TCH_LRN Instructional Plan Template

(Updated 09/10/16)
(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: Rebecca Leedham and Savannah Hobson Date:10/23/2017

Cooperating Teacher: Dr. Barbara Ward Grade: End of 3rd Grade to early to mid 4th grade
School District: _______________________ School: _____________________________
University Supervisor:
Unit/Subject: English/Language Arts – Poetry genre Unit lesson
Instructional Plan Title/Focus: Connections with poetic characteristics and how to match them to types of poem
categories

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)

- The poetry unit is one often forgotten, ignored or separated and taught for a shortened period of
time. Introducing the students to a mixed poem will peak interest since it is not an expected form,
or something seen before by them in an academic setting. After the hearing the poem and how it
shifts from rhyme, to a story, to a different people, to a sing-songy lyrical beat and back, showing
them the poem adds a visual. They will be able to notice different format styles, how you can
match them to the type of poem are you writing. While poetry is not often done in mixed style it
will break students out of their poetic expectations opening them to a new genre. Giving the
students several different examples that are categorized the same, will allow them to make
comparison in which the find similarities unique to each category. When students able to to find
the characteristics themselves they gain a deeper understanding. Recognizing new characteristics
in writing such as; rhyme, meter, descriptive language, adding dialogue to writing to recount a
story will deepen their ability to create other forms of writing such expository, research based,
imagined, etc. This lesson is focused on students identifying poetic characteristics to help them
identify subcategories within the genre and then apply these ideas to other writing by recognize
poetic styles in different types of literary writing styles and genres.

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 come later in the literary lesson. The say prior we will have covered more
traditional writing, poetry specifically, such as Shakespearean sonnets. The day following our
lesson we will continue to move away from structure poetry and discuss free verse and changes
in format such as concrete poetry.

b. State/National Learning Standards: Teacher candidates identify relevant grade level concepts/content and
align them to Content Standards—Common Core Standards (Math, English, Next Gen. Science), Washington

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 State EALRs, (Arts, Language, Social Studies, Health/Fitness) or National (Ag. Ed. or FCS). Aligning
standards may be interdisciplinary. (Also copy/paste these below to align)

- Recognize the poetic genre – (CCSS.ELA-LITERACY.RF.3.4.B)

- Read different types of poetry with fluency, comprehension, correct pronunciation and accuracy –
(CCSS.ELA-LITERACY.RF.3.4.B)
- Understanding figurative language such as similes, metaphors, rhythm, rhyme, and meter –
(CCSS.ELA-LITERACY.L.4.5)
- Ability to use a word and it’s meaning in order to convey a feeling or explanation. Also
understanding a words opposite in order to understand what perspective is being conveyed.
(CCSS.ELA-LITERACY.L.4.5.C).
- When writing and discussing a particular topic, be able to clearly identify/provide material related to
the topic at hand. - (CCSS.ELA-LITERACY.W.4.2.B)
- Understanding of how communication between character involves past events, future predictions,
emotional and explanation of the events unfolding. – (CCSS.ELA-LITERACY.W.4.3.B)
- Ability to create imagery using description word and tone. – (CCSS.ELA-LITERACY.W.4.3.B).
- Student is able to recount a story, real or imagined, from the beginning through the action a
conclusion. While providing readers characters, setting, plot and a climax in a logical order. –
(CCSS.ELA-LITERACY.W.3.3)

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

1. SWBAT… Read and understand different types of poetry.

2. SWBAT… Write poetry when given a type to focus on.
3. SWBAT... Read different types of poetry with fluency, comprehension, correct pronunciation and
accuracy.
4. SWBAT... Recognize figurative language such as similes, metaphors, rhythm, rhyme, and meter
5. SWBAT... Use a word and it’s meaning in order to convey a feeling or explanation. Also
understanding a words opposite in order to understand what perspective is being conveyed.
6. SWBAT... Clearly identify/provide material when writing and discussing a particular topic
related to the topic at hand.
7. SWBAT... Understand of how communication between character involves past events, future predictions,
8. emotional and explanation of the events unfolding.
9. SWBAT... Create imagery using description word and tone
10. SWBAT... Recount a story, real or imagined, from the beginning through the action a conclusion.
While providing readers characters, setting, plot and a climax in a logical order.

Aligned standard:
CCSS.ELA-LITERACY.RF.3.4.B
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive
readings.
CCSS.ELA-LITERACY.L.4.5
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
CCSS.ELA-LITERACY.L.4.5.C
Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with
similar but not identical meanings (synonyms).
CCSS.ELA-LITERACY.W.4.2.B
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples
related to the topic.

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 CCSS.ELA-LITERACY.W.4.3.B
Use dialogue and description to develop experiences and events or show the responses of characters to
situations.
CCSS.ELA-LITERACY.W.3.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive
details, and clear event sequences.

Language Objectives:
1. SWBAT... Read different types of poetry with fluency, comprehension, correct pronunciation and accuracy.
Aligned standard: CCSS.ELA-LITERACY.RF.3.4.B
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive
readings.
2. SWBAT... Recognize figurative language such as similes, metaphors, rhythm, rhyme, and meter
Aligned Standard: Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
3. SWBAT... Use a word and it’s meaning in order to convey a feeling or explanation. Also
understanding a words opposite in order to understand what perspective is being conveyed.
Aligned standard: CCSS.ELA-LITERACY.L.4.5.C
Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with
similar but not identical meanings (synonyms).
4. SWBAT... Clearly identify/provide material when writing and discussing a particular topic
related to the topic at hand.
Aligned Standard: CCSS.ELA-LITERACY.W.4.2.B
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples
related to the topic.
5. SWBAT... Create imagery using description word and tone.
Aligned Standard: CCSS.ELA-LITERACY.W.4.3.B
Use dialogue and description to develop experiences and events or show the responses of characters to
situations.
6. SWBAT... Recount a story, real or imagined, from the beginning through the action a conclusion.
While providing readers characters, setting, plot and a climax in a logical order.
Aligned Standard: CCSS.ELA-LITERACY.W.3.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive
details, and clear event sequences.

d. Previous Learning Experiences: Teacher candidates should explain what students know and have learned
that is relevant to the current lesson topic and process.
- Students should already be aware of...
o Students will have already learned in the beginning of our poetry unit figurative language
words and examples of each such as; simile, metaphor, personification, syllables, meter,
rhyme and rhythm. While they may not have used it in their writing before they know how to
define these terms and recognize examples of them.

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

f. Assessment Strategies (Formative and Summative)

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 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 create an input-
output diagram, and explain reasoning in
writing.
Formative: After students have read a poetry book,
they will be assigned to write some poetry that is the
same type of poetry as the author presented in the
book. Since students may not know all types of poetry
perfectly, they will be assessed on how similar their
writing style is when compared to the book they read.

Summative:
Language example: SWBAT use conditional Formative:
forms correctly 90% of the time when Summative
describing their input-output diagram.
(Add rows as needed)
*In the right column, describe whether the assessment you’ll collective is formative or summative as well as
whether it is formal or informal. 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:
1. Explain student learning targets
and what is required to meet
them (including why they are
important to learn).
2. Monitor their own learning
progress toward the learning
targets using the tools provided
(checklists, rubrics, etc.).
collected (things produced by
students: journals, exit slips, self-
assessments, work samples,
projects, papers, etc.)
Example: Journal Entry
will reflect on their learning.
Example: Before students
break into groups, have them
read day’s LT, and briefly
describe their ideas for
approach, and how they
connect to yesterday’s
activities.

3. Explain how to access

resources and additional
support when needed (and
how/why those resources will
help them).
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 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.
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”).
b.
“Hello class! Today we will be looking into some different characteristics that lie within
different poetry types. I will start of by reading the poem The Road Not Taken by Robert
Frost, a very famous poet. Try to listen to the way the words and phrases sound in the poem
and apply what you already know about poetry to think about what kind of poetic
characteristics this poem may contain. After the poem we will learn four new types of poem
categories and then apply characteristics we have already learned we can find in poetry. Next
we will attempt to locate these characteristics in examples works in our new categories.”

c. Questions teacher candidate will ask during the lesson that drive thinking and learning and engagement (5 or
more questions) and in parenthesis, 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 can you already identify about different poetry writing styles?
2. Can you identify a character or voice which dialogue is coming from?
3. How can a story be told without naming and introducing characters?
4. What type of poetic style tells a story through the piece of writing?
5. Can poetry be successful without clear rhyme?

d. 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.

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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 listallowing students to generate their own inputs
of additional community assets/contributions (inputs) from experience; is more culturally responsive
for social change diagram. Circulate around groups than teacher generated ideas only.
to observe students’ progress.
1. Now that the introduction is complete we are Blooms
going to be moving into poem types in a less
structure category. These poems are
narratives, Haikus, nursery rhymes, and
rhyming/metered structure. For each type of
poem we have a book to present with
examples of each.
2. Lets go over the definition of a narrative Blooms
poem – a story told without rhym
3. Lets go over the definition of a Haiku – It is a
Japanese style poem about nature, based on
syllable count
4. Lets go over the definition of a Nursey
Rhyme – it is a imagined story/ take with a
repetivitive point
5. Lets go over the definition of a metered
poem – this is a poem that can contain rhyme
but has a focus on where the stressed
syllables are places.

6. Lets go over our “Think Point” Blooms

characteristics of poetry such as rhyme,
meter, topic, length, repetition, layout of the
words, meter and subject area. Remember to
keep in mind if you can identify a story being
told from beginning to end.
7. We are going to pass out examples of each Blooms
of these kinds of poems and we want you to
identify the poetic characteristic think points
we have just gone over and then compare
them to the types we have just taught you.
8. Next you will get to choose of these four
types of poem and you will need to write
about the topic of animals. It can be an
animal you like, an animal you would like to
become or an animal you observed.
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 9.

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)

*(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.
“Today we went over different types of poetry and looked at some examples of these
different types. Many of you may know the very famous authors like Doctor Seuss who
writes rhyming poetry, but there are many more different types than this that exemplify
many different characteristics. You all spent some time looking at the characteristics in the
examples provided in the handouts. Now you are taking the place of the poet and writing
your own poetry! If you do not finish in class today, bring your poem to class tomorrow and
we will discuss and compare the different characteristics in every one’s writing.”

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.)

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.

e. Acknowledgements: Acknowledge your sources

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 - Our sources used were each of the books we took our examples poems from and their citations are
listen in our annotated bibliography.

Tunnell, M. O., Jacobs, J. S., Young, T. A., & Bryan, G. (2016). Children’s literature, briefly. 6th Edition.

Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

This source was extremely helpful in developing ways to engage students. It provided ideas

we were able to adapt to our classroom in order to introduce poetry to students in a way they

haven’t seen it before. Tunnell also provides examples of different poetry and reasons in

which students are draw to particular types of poetry. The reason students can become turned

off of poetry taught us way to engage students in material that doesn’t feel like “poetry.”

Activities that aren’t work/definition based but more free thinking and applying information.

Annotated Bibliography

Fleischman, P. (1988). Joyful Noise. New York: HarperCollins .

This book goes through different insects and each one has a poem written on it. The poem

includes details about the insect and explains some of their actions and things that they like. A

critique I found in this book would be that the spacing seems to add to the way the poems are

read as they are each spaced out in double columns, but I think that they could change the

spacing depending on the insect to create more of an effect,

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Fletcher, R. J., & Sperling, A. (2001). Have you been to the beach lately?: poems. New York:

Orchard Books.

This book talks about different places and things to do at the beach. Each page has a different

topic and a poem that goes in depth with it. Some of the poems go straight down the page while

others fill the page with a shape like the wave. The book begins with the first time experience at

the beach and ends with the drive home from the beach. A critique that I found was that the

illustrations seemed dark for the setting that was at the beach. They also seemed to be scattered

randomly around the book.

Griego, M. (1981). Tortillitas Para Mama. New York: Holt, Rinehart and Winston.

This book contains different mini poems about all of the members of a family and little actions

that they take throughout the day and different responses that they receive with the actions. The

book presents each poem in both Spanish and English. It also explains hand motions that can go

with some of the poems when they are being read. My critique would be that it doesn't quite go

with many peoples beliefs in society today. It isn't quite as appropriate as it may have been when

it was written in 1981. For example, one poem talks about how tortillas are being made by the

mother and the burned ones always go to the mother and the good ones go to the father. This

gives off the impression that the father deserves the nicer things which, in my opinion, is not a

good lesson for students.

Shannon, G., & Zeldis, M. (1996). Spring: a haiku story. New York: Greenwillow Books.

This book is full of different haikus on each page with an illustration that goes along. The haikus

are about nature and the actions of different wildlife such as frogs and ducks. My critique on this

book would be to incorporate more detail in the illustrations. Although they go with the topic of

the haiku, they have the power to tell more of the story since haikus are so short.

Silverstein, S. (2014). A giraffe and a half. New York, NY: HarperCollins .

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This book is about a giraffe who stretches out to become a giraffe and a half. He then hats, rats,

and other items to himself. The book repeats that the giraffe has on each page and adds a new

rhyming line to show what he has gained. In the end, the giraffe become just a simple giraffe

again. Since the book is somewhat long for a poetry book, I think the repetition becomes a little

bit extensive. Although the repetition can help young readers, each page gets longer and longer

and the same phrases are presented and goes on through the whole book.

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