

CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.

CCSS.MATH.PRACTICE.MP7 Look for and make use of structure.

When counting objects, say the number names in the standard order, pairing each object with one
and only one number name and each number name with one and only one object.
Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular
array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20,
count out that many objects.
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with
peers and adults in small and larger groups.

c. Content Objectives (to be copied in Assessment Chart below) and alignment to State Learning

1. SWBAT… Count objects one by one, saying the numbers in standard order and pairing each object with only
one number name
Aligned standard:
When counting objects, say the number names in the standard order, pairing each object with one
and only one number name and each number name with one and only one object.

2. SWBAT…Count up to 20 objects arranged in a line or array to answer “how many?” questions

Aligned standard: CCSS.MATH.CONTENT.K.CC.B.5
Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular
array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20,
count out that many objects.

3. SWBAT…Group and count objects by 5s and 10s

Aligned standard:
Count to 120, starting at any number less than 120. In this range, read and write numerals and
represent a number of objects with a written numeral.

4. SWBAT…Use appropriate tools strategically

Aligned standard: CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.

5. SWBAT…Look for and make use of structure

Aligned standard: CCSS.MATH.PRACTICE.MP7 Look for and make use of structure.

Language Objectives:
1. SWBAT… Explain their thinking aloud

Aligned standard: CCSS.ELA-LITERACY.SL.1.1
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with
peers and adults in small and larger groups.

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

They have already practiced counting from 1. They have also practiced counting by 1’s, 2’s and 5’s. Students
have practiced grouping by fives and tens and understanding the correlation and meaning of place values.
Students have also been experiencing the idea of sharing and defending their ideas.

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

Students who are struggling will have the support from the teacher and their peers. The students who are struggling
to create their racks will be aloud to ask for help from those around them and the teacher. Students will also be given
time during math stations to complete the work if they have not completed it during the scheduled lesson. I will also
have a variety of questions at varying difficulty levels so students who struggle as well as those who need more of a
challenge will be pushed but not over whelmed.

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

Content example: SWBAT…Count objects Informal: Have students tell how many numbers are on the
one by one, saying the numbers in standard number rack by counting by 1’s and showing this either on
order and pairing each object with only one their own rack or the big class rack.
number name

SWBAT…Count up to 20 objects arranged

in a line or array to answer “how many?” Informal: Ask students “how many” questions and see if
questions they can answer and then have them explain their thinking
and counting using either words or the rack for assistance.
SWBAT… Group and count objects by 5s
Informal: See if they can chunk the rack by color and row,
and 10s
therefore count by 5’s and 10’s. They can show this verbally
or using the rack.

SWBAT…Look for and make use of Informal: Find patterns in the counting of numbers on the
structure rack (color, row)
Language example: SWBAT Explain their Informal:
thinking aloud Ask students to explain their answers and see if their
response shows their thought process.
(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 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 The students can identify how
and what is required to meet Students will be asked questions they found their answers
them (including why they are about their answers to the “show verbally and in doing that
important to learn). me” questions and when they identify their understanding of
identify numbers I have shown the the targets. If they can not
class. explain their thinking then
they do not have concrete
understanding of the target.
2. Monitor their own learning
progress toward the learning The completion of their number If they could not complete the
targets using the tools provided rack. number rack and not count or
(checklists, rubrics, etc.). identify the numbers asked
than they know they have
more work to do towards the
3. Explain how to access
resources and additional Students won’t be turning anything Students were aware they
support when needed (and in for this topic but they will be could ask peers and teachers
how/why those resources will asked questions to ensure they know for assistance, and know they
help them). how to get the extra help they need can build off of each other in
if they are not getting enough help conversations about
with the original plan. Based off discoveries.
these questions I will know how
well students understand.

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.

At the start of the lesson students will be involved in whole group instruction, this is when we will learn the
concept of a number rack and have students explore mathematical reasoning within the rack. Students will then
separate to their table groups for individual and group work creating their number racks. The students will be

involved with slight partner work as the join together in a group of two to discuss their observations of their
number rack. The lesson will finish once again in a whole class instruction where we practice showing the
different numbers and conferring about what the different pairs noticed about their racks.

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”).

I will bring them to the carpet and begin by showing them my big class number rack. I will have them
share things they notice about the rack and have them defend their reasoning with evidence. Then they
will disperse to create their own number racks.

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. What is the number shown? (dok level 1)

2. What patterns are you noticing with the numbers? (dok level 2)
3. Can you compare the last two numbers shown? (dok 3)
4. Can you explain your thinking? (dok 3)
5. Do you agree with what your classmate said? Why or why not? (dok 4)

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 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?)
Example: Transition from introduction by asking Supports multiple means of engagement, and
students to look at “inputs” and in pairs, create a list allowing students to generate their own inputs
of additional community assets/contributions (inputs) from experience; is more culturally responsive than
for social change diagram. Circulate around groups teacher generated ideas only.
to observe students’ progress.
1. “Alright 1st graders let gather all together on Multiple means of engagement and options for
the carpet.” (Wait until everyone is seated self-regulation and sustaining effort and
and ready to listen) “Today I wanted to show persistence. They are using communication and
you our math rack, I have heard you used on collaborating with one another when trying to
in kindergarten but since you’re now big first express their thoughts and ideas. The students are
graders were going to use a bigger one. What also developing the ability to reflect on their
kinds of things do you notice about the math thinking and develop self assessment for their
rack?” (pick on a few students to say what ideas.
they notice, ask questions to deeper thinking
like why they think that and how they can
prove it.) “Now that you have seen so much
about our class math rack I want you to all go
to your desks and were each going to make
our own.” (pass out pre-separated materials
for each table group.)
2. Once every student is seated and ready I will Multiple means of representation and options for
being step one. Showing each step as I perception. There are varying ways of display of
explain it on my own rack. “Ok, each of you information, both verbally and visually to allow all
will need on cardboard rack, 2 pipe cleaners, students to have access to the material. They are
10 white beads and 10 red beads. Go ahead also able to get clarification and support from
and get all your materials on your desk now. multiple areas of learning.
Alright we are going to start by putting 5
white beads on the pipe cleaner. Once you
have done that put 5 red beads on your pipe
cleaner when that is done I want you to put
your hands up so I know you’re ready to
move on. If the person sitting next to you
needs help feel free to help them is they ask.
Now that most of you are done I want you to
do the exact same thing with the second pip
cleaner.” (walk around and assist those who
need it) “Now each of you will put the pipe
cleaners on your board and bring them to me
and Mrs.Nessen to put your name tag and
tape your board. When that is done you can
go back to your table and make observations
about your rack to share with your table. That
was a lot of directions so I’m going to say
them one more time, put your pip cleaners on
the rack, bring them to me to be labeled and
taped then make observations at your desk.”
Begin helping students tape their pipe
cleaners to the board and orient name tags to
the pipe cleaners have white beads on the
right side.
3. “ OK it looks like everyone is done, if you Provide multiple means of representation and
need more time you can share with a partner options for comprehension. They are forced to
and finish during work stations. I’m going to activate their background knowledge to complete
show you a number on my rack and I want the task, as well as highlight patterns, big ideas and
you to tell me what it is and how you know relationships between the numbers. The task allows 6
that.” (show six beads and listen to their them to express and deepen their ideas in multiple
explanations) “Now I want you to show me ways.
(Add rows as needed)

b. 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 will go over how to create numbers on their own racks and also how doing these tasks, such as
counting by 1 or grouping to answer questions, falls in line with our targets.

c. 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.)

With the upcoming lessons involving their number racks and problem solving with their racks I will have
them take their racks home and complete assignments that involve finding and creating different numbers
with their racks that parents can assist on for homework and individual practice.

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.

Beads, Pipe cleaners, Boards, Name Labels, Teacher demonstration rack, tape

e. Acknowledgements: Acknowledge your sources

Brides Math Learning Center