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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

Teacher Candidate: Erika Bowden, Lauren Grogan, Savannah Spaulding Date: April 2, 2017
Cooperating Teacher: Sadie Boone Grade: Kindergarten
School District: Pullman School District School: Jefferson Elementary
University Supervisor: Lori White
Unit/Subject: Social Justice
Instructional Plan Title/Focus: The Rights of Migrants in the United States

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose:

The purpose of this lesson plan is to teach students about migration so they understand what it
means to migrate. This is a social justice lesson that will bring awareness to students as they will
explore how it may feel to migrate during various math and literacy activities and while reading
the book Pancho Rabbit and the Coyote.

b. State/National Learning Standards:

Justice 14 JU.K-2.14:
I know that life is easier for some people and harder for others and the reasons for that are not
always fair

Diversity 9 DI.K-2.9:
I know everyone has feelings, and I want to get along with people who are similar to and different
from me.

CCSS.MATH.CONTENT.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g.,
claps), acting out situations, verbal explanations, expressions, or equations.

Social Studies Skills 5.3.1:


States own viewpoints and listens to viewpoints of others

CCSS.ELA-LITERACY.W.K.1
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they
tell a reader the topic or the name of the book they are writing about and state an opinion or
preference about the topic or book
c. Content Objectives (to be copied in Assessment Chart below) and alignment to State Learning
Standards:

1. SWBAT SWBAT learn about human migration by comparing it to rabbit migration


SWBAT explore how it feels to migrate
SWBAT generate ideas to welcome newcomers

Aligned standard: Justice 14 JU.K-2.14:


I know that life is easier for some people and harder for others and the reasons for that are not
always fair

Language Objectives:
1. SWBAT

Aligned standard:

d. Previous Learning Experiences:


Students have not learned about immigration and migration prior to this lesson because this is not
something that is taught through their curriculum. For most students, this will be new subject material
that they might not know much about. There are some students who come from other places who can
possibly relate to the lesson and some of the learning activities. This is important to keep in mind as the
lesson is taught because the students might need detailed explanations and may have more questions than
we can prepare for since they do not have much prior knowledge about the subject.

e. Planning for Student Learning Needs


There are two students with special needs regarding their behavior. Neither of these students have IEPs,
but there are some accommodations that need to be made during the school day. Throughout the lesson it
is important to keep the boys as engaged as possible and to monitor their behavior. Both students also
have behavior charts, so we will use those throughout the lesson when necessary to monitor behavior.
Both of these students are allowed to sit where they want during instruction and activities.

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 create an Summative: At the end of the lesson, students will be
inputoutput diagram, and explain given an exit slip asking how well they understood the
reasoning in writing. lesson. Since this is kindergarten, the students will circle
the face that best describes how they felt about the lesson
and what they learned about migration and immigration.
Language example: SWBAT use Informal:
conditional forms correctly 90% of the
time when describing their input-output
diagram.
(Add rows as needed)
*In the right column, describe whether the assessment youll 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


K-12 students will be able to: collected (things produced by students will reflect on
students: journals, exit slips, self their learning.
assessments, work samples,
projects, papers, etc.)
1. Explain student learning targets Backpack Worksheet They will realize the
and what is required to meet differences between
them (including why they are themselves and the other
important to learn). half of the class
2. Monitor their own learning Exit Slip They will reflect on the
progress toward the learning lesson that has been taught
targets using the tools and what they liked and
provided (checklists, rubrics, didnt like about it
etc.).

3. Explain how to access


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

h. Grouping of Students for Instruction: Students will participate in whole-group instruction


during the introduction. Here, they will answer the essential questions of the day based around
immigration and have a class discussion. This whole group instruction allows the teacher to
support language learners and lower performing students by giving them sufficient wait time,
answering any questions, and calling on them to make sure they understand.
Students will then be introduced to the book, Pancho Rabbit and Coyote and make predictions on
what they think is going to happen. The book will be read as a whole group so that the teachers
make sure they answer any questions that come up and so that students understand the book and
its meaning.
After the book is read, there will be a whole group discussion about what happened in the book.
Students will then return to their desks and work individually on what they would put in their
backpacks. They will be sitting in their desks during this time while the teacher will be talking
from a point where all students can see hear. The teacher will also be walking around the room to
keep the conversation moving and to not just stand in one place the whole time. The students will
be in their assigned seats which are in table groups. This allows them to work and think by
themselves when needed but to also talk with the people around them and participate in class
discussion.
Once students have completed filling their backpacks, they will have the opportunity to come to
the front of the class and share one thing they put in their bag and why they chose that item.
We will then transition to the math portion of the lesson, where we will have the students add
more things to their backpack, but this time we will have a list of items the students can buy for
their trip in their backpack. Half of the class will have one dollar to spend and the other half of
the class will get two dollars to spend on items to put in their backpack when they move. The
students will realize that some of the class has more items because they get more money to spend.
Students will have to decide what they can put in their backpacks based on the amount of money
they have.
Once the lesson is complete, students will be given an exit slip that they will fill out based on
their understanding of the lesson we taught.

Section 2: Instruction and Engaging Students in Learning

a. Introduction: We will gain the attention of our students by introducing the lesson in the
following way, Good afternoon first graders! Today we will be talking about migration and
immigration in the United States. Can anyone tell me what it means to migrate? Well, every year,
thousands of people move to the United States for many different reasons. These people are called
immigrants. Maybe you and your family came from another country to Pullman. We will be
talking about the different reasons people come to the United States and the reasons why they
might do that.
b. Questions:
1. Why does Papa Rabbit immigrate north? Is his reason similar to any of the
ones we came up with in our list?
2. Does anyone know what the words fiesta, rancho, and aguamiel mean?
3. Why didnt papa come home when Pancho thought he would?
4. Should Pancho trust the Coyote? Every time Pancho gives the coyote some
of his food, ask students if he made the right decision.
5. Why does Papa Rabbit want to go back North? Should he go again or is it
too dangerous? Is it worth the risk?
c. Learning Activities: On a piece of paper, write Why do people immigrate to the United
States? The teacher will call on students and write their responses on the sheet of paper. Some
students might be called to come up to the board and write their responses themselves. The
teacher can prompt students to think of reasons such as family, work, and education. Once the list
is complete, the teacher will tell students that they will be reading a book called Pancho Rabbit
and the Coyote by Duncan Tonatiuh. In the story, Pancho Rabbit leaves Mexico for the United
States. Allow students to examine the cover and point out Pancho and the Coyote. Have students
start to think about the relationship between Pancho and the Coyote. The teacher will have
students make a prediction: Why do you think Pancho Rabbit wants to leave his country? How do
you think he will get there? Allow students to explore various reasons why Pancho would want to
travel to the United States and how he might do so. Dont say whether any of the predictions are
right or wrong until students see what happens in the story. The teacher will say: When Pancho
Rabbit went looking for his father in the North, he only could take his backpack with him. He
took with him mole, rice and beans, tortillas, and aguamiel. Many immigrants may only be able to
bring a small amount of their possessions with them when they travel. If you were immigrating to
a new country and could only bring five items, what would you take with you? Hand out the
empty backpack sheets and crayons. Explain that students will draw the five items that they
would take with them if they were immigrating to a new country. Emphasize that since they only
are allowed to take five items, they must think carefully about what they will choose to bring.
While students work, walk around the room and ask them why those items would be important to
them. When students are finished, they are to fill out the back of the sheet in which they write the
names of the five items and why they are taking them. Before class is over, allow students to
come to the front of the room and share one of the items they would take with them. Have each
student who presents explain why they chose to take that item.
We will then transition to the math portion of the lesson, where we will have the students add more
things to their backpack, but this time we will have a list of items the students can buy for their trip in
their backpack. Half of the class will have one dollar to spend and the other half of the class will get two
dollars to spend on items to put in their backpack when they move. The students will realize that some of
the class has more items because they get more money to spend. Students will have to decide what they
can put in their backpacks based on the amount of money they have.

Learning Steps and Activities Supporting Theories/Principles


(Why are you doing what you are doing?)
1. On a piece of paper, write Why do Classroom discussion is important for the
people immigrate to the United States? students according to Vygotskys theory of the
The teacher will call on students and write Importance of Language. By having classroom
their responses on the sheet of paper. Some discussion, the students can activate any prior
students might be called to come up to the knowledge they have about the lesson as well as
board and write their responses themselves. learn from their teacher and other classmates.
The teacher can prompt students to think of They will learn new terms and their meanings
reasons such as family, work, and which will help them during the rest of the
education. lesson
2. Once the list is complete, the teacher will tell
students that they will be reading a book called
Pancho Rabbit and the Coyote by Duncan
Tonatiuh. In the story, Pancho Rabbit leaves
Mexico for the United States. Allow students to
examine the cover and point out Pancho and the
Coyote. Have students start to think about the
relationship between Pancho and the Coyote. The
teacher will have students make a prediction: Why
do you think Pancho Rabbit wants to leave his
country? How do you think he will get there?
Allow students to explore various reasons why
Pancho would want to travel to the United States
and how he might do so. Dont say whether any of
the predictions are right or wrong until students
see what happens in the story.
3. Read book, Pancho Rabbit and Coyote and Reading this book provides visual context for
stop periodically throughout the book to ask the students to see. It also gives them insight to
questions. what they will be learning in the upcoming
learning activities. According to Paivio and his
theory of Dual Coding, visuals can complement
oral instruction which is why reading this book
is necessary to be included in the lesson.
Children can use the visuals and text to learn
about migration and immigration
4. The teacher will say: When Pancho Rabbit This is important because it gives the students to
went looking for his father in the North, he complete worksheet that will expand their think
only could take his backpack with him. He on what they just learned and writing it down on
took with him mole, rice and beans, tortillas, paper. This also gives the teacher a chance to see
and aguamiel. Many immigrants may only be what each student learned and if they were on
able to bring a small amount of their the right track.
possessions with them when they travel. If you
were immigrating to a new country and could
only bring five items, what would you take
with you? Hand out the empty backpack
sheets and crayons. Explain that students will
draw the five items that they would take with
them if they were immigrating to a new
country. Emphasize that since they only are
allowed to take five items, they must think
carefully about what they will choose to bring.
5. Emphasize that since they only are allowed
to take five items, they must think carefully
about what they will choose to bring. While
students work, walk around the room and ask
them why those items would be important to
them. When students are finished, they are to
fill out the back of the sheet in which they
write the names of the five items and why they
are taking them. Before class is over, allow
students to come to the front of the room and
share one of the items they would take with
them. Have each student who presents explain
why they chose to take that item.
6. We will then transition to the math portion
of the lesson, where we will have the students
add more things to their backpack, but this
time we will have a list of items the students
can buy for their trip in their backpack. Half of
the class will have one dollar to spend and the
other half of the class will get two dollars to
spend on items to put in their backpack when
they move. The students will realize that some
of the class has more items because they get
more money to spend. Students will have to
decide what they can put in their backpacks
based on the amount of money they have.
7. Once the lesson is complete, students will be
given an exit slip that they will fill out based
on their understanding of the lesson we taught.