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: Taylor VanMeighem Date: 2/1/17

Cooperating Teacher: Jennifer Jordan Grade: 3rd
School District: Kennewick School District School: Southgate Elementary School
University Supervisor: Lori White
Unit/Subject: Unit 3 Lesson 13/ Reading
Instructional Plan Title/Focus: Read and Comprehend/ Compare and Contrast

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose:

The purpose of this lesson is for students to analyze the text and use evidence from the text in order to
compare and contrast the characters. It is important for students to use comprehension strategies such as
analyze/evaluate when reading in order to improve their overall comprehension. Students will accomplish
this by completing a chart to record text evidence about three characters and their experiences. On this chart
students will also list the similarities and differences of the characters.

b. State/National Learning Standards:

CCSS-ELA
CCSS.ELA-Literacy.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions
contribute to the sequence of events.

CCSS-ELA
CCSS.ELA-Literacy.W.3.8
Recall information from experiences or gather information from print and digital sources; take brief notes on
sources and sort evidence into categories.

CCSS.ELA
CCSS.ELA-Literacy.SL.3.1a
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation
and other information known about the topic to explore ideas under discussion.

CCSS.ELA
CCSS.ELA.Literacy.SL.3.1d
Explain their own ideas and understanding in light of the discussion.

c. Content Objectives and alignment to State Learning Standards:

1. SWBAT describe characters by comparing and contrasting their actions and experiences.

Aligned standard: CCSS.ELA.Literacy.RL.3.3

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 2. SWBAT analyze and evaluate characters' actions and traits, using details from the text.

Aligned standard: CCSS.ELA.Literacy.W.3.8

Language Objectives:

1. SWBAT engage effectively in collaborative discussion.

Aligned standard: CCSS.ELA.Literacy.SL.3.1a, SL.3.1d

d. Previous Learning Experiences:

Students have been studying Native American culture in social studies therefore giving them some prior
knowledge on American Indian History. Students will also have been familiarized with the vocabulary and
already read the anchor text; Yonder Mountain: A Cherokee Legend by Robert H. Bushyhead.

e. Planning for Student Learning Needs:

In order to accommodate to varying student needs, I will begin this lesson by modeling my expectations on
an anchor chart to the whole group. I will then model again under the document camera on the worksheet
with the help from students. Finally, students will work independently while I pull a small group that needs
extra accommodations. While working independently, if a student needs help they will be instructed to "ask
three, then me." If they finish early they can begin the section on the bottom of the worksheet to show how
the choices of the characters were alike and how they were different. If students finish the worksheet
completely, they can practice read to self. Once everyone has finished the third character in the chart on their
worksheet, we will come together as a whole group once again to go over the last part of the worksheet they
will need to complete (if they haven't already) before moving into the next lesson.

f. Assessment Strategies:

Content/Language Objectives Assessment Strategies

SWBAT describe characters by comparing
and contrasting their actions and experiences.
SWBAT analyze and evaluate characters'
actions and traits, using details from the text.
SWBAT engage effectively in collaborative
discussion.
Formative: Students will participate in a whole class
discussion where students will help me fill in a graphic
organizer on an anchor chart. I will be able to observe their
understanding while they are sharing their thinking.
Summative: Students will complete the activity worksheet
that they are completing throughout the lesson (Figure 1) as
well as a written paragraph they will need to complete at a
later date using the information they gathered from my
lesson.
Formative: Students will participate in a whole class
discussion where students will help me fill in a graphic
organizer on an anchor chart. I will be able to observe their
understanding while they are sharing their thinking.
Summative: Students will complete the activity worksheet
that they are completing throughout the lesson (Figure 1) as
well as a written paragraph they will need to complete at a
later date using the information they gathered from my
lesson. There will also be a reading test done at the end of
the week where students will be able to show what they
learned and apply it during the test.
Formative: I will monitor students as they work together in
whole class discussions and while sharing their thinking. I
will be able to monitor students and see which ones are on
task, as well as which ones are not. I can also make notes of
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g. Student Voice:
K-12 students will be able to:
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).
which students have shared their thinking and observations
with the class in order to celebrate that. I will also have
"scouts" who will help make sure their classmates are
following "The Big Three" (showing respect, making good
decisions, and solving problems).
Student-based evidence to be
collected (things produced by
students: journals, exit slips, self-
assessments, work samples,
projects, papers, etc.)
Students will complete and activity
sheet during the lesson.
Students will reference an anchor
chart made at the beginning of the
lesson.
My "scouts" will pick two students
at the end of the lesson who were
following "The Big Three."
Description of how students
will reflect on their learning.
Through the completion of the
activity worksheet, I will be
able to see if the students
understood the lesson, the
learning targets, and how
much they have learned. If
students did not meet the
learning targets or did not
understand the lesson they
will be able to voice their
struggle through this activity
worksheet and will get the
proper help from the teacher.
(Figure 1)
During the beginning of my
lesson I will model
expectations on an anchor
chart in front of the whole
class. This poster will stay up
throughout the entire lesson
for students to refer to if
needed. This will help
students stay on track and
identify what they need to do
in order to be successful.
When the lesson is complete
my two "scouts" will pick out
two students who were
following "The Big Three"
and explain their reasoning
behind why they choose them.
Once the student has been
chosen, as a class we will
celebrate their behavior. This
helps students recognize what
resources they have access to
during the lesson such as
asking the teacher, asking
classmates, or using
alternatives to meet their 3
learning targets and be
successful during the lesson.
 h. Grouping of Students for Instruction:
Students will participate in whole group instruction during the introduction of the lesson. This is where I will
model my expectations. During the whole group instruction I will be able to support my students by giving
them sufficient wait time, answering any questions they may have, and by making sure they understand the
instructions.
Students will then work independently to complete the last character on the chart by themselves. While
students are working independently, I will pull a small group of students that need a bit more
accommodations. While I am working with the small group, students will know that they can "ask three,
before me" if they have any questions.
At the end of the lesson, we will once again join as a whole group to complete the anchor chart together and
then students will go back to their seats to finish the worksheet as an exit slip to the next activity. I will walk
around the classroom to monitor their learning and answer any questions that may occur.

Section 2: Instruction and Engaging Students in Learning

a. Introduction:
I will start the lesson by gathering students on the back carpet. I will pick my two "scouts" and let them know
that they will be my "scouts" for the whole lesson and that they will honor someone at the end of the lesson.
Then, I will go into my anchor chart. My anchor chart will be a replica of the worksheet students will be
handed once they go back to their seats. I will fill in the anchor chart for the first character of the story. This
way, students will know exactly what they are supposed to do on their own worksheet. Once I feel as if I
have modeled my expectations successfully, students will hear the signal word ("evidence") and go back to
their desks for further instruction.

b. Questions:
1. What does it mean to compare characters in the story?
2. What does it mean to contrast characters in the story?
3. Who is character #1? #2?
4. What did the character(s) bring back? Why?
5. Why is it important to fill in the 'why' section?

c. Learning Activities:
Learning Steps and Activities
Introduction:
Invite teams back to carpet
Pick "scouts"
Ask students about their schema
Reiterate the purpose of the lesson
Fill out anchor chart for character #1 (Ask for
support from students)
Model an emphasis on the "why" statement
Remind "scouts" that they will hold off on
selecting students until the end of the lesson
Use signal word "evidence" to transition
students back to their desks
Under Document Camera:
Wait for students to show me "SLANT"
Supporting Theories/Principles (Why are you doing
what you are doing?)
Classroom discussion is important for students. This is
according to Vygotsky's theory of the Importance of
Language. By having a classroom discussion the
students can activate prior knowledge they have and
learn from other classmates. They will learn new terms
and new meanings which will help them during their
lesson.
By modeling a second time under the document
camera, I'm providing students another chance to learn
through observation. According to Bandura and his
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 Go into the instructions for the activity theory of Observational Learning, some students learn
worksheet (graphic organizer) best from a teacher's modeling of problem solving,
Model character #2 (Ask for support from thinking strategies, etc.
students)
Ask for questions
Hand out activity worksheet and have students
work independently
Remind students to "ask three, then me" and
give them the options of completing the rest of
the worksheet if they finish early and then to
read to self if they complete the whole
worksheet
Pull a small group of students to work with
while the whole class is working independently
Closing: The group discussion once again relates to Vygotsky's
Invite students back to the carpet theory of language. It is important for students to break
Fill out the chart for character #3 (With help down what they just learned and share it with other
from students) students. It is also important to celebrate all of their
Model the compare/contrast section at the thinking. As the teacher I can hear what the students
bottom of the worksheet are sharing and see if they are on the right track with
their learning.
Give instructions for students to go back to
their seats and finish the worksheet (exit slip to
move onto next activity)
"Scouts" will be given the opportunity to share
and honor their classmates
Students will be sent back to their desks using
the signal word
I will circulate to ensure each student is on task
and completing the activity worksheet

d. Closure:
To close the lesson, students will be invited back to the carpet to discuss their thinking about the final
character on the chart they completed back at their seats. Once we fill their thinking in on the anchor chart,
we will go over the compare and contrast section on the bottom of their worksheet. I will model how to do
this and then students will need to go back to their seats to complete it before they head into the next lesson.
Prior to heading back to their seats my "scouts" will honor two classmates and we will celebrate them.

e. Independent Practice:
Students will have to write a compare/contrast paragraph about two characters from the legend using the
activity worksheet they completed in my lesson. This will be a time for them to show off what they learned!

f. Instructional Materials, Resources, and Technology:

Poster Paper
Pencils
Reading Books
Personal Reading Books (for early finishers)
Figure 1: "Yonder Mountain" Activity Sheet

g. Acknowledgements:

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 Jennifer Jordan
Journey's Reading Curriculum Lesson 13 (Analyze the text)