T&L Instructional Plan Template

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

*Connection
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: Caroline Wood____________________ Date:_9/21/17_______

Cooperating Teacher: Andrea Johnson__________________ Grade:_4th___________
School District: Renton School District______________ School: _Kennydale Elementary_______
University Supervisor: Lori White
Unit/Subject: Reading
Instructional Plan Title/Focus: Envisionment: Seeing and Hearing Inside the Text

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)

In order for students to be able to deeply engage with a fictional text, they must be able to immerse
themselves into a story and envision what is happening/how the characters are reacting. Making mental
movies while reading a story helps students gain a deeper understanding of what is happening in the story,
as well as gaining deeper insights into motivations and themes throughout the plot.

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 be taught third in a unit about interpreting characters. Ms. Johnson will have taught
these lessons prior to this lesson: reading intensely, writing about reading (stop and jot), how to determine a
just right book, and synthesizing the events of a story. The following lesson will be about how to work in
partners.

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.

CCSS.ELA-LITERACY.RL.4.3
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a
character's thoughts, words, or actions).

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

1. SWBATUse details from the text to describe the sights, sounds, and feelings in their mental movie.

Aligned standard: CCSS.ELA-LITERACY.RL.4.3

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text
(e.g., a character's thoughts, words, or actions).
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 Language Objectives:
1. SWBATUse language relating to sight, sound, taste, touch, and feel to describe a scene or event from
the text.

Aligned standard: CCSS.ELA-LITERACY.RL.4.3

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text
(e.g., a character's thoughts, words, or actions).

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 had background with two interactive read alouds in class; A Horses Tale and A
Tiger Rising. Both of these read alouds have incorporated lots of student input and reactions, as well as the
teacher vividly describing scenes in order to paint a picture. They have also heard a lot of poetry read aloud,
talked about describing words, and written multiple drafts of their own poems. These experiences have
illustrated how reading can come alive and make a movie inside (and outside) their heads as they read.

e. Planning for Student Learning Needs (accommodations, student experiences, prior learning and
experiences):
Prior experiences include:
o Shared interactive reading of chapters 1-8 of A Tiger Rising
o Previously read books and movies- moments where you feel as though you are a part of the
scene. In the midst of the action/emotion
o Students have also had experience writing and discussing about characters actions and
feelings- putting themselves in their shoes
ELL accommodations:
o In the lesson we will practice acting out a scene with movements and dialogue in order to
bring the experience to life
o I will also have all students participate in reacting as though they are one of the characters to
get everyone involved

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: Use details from the text to Informal: I will take anecdotal notes on participation in the
describe the sights, sounds, and feelings in interactive read aloud/reenactment of the scene
their mental movie.
Language example: SWBATUse language Formal: Students will complete an exit slip describing a part
relating to sight, sound, taste, touch, and feel of their independent reading that they visualized
to vividly describe a scene or event from the
text.
(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

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 certain degree of proficiency. Should the quiz indicate students are not progressing, and adjustment of timing in
the instructional unit will be required.

K. 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:
students: journals, exit slips, self-
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.).
3. Explain how to access
resources and additional
support when needed (and
how/why those resources will
help them).
collected (things produced by
assessments, work samples,
projects, papers, etc.)
Exit slip
Exit slip (back)
Verbal discussion
will reflect on their learning.
Students will rate themselves
on a scale of 1-4 on how well
they have mastered the
objective
Students will reflect on their
learning by responding to a
prompt on their exit slip about
envisionment
Students will respond to a
prompt that asks what
additional resources they can
seek for additional help

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.
Whole group discussion: This will allow everyone to receive the same background knowledge
and explanation of why envisionment is an important part of reading, as well as information
about how we use our senses to make movies in our mind. Students will share bits of their own
background knowledge with a peer.
Whole group interactive read aloud: This will allow students to participate in the scene
through the characters shoes, feeling with their senses as they engage in the story.
Independent reading: Students will be dismissed for independent reading so they can
independently practice making movies in their mind with their books.
Independent exit slip: This is a chance for students to individually reflect on their learning
during this lesson and assess their progress.

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).
*Students will come in from lunch and meet at the carpet*
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 Good afternoon readers, Id like us all to take a second to close our eyes, take a deep breath, and
listen to the sounds that are happening around our school. *Allow about 30 seconds for them to quietly
listen* Alright I know I heard a few things going on around us, lets take a second to turn and talk about what
we heard with a partner. *Allow 20 seconds for talking* What were some of the things you heard? *Students
might say cars, beeping, talking, etc.* I agree ____, I also heard a car driving by. I was really able to picture
a small blue car speeding by with smoke billowing out of the muffler so they wont be late for another
meeting. Those of you who heard the chattering, what did you picture as you heard that? I pictured a class
across the hall having a group debate about recess time

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)
What do you hear during this part?
What do you see during this part?
Do you smell anything?
Do you taste anything?
Put yourself in the characters shoes. How are they feeling?

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)

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Learning Steps and Activities Supporting Theories/Principles
(Why are you doing what you are doing?)
Students will see a que on the board to meet the class
at the front carpet, and will gather as teacher gathers
materials/prepares for lesson
Teacher: Those are all great ways to visualize what
you heard earlier! (Teaching point): _______
would you mind reading todays learning objectives?
Thank you, so today in reading, my goal is to teach
you that readers who read intensely dont only read
with their eyes. They use the images, mood, and
sounds of the text to make mental movies as they
read. Does anyone have a guess as to what I mean by
mental movies? *Student might say, picturing what
is happening in the book or making a movie of the
story in your mind*
Teacher: Yes, exactly! Its very important for good
readers to visualize what is happening in the story as
if they were actually in the shoes of one of the
characters.
(Teaching): When we walk in the shoes of a
character, we are completely immersing ourselves
into what that character is saying, doing, hearing,
smelling, and doing! We are going to practice doing
this by going back to chapter 4 in A Horses Tale. This
chapter was about Henry and his journey of crossing
the footlog. Now as I read this section, I want you to
stand up and act out Henrys feelings and reactions.
*Teacher reads from page 37-38 and students act out
how Henry feels as he is crossing the raging river
over a simple fallen log*
Teacher: Alright great job boys and girls! Were you
able to get a better picture of this scene once you
dipped yourselves into Henrys situation? I would like
you to take these movie making skills that we have
learned today and use them when you go back to
independent reading. By the end of the session, you
should have at least one sticky note with a
picture/description of a scene that made a great,
detailed movie in your mind. Does that make sense?
Okay great!
*Teacher dismisses groups to find their books and
stuffies and find a place to read*
*Teacher allows 30-35 minutes for students to
independently read, then reminds them to finish up
their stinky note*
Teacher: Eyes up, hands up! *Students echo and
look up*
All right Ive seen some great sticky notes showing
me you have been visualizing your stories very well
today. I want you to find one partner to share the
scene on your sticky note with, then write a score of
1-4 on how well you think you have reached our
learning objective today. Once you are both done 5
sharing please place your sticky notes up on our
Mental Movies poster. This way we can see all the
great stories our classmates are reading about!
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.
Thank you so much for your creative imaginations today, I hope that since we took time to work on
our envisioning skills, you will be able to make mental movies in your independent reading books
and really feel like youre experiencing the story with the characters!
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.)
Students will independently practice making mental movies when they are dismissed to independent
reading. I will also follow up with students for a couple days, asking them how they are visualizing their
books.

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.

Mental Movies poster

Post it notes
Whiteboard
whiteboard pen
pencils
A Horses Tale book

e. Acknowledgements: Acknowledge your sources

This lesson was created by Caroline Wood for the purpose of using in Ms. Johnsons 4 th grade class on
September 21st.

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 Exit Slip (slideshow)
On a scale of 1-4, how well did you meet the learning objective today?
Use details from the text to describe the sights, sounds, and feelings in your mental
movie.

1 2 3 4
I cant describe a My mental movie My mental movie is My mental movie is
mental movie or use isnt related to the related to the text detailed and includes
text details text text details

Where can you look if you have more questions about making mental movies
as you read?