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: Mikayla Gerber Date: September 17th, 2019

Cooperating Teacher: Sara King Grade:3rd
School District: Pullman School District School: Jefferson Elementary School
University Supervisor: Ross Swan
Unit/Subject: Literacy
Instructional Plan Title/Focus: Vocabulary

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose: During the students weekly StoryTown unit, they review vocabulary found
within the story they are reading. This week the students read “The Day Eddie Met the Author” and will be
taught the definition of the vocabulary words found within the text.

b. State/National Learning Standards:

CCSS.ELA-LITERACY.RL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal
from nonliteral language.

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

1. SWBAT… comprehend vocabulary words and their meaning.

Aligned standard: CCSS.ELA-LITERACY.RL.3.4

Language Objectives:
1. SWBAT…write a sentence correctly containing a vocabulary word.

Aligned standard: CCSS.ELA-LITERACY.RL.3.4

d. Previous Learning Experiences: The students have read the story we are focusing on this week and
reviewed that the highlighted words are our vocabulary words for the week. They also were given a
homework packet two days prior to this lesson that contained their vocabulary words for the week.

e. Planning for Student Learning Needs (accommodations, student experiences, prior learning and
experiences): In our class, we utilize a lot of GLAD strategies to best accommodate all different learners in
our classroom. Through doing so, we use an anchor chart that allows students to go back to their previous
thoughts whenever they want. This helps our autistic as he is regularly pulled from the class during literacy
instruction. During this lesson, we will allow students to work together on their worksheets to provide extra
support for those who need it. I will also regularly check in with my student to ensure his success during
individual work time.
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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: SWBAT… comprehend vocabulary
words and their meaning.
Language: SWBAT… write a sentence
correctly containing a vocabulary word.
Informal: I will informally assess my students knowledge
when comprehending the vocabulary words and their
meaning by checking their worksheet. If I notice they do
not understand the material, we will review it again the
following day.
Informal: I will informally assess my students knowledge
on writing a sentence that correctly uses a vocabulary word
through the use of an exit ticket. This allows me to see if
they understand how to apply their knowledge.

(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:
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.)
Exit Slip
Worksheet
will reflect on their learning.
At the end of my lesson, the
students will complete an exit
task that asks them to use one
of the vocabulary words in a
sentence.
I will collect and grade the
worksheet to see if students
correctly understand the
vocabulary words.

3. Explain how to access Homework Each Friday, the students get a

resources and additional homework packet that
support when needed (and contains their vocabulary
how/why those resources will work for the week.
help them).

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 h. Grouping of Students for Instruction: In the beginning, the students will be in a whole group instruction
and work individually to find the definitions of the words. This will occur at the carpet where I will write their
findings on our anchor chart. After this, the students will return to their desks and complete a worksheet
individually or with the help of their table partners. At the end of the lesson, the students will complete an exit
ticket alone.

Section 2: Instruction and Engaging Students in Learning

a. Introduction: After our morning meeting, we will begin our vocabulary lesson in the classroom library. We
will discuss the previous weeks lesson on vocabulary from the book “Ruby the Copy Cat.” I will then review
the set up of our anchor chart and briefly talk about the highlighted words we noticed in our whole group
read of “The Day Eddie Met the Author.” When students are not listening or interrupting, I will use our
classroom call outs. These instruct the students to listen to the teacher and focus on the activity.

b. Questions:
What is a prediction?
What is a definition?
Where can I find a definition in the book?

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.

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 (Add rows as needed)

b. Closure: “It looks like it’s time to pack up for PE but before we go I want to know what you know. Your exit
ticket for today is to write one sentence containing your favorite vocabulary word we reviewed today. I
understand that some of you are not finished with your “The Day Eddie Met the Author” worksheet but you
will have time later in the day to complete it.”

c. Independent Practice: To extend students learning, we give them homework packets each week that allows
them to practice the vocabulary words they are becoming familiarized with. This is not required for the
students to complete, this is just to give them extra practice on their own time.

d. Instructional Materials, Resources, and Technology:

-pencil
-anchor chart
-markers
-worksheet
-post it notes

Learning Steps and Activities Supporting Theories/Principles

Example: Transition from introduction by asking
students to look at “inputs” and in pairs, create a list
of additional community assets/contributions (inputs)
for social change diagram. Circulate around groups
to observe students’ progress.
1. The teacher will be completing an anchor
chart with the students on the vocabulary
words found in the text. Each word will be
broken down into 5 subsections to provide
more background knowledge on the subject.
These subsections include; word, syllabul,
prediction, definition, and sentence. Each
section, the students will say their answers
and the teacher will write it on the board. The
students are essentially creating the anchor
chart and the teacher is the scribe.
2. The teacher will be giving the students a
worksheet to complete that reviews the
vocabulary words we are working with. The
teacher will also be assisting students in
understand how to locate words they do not
understand and meeting with those who need
differentiated instruction. She will walk
around the classroom during the individual
worksheet time checking in with students and
providing and assistances when needed.
3. The teacher will be instructing the students to
complete an exit ticket that asks the students
to write a sentence using one of the
vocabulary words. They will stick their ticket
on their way out the door while walking to
PE.
(Why are you doing what you are doing?)
Supports multiple means of engagement, and
allowing students to generate their own inputs
from experience; is more culturally responsive than
teacher generated ideas only.
Paivio- Dual Coding: The students will help
create an anchor chart that defines the vocabulary
words found within the text. Through creating an
anchor chart, the students will organize their
thoughts and provide a visual companion piece
regarding their vocabulary words. This anchor
chart will be posted around the room for the
students to use as often as they want.
Constructivism (Vygotsky, Piaget, Wertsch,
John-Steiner, Mahn)- Social interactions are
important in the knowledge construction
process: While the students are completing their
worksheet, they are gaining hands on experience
with the vocabulary words for the week. They
get to critically think about the words and their
meanings and how they apply to a given
sentence.
Piaget- Schema: The students will build upon
their prior knowledge on the vocabulary words
by completing an exit task that forces them to
apply it. They will write a sentence using a
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vocabulary word which makes them evaluate the
word and its definition and how it can be used in
their own thoughts.
Acknowledgements: This lesson plan was created by Mikayla Gerber and her mentor teacher Sara King. To
help our students vocabulary we provided them with the worksheet “The Day Eddie Met the Author” found
on TeachersPayTeacher.com.