T&L Instructional Plan Template

8/15/2014
(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: Amanda Hubbard______________
Cooperating Teacher: Sandy Abrahamson___________
School District: Spokane School District
University Supervisor: Phyllis Betts
Unit/Subject:
Instructional Plan Title/Focus:

Date:______________
Grade: 8th __________
School: Shaw Middle School

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose:
The purpose of this lesson is to help students learn to analyze figurative speech within the context of a
fictional story. It will also help students to see the connection between symbolism in fiction literature
and symbols in society and culture.

b. Alignment to State Learning Standards:

Reading:
4. Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone
(e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Language:
8.3 Speak and write about grade-appropriate complex literary and informational texts and topics

c. Content Objectives:
Reading:
SWBAT compare and contrast the literal and metaphorical meanings of a phrase within a fictional story.
SWBAT describe the significance of a particular phrase within the context of a fictional story.

Language Objectives:
SWBAT write a dictionary entry for the word symbolism.

d. Previous Learning Experiences:

Students will have recently read The Hunger Games trilogy.

Students will understand the literary device symbol.

Students will know how to create a compare and contrast essay.
Students will be familiar with dictionary entries and will have had practice creating such entries for
various words.

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

learning and experiences):
Throughout this lesson students will be given several methods of access to the material. Because this lesson
is a reading lesson much of the content knowledge will be derived from the reading of The Hunger Games
trilogy. However, students who read significantly below grade level will have the option to read leveled
books so that they are able to access the stories. Students will also be offered the two corresponding movies
in order to support their reading comprehension. Students who struggle with visual sensory input will also
be offered a copy of the books on tape to support their understanding.
During the lesson itself, content will be provided in several different ways so that there are several means
of access. To engage students in the lesson there will be a video clip from the movie that visually represents
Katniss as a symbol within the trilogy. Students will also be given a sheet that has the essential questions
and learning targets written on it that they are free to write on throughout the discussion, as well as having
the questions up on the board in the front of the classroom. These two accommodations make the content
more accessible to visual and kinesthetic learners. Students will participate in verbal interactions regarding
the content material with the teacher, the whole class, and partners. This allows for auditory learners to be
engaged in the learning as well.
Students will also be given the choice of creating a book poster to artistically represent their understanding
of the material or writing a paper that demonstrates their understanding of the material. When it comes to
creating a dictionary entry for the word symbolism, students will be given the opportunity to completely
create their own entry, to create an entry using a worksheet that provides a format for the entry, or to dictate
the entry to someone who will write it down for them.

f. Assessment Strategies (Informal and formal)

Content/Language Objectives
Content: SWBAT compare and contrast the
literal and metaphorical meanings of a phrase
within a fictional story.

SWBAT describe the significance of a

particular phrase within the context of a
fictional story.

Assessment Strategies
Formative: The students will share their initial thoughts
about the literal and metaphorical meanings of the phrase
girl on fire with first an elbow partner and then in whole
group discussion.
Summative: Students will create a Venn Diagram that
examines both the literal and figurative meanings and uses of
the phrase girl on fire throughout the trilogy.
Formative: In groups of 2-3 students will brainstorm ways in
which the phrase girl on fire is used to further the plot of
create meaning within The Hunger Games trilogy.
Summative: Students will be given the choice to either create
a book poster that demonstrates the significance of the
phrase girl on fire within the context of The Hunger
Games Trilogy, or to write an essay that examines the
significance of the phrase girl on fire. In both examples,
the teacher will be looking for a clear understanding of how
Katnisss image as the girl on fire unites the people of

Language: SWBAT write a dictionary entry

for the word symbolism.

Panem in their struggle against the capital and fuels their

underlying rage at the present conditions.
Formative: Students will write out the definition of
symbolism, as it relates to the trilogy, in their own words on
a piece of notebook paper.
Summative: Students will create a dictionary-style definition
for the word symbolism to be turned in and evaluated by the
teacher for correctness in format and accuracy of definition.

(Add rows as needed)

g. Student Voice

K-12 students will be able to:

Student-based evidence to be
collected (things produced by
students: journals, exit slips, selfassessments, work samples,
projects, papers, etc.)

1. Explain student learning targets

and what is required to meet
them (including why they are
important to learn).

Notebook paper

2. Monitor their own learning

progress toward the learning
targets using the tools provided
(checklists, rubrics, etc.).

Assignment Sheet

3. Explain how to access

resources and additional
support when needed (and
how/why those resources will
help them).

Notebook paper

Description of how students

will reflect on their learning.

Students will be asked to write the

learning targets for this lesson in
their own words at the top of a
sheet of notebook paper. They will
then quickly write a short
paragraph about how well they
think they will be able to achieve
those targets.
Students will have a checklist on
the assignment sheet that allows
them to monitor their progress
toward meeting the learning
targets.
After completing the essay or
book cover, students will take a
few moments of in class time to
write a reflection on their process
in reading the books, extracting
the necessary information, and the
strategies that they used to
complete those tasks.

Grouping of Students for Instruction

Students will each be responsible for participating in class discussion. When students are collaborating in small
groups (think-pair-share) they will work with their elbow partners and table groups. For the summative assessments
students will be working individually as they are allowed to choose how they wish to demonstrate their learning.

Section 2: Instruction and Engaging Students in Learning

3

1. Introduction:
i. We have just finished The Hunger Games Trilogy, what did all of you think, did you like
the books? <Listen to student responses>
ii. If you had to choose just one, who was your favorite character and why? <Listen to
student responses until someone says Katniss>
iii. Good, but in this story Katniss is so much more than just a character, she serves as a
symbol for the revolutionary uprising in Panem. Lets remind ourselves of how Katniss
became the girl on fire and the symbol of a revolution with this video <Show this
YouTube clip http://www.youtube.com/watch?v=S2sXXG3tTaI >

2. 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. As a part of this process include:
o Connections between students own lives, experiences, cultures, interests and the
content.

As stated in the introduction, students will have read the trilogy and the teacher will
begin the lesson by asking for the students opinions of the books and their favorite
characters.

o Questions teacher candidate will ask during the lesson that drive thinking and
learning and engagement (5 or more questions)

Why was Katniss initially given the name girl on fire?

How did this label of girl on fire evolve throughout the trilogy?
How does Katniss feel about being the symbol of the revolution?
What effect does the idea of the girl on fire have on the people of Panem?
What other quotes from the book could lead the reader to believe that the girl on
fire is not just a literal term for Katnisss fancy dress?

o Active learning over passive learning

Very little of the lesson involves lecture. Instead, students will be verbally sharing
their thoughts in both small and large groups. They will also be working in pairs and
individually to convey their understanding.

o Multiple means of access to the content for the K-12 students

See Planning for Student Learning Needs paragraphs 1 and 2.

o Multiple means of expression of learning by the K-12 students

See Planning for Student Learning Needs paragraph 3.

o How the teacher candidate will assess the learning of the students (from table above)
1.

2.
3.

4.
5.

6.

7.

Students will be given time to brainstorm literal and figurative uses of the phrase girl on fire
with an elbow partner. They will also be asked to discuss how the symbol of the girl on fire
is used to further the plot and create meaning within the trilogy.
Students will then share the ideas that they came up with in a whole class discussion.
The teacher will then hand out the Venn Diagram worksheet for students to fill in using the
information from the small and large group discussions about the literal and figurative
meaning of the phrase girl on fire.
Students will be given time to complete the Venn Diagram in class.
When students are done with the Venn Diagram, they will again share their ideas about the
meaning of the word symbolism with a partner and the pairs will create a rough draft
definition of the word on a piece of notebook paper.
When the students are done creating a rough draft definition of symbolism the teacher will
hand out the framework for the dictionary entry. Students will then be responsible for
individually creating a dictionary entry for the word symbolism.
The teacher will then hand out the assignment sheet for the essay/book cover assignment,
explicitly go over expectations for the essay or book cover, and answer any questions that
students may have,

8.

Students will be given time to pre-write/outline their essays or begin planning their book
cover.

3. Closure:
i. What have we learned today about the phrase the girl on fire throughout The Hunger
Games?
ii. Does this name that Katniss is given really only represent her dress?
iii. What purpose does the phrase girl on fire serve for the people of Panem?
iv. What are examples of similar symbols found within real cultures?
v. What purpose do those symbols serve to the cultures they are from?
vi. What does the importance of this phrase tell us about symbols in our own lives?
vii. What are some symbols that you can think of that have caused a major change in our
society?

4. Independent Practice:
i. When you go home tonight ask you parents if they have any important symbols in their
life. What do these symbols represent for them?
ii. Are you and/or your parents aware of any symbols that are significant to your culture?
What purpose do these symbols serve in your culture?
iii. Bring any tangible symbols found in your culture to class to share or include them in your
essay or book cover.

5. Instructional Materials, Resources, and Technology

i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
x.
xi.

Document Camera
Projector
Handout with Essential Questions (1 per student)
Hunger Games books (1 set per student)
Poster Paper (available to students who wish to create a book cover)
Markers/Crayons/Colored Pencils
Lined Paper (2 per student)
Pens/Pencils
Venn Diagram Worksheet (1 per student)
Dictionary Entry Format Worksheet (1 per student)
Essay/Book Cover Assignment Sheet (1 per student)

6. Acknowledgements:
Instructional Plan Created by Amanda Hubbard

The Girl on Fire

Essay or Book Cover Assignment Sheet
Due Date: December 10th, 2014
Task: Write an essay or create a book cover that demonstrates the significance of
the phrase girl on fire within the context of The Hunger Games Trilogy. Your
essay or book cover should show that you have a clear understanding of how
Katnisss image as the girl on fire fuels the revolution in Panem.
Checklist:
Choose either an essay or a book cover
Outline your essay or draft your book cover
Gather materials for your essay or book cover
Create the final draft of your essay or book cover
Rubric:
0-1 pts.

2-3 pts.

4-5 pts.

Describe the significance

of the girl on fire
within the context of The
Hunger Games trilogy.

The significance of the

phrase girl on fire within
the trilogy is not shown.
No connections are made
between the symbol used
and the uprising in Panem

The significance of the

phrase girl on fire within
the trilogy is clearly
shown. Strong connections
are made between the
symbol used and the
uprising in Panem.

Conventions/Presentation

Conventional errors make

the project hard to read
and/or the presentation of
the project is not
appropriate and distracts
from the meaning of the
project.

The significance of the

phrase girl on fire within
the trilogy is shown but
not clearly, the
reader/audience has to
search for it. Weak
connections are made
between the symbol used
and the uprising in Panem.
There are several
conventional errors and/or
the presentation of the
project is not appropriate
or does distract from the
meaning of the project.

There are minimal to no

conventional errors and/or
the presentation of the
project is appropriate and
doesnt distract from the
meaning of the project.