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(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)

Cooperating Teacher: _Ellen Nessen_____________________ Grade:______1st__________

School District: Spokane Public Schools _______________________ School: ___Franklin

Elementary__________________________

University Supervisor: Lori White

Unit/Subject: Math, Cardinality

Instructional Plan Title/Focus: “Show Me”

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.

CCSS.MATH.CONTENT.1.NBT.A.1

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.

1

CCSS.MATH.CONTENT.K.CC.B.4.A

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.

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.

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.

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

Standards:

1. SWBAT… Count objects one by one, saying the numbers in standard order and pairing each object with only

one number name

Aligned standard:

CCSS.MATH.CONTENT.K.CC.B.4.A

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.

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.

Aligned standard:

CCSS.MATH.CONTENT.1.NBT.A.1

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.

Language Objectives:

1. SWBAT… Explain their thinking aloud

2

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

experiences):

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.

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 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

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)

3

*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.)

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

target.

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

4

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.

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)

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)

5

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

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