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T&L Instructional Plan Template

(Updated 4/17/15)
(edTPA Aligned)

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: _Emily Moog___ Date:_March 28, 2017_____

Cooperating Teacher: __Sandra Casanova___________ Grade:__5th_______
School District: __Pullman________ School: ___Jefferson Elementary______
University Supervisor: Lori White
Unit/Subject: Poetry
Instructional Plan Title/Focus: I Scream, You Scream, We All Scream for Poetry!

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)

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)?

Students will be able to write stanzas of poems and identify characteristics of poetry through small group and class
writing activities so that they can comprehend poetry inside and outside of the classroom and to deepen a desire to
interact with poetry.

b. State/National Learning Standards: Teacher candidates identify relevant grade level concepts/content and
align them to Content StandardsCommon Core Standards or Washington State EALRs, or National.

Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a
particular story, drama, or poem.

Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience.

Provide a conclusion that follows from the narrated experiences or events.

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

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

1. SWBAT write poetry stanzas for a given poem.

Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience.

2. SWBAT write a concluding stanza for a given poem.

Provide a conclusion that follows from the narrated experiences or events.

3. SWBAT write stanzas that fit together in structure with previously written and provided stanzas.

Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a
particular story, drama, or poem.

Language Objectives:
1. SWBAT converse with one another in groups and as a class to decide final poem stanzas.

Aligned standard:

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

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 will have already known what a poem is and be able to tell me a few of the different types of poetry
that they know of.

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

During the lesson, students who need accommodations or extra help will be part of groups during group
activities. Students within these groups will be able to help and guide each other with what confuses them or is too
difficult for them. I will provide ways in which students can write less stanzas if they find the given number too

f. Assessment Strategies (Informal or formal) (Formative or Summative)

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 write poetry Summative:I will collect the poems that students have
stanzas for a given poem. written to see what they have learned and how they have
communicated that to me. I will check for ways that they
have followed the pattern of the given poem in their final
pieces of work.
SWBAT write a concluding stanza for a given Summative: I will collect the works of the students to see
poem. what they have written and what they have learned and
shown on their piece of paper about poetry.
SWBAT write stanzas that fit together in Summative: Students will provide the stanzas that they
structure with previously written and create on a piece of paper and will raise hands to give their
provided stanzas. examples to the class. Not every student will be able to
share, so I will collect those samples to see what they have
come up with and how they have shown their learning.
Language example: SWBAT converse with Formative: I will be walking between desks and around the
one another in groups and as a class to decide room to listen to students as they talk with one another and
final poem stanzas. work in groups or two or three on their production of the
stanzas. I will help when needed and answer any questions
that they have. I will be able to guide conversation if they
need help in doing so.
(Add rows as needed)
*In the right column, describe whether the assessment youll collect is formative or summative. 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: 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 I will ask the class if they
and what is required to meet think poetry is important and
them (including why they are why they think it is or is not
important to learn). important. I will then ask
Self-Assessment them if they think the learning
targets that I have written on
the board are important for
them to learn and to answer
why they answered the way
that they did.
2. Monitor their own learning Students will be asked to use
progress toward the learning their thumbs to tell what they
targets using the tools provided think about poetry, what they
(checklists, rubrics, etc.). Thumb Assessment thought about the strategy
they used as a class in this
poetry lesson and if they feel
they will use the strategy on
their own time later on
3. Explain how to access Students will be asked to
resources and additional show with their thumbs if
support when needed (and they have questions at the end
how/why those resources will Thumb Assessment of the lesson and I will ask
help them). them to please raise a silent
hand to let the class know
where they could go if they
have more questions. WHo
could they ask?

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.

For the introduction and first parts of the lesson, students will stay as a full class so that I can teach the main
ideas of the lesson to them. I have specific parts of poetry that I want them to understand and I want to be able to
teach those things to them as a full class. Later in the lesson, when students are coming up with ice cream flavors, I
will have them turn and talk with one or two people to come up with flavors together. There is a certain rhythm and
pattern that I want students to be able to follow and therefore, I want them to be able to bounce ideas off of each
other and help each other out when they have questions or are not doing something correctly. I will then have
students move back into those groups when coming up with the last stanza of the poem. They will again be able to
help each other and remember the rules of poetry we are following in this poem in order to write a stanza that fits the

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).

Teacher says, Good afternoon, class! Do you know what special day today is? It is a holiday celebrated in
our world. Students say no. Teacher continues, Today is World Poetry Day! I want to hear from each of you right
now to know what you think of poetry so far. Can you give me a thumbs up if you enjoy poetry very much, read it in
your spare time or enjoy reading poetry? Can you give me a thumbs to the side if you are not sold on poetry, and
may rather read something other than poetry but you dont mind it? Last, can you give me a thumbs down if you
truly do not enjoy poetry? Teacher looks at the students in the classroom and assesses which students are in which
category, noticing especially which ones have thumbs down to gear the lesson toward those students. Could I get
some silent hands to tell the class why you answered with the direction of the thumb that you did? Some of the
students are called upon to answer as they tell the class their thoughts and feelings about poetry. After assessing the
students, teacher says, Thank you for being honest with me! You know, I was actually a student with my thumb
down for most of my life. I didnt like poetry and didnt want to try anything new with it. Will you all be brave with
me today and try something new with poetry even if it isnt your favorite? I have something really fun planned that

helped me enjoy reading and writing poetry! Class says, Yes, and the lesson continues.

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)

1. How do you feel about poetry?

2. Why do you feel that way?
3. What are some parts and characteristics of poetry that you know of?
4. Look at Shel Silversteins poem and tell me, what did you notice about the poem?

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 columnsupporting 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 laddersimulation 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)
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
for social change diagram. Circulate around groups than teacher generated ideas only.
to observe students progress.
1. Teacher continues, First, can you all tell me Paivios Dual Coding concept is used in this
what you know about poetry? What are some activity as I show students the poem on the prezi
characteristics or poetry that you know of? and read the poem with them. The prezi is a visual
Students talk about what they know about aide that allows students to visually process what
poetry so far such as that there are stanzas, they are learning.
that some poems rhyme or that poems can be
short or long. Teacher says, You are right!
Those are great things to notice! I want to
show you a piece of poetry and have you tell
me what you notice about it. There might be
some characteristics that you notice that you
knew of before or you might come up with
some new ones. Here is the poem. Show
poem on the prezi titled I Cannot Go to
School Today by Shel Silverstein.
2. Ask students what they see in this poem and Paivios Dual Coding is used in this instance again
in the stanzas. Write the characteristics on as I show students on the board what they are
the whiteboard so that students can see what working through and learning.
they have found.
3. Show the slide titled What I Noticed. Banduras Observational Learning concept is used
Teacher says, Here are the things that I as I model for them what I noticed in the poem. I
noticed. I saw that there is rhyming in the did not give away all of the answers before, but
stanzas and that stanzas are there. I also they are then able to use this information later to
noticed that the rhyming is every two lines. find more from another poem.
Each stanza has four lines and the first two
rhyme, and then the next two rhyme. I also
noticed that the lines continue in sentences.
Each line is not one sentence. They help each
other out as the stanza continues. The last big
thing that I noticed is that there is a storyline
that the poem follows. It moves throughout
the poem and the last stanza wraps it all up.
5. Now, I am going to read to you the first part Vygotskys theory is seen here as students
of a poem and you are going to help me write converse with one another about what they know
the next part. Teacher reads the next slide and what they are learning. They talk about what
titled Help Me, Please! No, our job is they see and how they will interact with
going to be to come up with the next few ice information.
cream flavors. But, we cant just add flavors
in any way that we want to, because the
author of this poem was very careful to write
the first part in a specific way. What are
some things you notice about the poem that
he wrote? What will we need to copy from
his creation? Students raise hands quietly
and are called on to answer about the poem.
Teacher writes those characteristics on the
board for the students to see and refer back
6. Teacher says, Students, can you go back Constructivism in the form of learners constructing
into your groups of two or three and come up their own knowledge is seen here as students take
with a few of your favorite ice cream what they have learned and apply it to creating
flavors? Remember, we are following the their own, brand new flavors of ice cream. They
writing style of the author. Students begin are engaging with the information by being
working together to come up with ice cream creative and engaging with each other in creating
flavors. the ice cream flavors.
7. Teacher walks around the room as students Paivios Dual Coding is used in this instance again
work together. Teacher listens for student as I show students on the board what they are
talk and how students are working together in working through and learning. They get to see the
groups. Teacher listens for what students poem and what flavors the author has come up
understand and what they still need help on. with.
Teacher then asks the students to raise their
hands and give ideas of ice cream flavors.
The students raise their hands and give their
ideas. As a class, the students come up with
the next few stanzas of ice cream flavors.
The teacher writes the stanzas on the board
for the students to see. The teacher then puts
up the slide that lists the real flavors that the
author came up with for the class to read
through and enjoy.
9. Teacher then says, Okay, now that we have Blooms Taxonomy is seen here as students are
the first part of the poem and the few ice creating their first draft of the final stanza. They
cream flavors that we came up with together, are writing something on their own as they use
the poem needs to end. Lets go over what multiple cognitive domains to show their
the poem needs. Remember that we are knowledge and understanding as well as the ability
looking for rhyming, a storyline, and stanzas to apply those concepts to something new and
when writing this part of the poem as well. create their own stanzas of poems.
We need to all work together to write the
final stanza. First, Im going to have you
work in groups to write your first draft. Go
ahead and start. Students work together in
pairs on the final stanza.
10. Teacher brings the class together again. Students use Blooms taxonomy again to work in
Now class, I want your small groups to pair larger groups to create and share their knowledge
with another small group to go over what you with each other. They are heavily interacting with
have written and see if your groups can work the information that they have been given as they
on one stanza together. Students work in create.
larger groups.
11. Now class, can I have each group share out The constructivist theory that social interactions
what they have written? We would like to are important in the knowledge construction
hear what you have come up with and see process is seen as students are working together in
how your stanzas follow the pattern of the small groups and then as a class to share ideas and
poem. Groups share out and the class enjoys form new ideas from given information.
what they have written. Each group explains
why they chose the lines and words that they
chose and how it fits with the outline of the

(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.

Teacher says, Students, your stanzas are wonderful and the stanza we came up with together as a class has
so much personality and kick to it! I want to see what you all think now about poetry. Lets use our thumb system
again and I would like for you to tell me now how you feel about poetry. It could have changed if you feel like
learning about and writing poetry the way we learned is fun to you, or it could have stayed the same. I would like to
know what you think and feel now after this activity. Class shows thumb representations of their thoughts about
poetry after the lesson. Teacher continues, Can we use our thumbs again and show whether or not you feel like you
would use this strategy of writing poetry on your own? Class shows thumbs again. Okay thank you, class! the
teacher says. I am so glad we were able to be creative today with poetry. Happy World Poetry Day!

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.)

For more practice, students can find poetry online or from books and write their own closing stanzas for the
poems that they select. This extra practice will help them in constructing stanzas that complete the poem well and
follow the pattern of the poem that is written. They can have parents or family members write their own stanzas and
compare the stanzas that were written to see how people think differently about what to write.

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.

I will be using a prezi that I have created which includes the parts of poetry I noticed in the poems, the
poems themselves, and the instructions for the class to follow. I will use the whiteboard to write the suggestions of
the class and to write the poem with them step by step. They will be using their own paper and pens to write their
pieces of the poem.

e. Acknowledgements: Acknowledge your sources

I made a prezi with the link below. The prezi allowed students to see what I was teaching from all areas of
the room and made the poema available to students without them having to have it printed on paper in front of them.