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Teacher Candidate: ___Jessica Kalvaitis___ Subject: __Professional Development__ Grade Level: 1-6__
Lesson Number: ___1__

Central Focus/Overall Goal: Colleagues will be able to plan (Synthesis) the use of a RAFT and Spinners for
differentiating instruction in their future classrooms.

Learning Segment/Unit Language Function: Plan

State-adopted 1. NYS Teaching Standard III: Instructional Practice: Teachers Implement

student academic instruction that engages and challenges all student to meet or exceed learning
content standards standards.
Element III.6: Teachers monitor and assess student progress, seek and provide
feedback, and adapt instruction to student needs.
 Performance Indicator c: Teachers adjust the pace of instruction, focus of
instruction, and method of delivery based on students’ progress
2. NYS Teaching Standard VI: Professional Responsibilities and Collaboration:
Teachers demonstrate professional responsibility and engage relevant
stakeholders to maximize student growth, development, and learning.
Element VI: Teachers engage and collaborate with colleagues and the community to
develop and sustain a common culture that supports high expectations for student
learning
 Performance Indicator c: Teachers share information and best practices with
colleagues to improve practice.
Lesson
Objectives/Targets/ Colleagues will be able to plan (synthesis) their use of a RAFT and Spinners
Goals
for differentiating instruction in their future classrooms.
edTPA requirement

Evidence 1a. RAFT

1b. Exit Slip

Common It is a very common misconception for teachers to believe that it takes an

Misconceptions/ enormous amount of effort, time, money, and resources to differentiate their
Possible Student
Errors & How they will instruction for all of their students in the classroom. The teacher will address
be addressed this misconception by first starting off her presentation with a YouTube video
about differentiated instruction and how it is more about a way of thinking. The
teacher will address this common misconception by teaching about the RAFT
and Spinner methods used for differentiating instruction and then allowing her
colleagues to experiment with and plan ways to differentiate their future
instruction with the easy, fun, and engaging methods like RAFT and using
Spinners.
Procedure –
Hook:
Label: Instructional Education Week (2018). Differentiating Instruction: It’s not as hard as you think. [Video
method(s), learning File] 4m27s.Retrieved from: https://www.youtube.com/watch?v=h7-D3gi2lL8
tasks, modeling,
guided practice,
scaffolding, Introduction: The teacher will discuss with her colleagues how she decided to
independent practice, present the RAFT and Spinners for her Differentiated Instruction presentation. The
activities and/or other teacher will also read the Agenda to the class (the order of the lesson) and she will
share her own goal of this presentation for her colleagues (to reach each colleague by
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providing them with engaging learning experiences that appeal to their various
learning styles and interests. The teacher will also tell the students “Today you will be
Label: Bell Ringer introduced to the RAFT strategy and Spinners for differentiating instruction in your
Also may be called: classrooms, you will be exposed to them in a variety of ways and will then leave with
anticipatory set, hook,
confidence in knowing how to plan the use of these strategies in your future
introduction, review,
Do Now, Write Now, classrooms. (AL-Introduced) InTASC 3 (n) InTASC 7 (b,c). (Teaching Standard VI)
Silent Starter, warm- Modeling:
up  I do: The teacher will begin by introducing the RAFT strategy for differentiating
instruction. The teacher will verbally explain the strategy and provide a visual
of a RAFT example. The teacher will describe each part of the RAFT (role,
audience, format, and topic) using simple examples and then model how to
write responses to the prompts using a blank raft written on the Dry Erase
board. (Visual)(AL-Introduced).
 The teacher will discuss how the topic can remain the same in order to have a
Label: Transitions measurable learning objective. However, students may also decide on their
own topic as an alternative.
 The teacher and her colleagues will discuss the key elements as a class.
(Auditory).
 We do: The teacher will make sure that her colleagues can explain what is
meant by role, audience, format and topic by asking her colleagues to give one
Label: example of each by coming up to the front of the classroom and writing
Accommodations for
completing one line on the chart that is on the Whiteboard.
Learning Modalities
visual, auditory, and  The teacher will ask 2 colleagues to repeat the directions. (CFU-Directions).
kinesthetic  The colleagues will take turns writing their responses in the RAFT chart on the
whiteboard. (CFU-content, informal) (Al-practiced) (Kinesthetic) (Visual)
(RBIS #1) InTASC 3(j).
 The teacher will provide positive feedback and correct errors or
misconceptions as needed. (Element III.6)
Label: Checks for
Understanding:
 The teacher will then give her colleagues a few examples of how the RAFT
directions, and/or strategy can be used to meet students learning styles (format) and interests
content (formal or (role/audience).
informal)  The teacher will ask her colleagues to brainstorm how many different formats
can be used with RAFT to appeal to the various learning styles-Auditory,
Visual, and Kinesthetic. The teacher will give her colleagues time to process
the question. (AL-Practiced) InTASC 8(a,h,i).
Label: RBIS  The teacher will call on her colleagues to give their examples and use the
whiteboard to compile the list of examples that Jenn and Heather can think of.
After the students run out of ideas, the teacher will display a chart full of ideas
on the Smartboard that accommodate various learning styles when students
have the option to choose which format that they will complete their RAFT with
Label: Evidence of (Auditory) (Visual). InTASC 3 (o). InTASC 7 (c).
Cognitive Student
Engagement (CSE) Differentiated instructions
 After the teacher has introduced the RAFT strategy, the teacher will ask her
colleagues to consider other ways that the RAFT can be differentiated to
Label: Academic
accommodate English language learners, students of varying reading skill,
Language
(introduced/practiced/ students with learning disabilities, and younger learners. The teacher will ask,
assessed) “How can we modify the strategy, so that the student learns topic, role, format
and audience separately and distinctly?”
Label:  The teacher will listen to the ideas of her colleagues on the other ways that
21St Century Skills they come up with to modify the RAFT for various learners and provide positive
verbal feedback. InTASC 3 (p,q,r) )(InTasc 8(f,i) (Element III.6)

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Label: Adaptations/
Accommodations for
diverse learning
needs (not required)
Label: Differentiated
Instructions (content,
process, and/or product
–ability/readiness) –only
required in 1 LP
Label:
Interdisciplinary Skills
Label: Closure
Anchor: If anyone finishes early, he/she can create a T-Chart for what a RAFT is on
the back of their RAFT chart. 😊
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 After the discussion on various methods of modifying the RAFT, the teacher
will inform her colleagues that as students become comfortable in responding
to RAFT prompts, you can create more than one prompt for students to
respond to after a reading, lesson, or unit. Varying the prompts allow students
to compare and contrast multiple perspectives, deepening their understanding
of the content.
 You Do: Your Turn to plan a RAFT: The teacher will refer to the learning
objective of this lesson and also pass out a blank RAFT to her colleagues.
The teacher will challenge her colleagues to fill in a RAFT for any topic that
they can think of in their content area. The teacher will also tell her colleagues
that they can choose to use any of their ideas from earlier on how to modify the
RAFT. InTASC 4 (f).
 The teacher will allow her colleagues to use their laptops and/or Smartphone
to look up ideas if they are struggling. The teacher will prompt them that they
could use their Unit Plan topic from either Curriculum I or II. The teacher will
also tell them that they can use the “Sample ideas for RAFT” handout. InTASC
4 (g) InTASC 5 (o). (auditory) (visual) (Kinesthetic).
 The teacher will give her colleagues 6 minutes to complete their RAFT and
then also complete a self-assessment (Transitions).
 The teacher will ask 2 colleagues to repeat the directions. (CFU-Directions).
 The students will individually plan their own RAFT by filling in the blank RAFT
chart (CFU-Content, formal) (AL-Assessed) (CSE)(Visual)(Kinesthetic)
(RBIS #1) InTASC 5 (f,o). InTASC 6 (b,e,r).
 The colleagues will be given a moment to share their RAFT with their peers.
The teacher will pass out the self-assessments at this time. InTASC 3 (o).
 The teacher will add to the discussion by providing specific verbal feedback on
each colleague’s completed RAFT.
 After the RAFT is completed, the students will then complete a brief self-
assessment that asks: How do you feel about planning your own RAFT to use
in your future classroom? (RBIS #2)
 The teacher will collect the completed RAFT charts and use a class roster to
see if each colleague was able to plan out their own RAFT using Above target,
on target, and below target. The teacher will provide positive verbal feedback
during free time later in the day. (Element III.6)
 As the students complete the self-assessment, the teacher will immediately
provide positive verbal feedback on their self-assessments and ask questions
about why they chose what they did on the self-assessment. (Element III.6)
InTASC 8 (b)
 I Do: The teacher will wrap up the RAFT part of the presentation and
reintroduce Spinners to the class by explaining how Spinners can be used to
differentiate instruction. The teacher will display real models of various
Spinners and also put examples up on the Smartboard. The teacher will also
mention that Spinners are a great motivator for students because they are fun,
easy to use, hands-on, engaging, and provides a sense of play.
 The teacher will display a few models of differentiated spinners for her
colleagues to manipulate on a table as well as a handout of visual examples of
Spinners for differentiating instruction called “Race to 50/100/120” This is a
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complete set of tiered spinners with the corresponding worksheets for above
target, on target, and below target. Each colleague can have their own copy.
 The teacher will tell her colleagues that they have about 4 minutes to come up
to the table and look through the handouts of Spinner examples and to try out
the Spinner models that are displayed on a table. (Transitions)
 While the students are looking through the materials the teacher will use
proximity to answer questions, assess their understanding, and discuss with
her colleagues how Spinners provide a simple way to differentiate a learning
activity to meet the readiness levels of all students by tiering the learning
activity with different spinners (point to the 3 different colored spinners). These
Spinners can be Tier 1, 2, 3 and can be color coded for above target, on
target, and below target. Students can be working on the same activity and, by
providing different spinners for different children, you can easily differentiate
the content to meet the learning needs of each individual student. (Auditory)
(Visual) (Kinesthetic) (AL-Introduced) (RBIS #1) (InTasc 8(b,e) (Element III.6)
 The teacher will also explain how you can use Spinners labeled with the
Blooms Taxonomy verbs: Knowledge, Comprehension, Application, Analysis,
Synthesis, and Evaluation. (Point to Bloom Spinner model) (Visual) (Auditory)
 The teacher will prompt her colleagues when they have about 30 seconds left
to look through the materials (Transitions).
 The teacher will tell her colleagues that they can 1. gather some materials to
use to practice with making their own Spinner and 2. Bring the materials back
to their desk to complete this task. This can be done while working in pairs if
they’d like.
 The teacher will ask 2 colleagues to repeat the directions. (CFU-Directions).
 The teacher will tell her colleagues that they have about 5 minutes to practice
with how they could use a Spinner in their content area (Transitions) InTASC
7(a).
 We do: The colleagues will gather materials and then practice with making
their own Spinners related to their own content areas. (AL-Practiced) (Visual)
(Kinesthetic) (RBIS #1)
 The teacher will use proximity to monitor their progress and answer questions.
(CFU-content, informal) (Element III.6)
 The teacher will prompt her colleagues that they have about 2 minutes
remaining and then to wrap it up (Transitions).
 The teacher will ask her colleagues to discuss with the class what they did with
the Spinners and how they had thought to use them for their content areas and
also pass their Spinners around to show. (Auditory) (Visual) (Kinesthetic)
(RBIS #1)

Closure:
 You Do: Exit Slip
 The teacher will ask the colleagues to return all of their materials to the table.
While the students are returning their materials, the teacher will place an exit
slip on their desks.
 The teacher will also refer back to the learning objective of the lesson once
everyone has returned to their seats. The teacher will read the directions for
the exit slip. “Directions: Please write a few sentences explaining your plan of
how you could use Differentiated Spinners in your classroom.”
 The teacher will ask 2 colleagues to repeat the directions (CFU-Directions).
 The colleagues will complete the exit slip. This exit slip allows students to
reflect on their learning and measures the learning objective of the lesson by
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asking each student to write a few sentences explaining their plan of how they
could use Differentiated Spinners in their future classroom. (CSE) (CFU-
Content, formal) (AL-Assessed) (RBIS #2) InTASC 6 (b,e,r).
Anchor: If you finish early, you can draw an image of a Spinner you would use on the
back of their exit slip.

 The teacher will use a class roster to check and see if each colleague was able
to plan out how they could use Spinners in their classroom using a simple
yes/no check list. The teacher will meet with any students who were not able to
write out a plan at a later time in the day to check for understanding, correct
misconceptions, and provide positive verbal feedback. (Element III.6)
 To close out the presentation, the teacher will ask the class how effective (or
not) she was at engaging them with the lesson activities, ask what they really
thought of the two strategies, and ask what one they preferred over the other
one. (InTasc 10(t) (Teaching Standard VI)
Formal Assessments

Name the assessment and describe the 1. Evaluation Criteria and 2. Feedback Method
purpose/what is being assessed
(include related objective(s)

1. RAFT: Colleagues will be able to plan
(Synthesis) the use of a RAFT for
differentiating instruction in their future
classrooms.
1. The teacher will use a class roster to check and
see if each colleague was able to plan out their
own RAFT using Above target, on target, and
below target. 2. The teacher will provide positive
verbal feedback during free time later in the day
and correct any errors or misconceptions.

2. Exit Slip: Colleagues will be able to plan 2. The teacher will use a class roster to check and
(Synthesis) the use of Spinners for see if each colleague was able to plan out how
differentiating instruction in their future they could use Spinners in their classroom using a
classrooms. simple yes/no check list. There will be no partial
credit given. The teacher will meet with any
students who were not able to write out a plan at a
later time in the day to check for understanding,
correct misconceptions, and provide positive
verbal feedback.
Academic Language: RAFT & Differentiated Spinners
Academic Language
required for the lesson Introduced: The academic language is introduced at the introduction of the
lesson and also at the beginning of each strategy presentation through
How will the language be
introduced, practiced, & explanation of the RAFT and Spinners, by providing visual examples, and also
assessed? examples for the colleagues to manipulate. RAFT was further introduced when
the teacher described each part of the RAFT (role, audience, format, and topic)
using simple examples and then modeling how to write responses to the prompts
using a blank raft written on the Dry Erase board. Spinners was introduced when
the teacher displayed a few models of differentiated spinners for her colleagues
to manipulate as well a handout of visual examples of Spinners for differentiating
instruction.

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Practiced: RAFT is practiced when the colleagues write their responses in the
RAFT chart on the whiteboard and also when the teacher asks her colleagues to
brainstorm how different formats can be used with RAFT to appeal to the various
learning styles and then writes their examples on the whiteboard. Spinners is
practiced when the colleagues gathered materials and then practiced with making
their own Spinners related to their own content areas.

Assessed: RAFT was assessed when each colleague individually planned their
own RAFT by filling in the blank RAFT chart. The teacher uses a class roster to
check and see if each colleague was able to plan out their own RAFT using
Above target, on target, and below target. Spinners are assessed with the exit slip
when students had to answer the prompt: “Please write a few sentences
explaining your plan of how you could use Differentiated Spinners in your
classroom.” The teacher uses a class roster to check and see if each colleague
was able to plan out how they could use Spinners in their classroom using a
simple yes/no check list

Instructional Resources/ Agenda, Raft Model: one blank and one completed, RAFT examples for
Materials Auditory, visual, and kinesthetic, Self-Assessment, A variety of Spinners,
Visual handout example of Spinners, dry erase markers, exit slip. 2 class
rosters to CFU-content.

Research and/or Theory RBIS #1: UDL Guideline III: Provide Multiple Means of Engagement and
Supporting Instructional supporting checkpoints 7: Provide options for recruiting interest and 7.1 Optimize
Decisions (at least 2) individual choice and autonomy. The colleagues are able to plan their own unique
RAFT and Spinners for use in their future classrooms. They are able to
experience the RAFT and Spinners through auditory, visual, and kinesthetic
learning experiences as well.

RBIS #2 UDL Guideline III: Provide multiple means of engagement, checkpoint

9.3: Develop Self-assessment and reflection. The students were able to reflect on
their learning about their RAFT and think about if they would now be able to plan
a RAFT for use in their future classroom. The teacher discussed the results of
their self-assessment after completion with each student for further reflection.

Include key instructional materials and assessments. Provide citations for materials that you did not create.

Formative Lesson Plan Template Hackett 2018 – includes practice for the edTPA Prompts/Language in blue are requirements from the edTPA Secondary Handbooks - Copyright © 2017 Board of Trustees of the Leland
Stanford Junior University. All rights reserved. Reminder: This information can only be used with candidates in programs and courses that are preparing students for the edTPA exam. All materials must remain secure.

Objectives, input, anticipatory set, guided practice, independent practice, checking for understanding, closure

Hunter, M. (1982). Mastery teaching: Increasing instructional effectiveness in elementary and secondary schools, colleges, and universities. Thousand Oaks, CA: Corwin Press.

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