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 (When doing the actual edTPA, leave out identifiers)

Teacher Candidate: Deirdre Sanborn Date: 9/18/2016

Cooperating Teacher: Barbara Ward Grade: 6
School District: Pullman School: Washington State University
University Supervisor: Lori White
Unit/Subject: ELA/Writing
Instructional Plan Title/Focus: Word Choice

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)

The purpose of this lesson is to enrich students understanding of word choice, specifically verbs.
Students will be shown the benefits of using unique verbs to replace general verbs that carry a variety of
meaning. By having students come up with their own verbs and discuss with peers, they will have an
opportunity to learn new words and recall on previous learning experiences. Ultimately, students should
be able to see the benefit and importance of word choice. Students will practice using word choice to
covey meaning and portray their own writing voice.

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 the first of three lessons about word choice. Before this lesson, students have learned
about ideas, organization and voice. This lesson will be a good segue way from voice into word choice.
After this lesson, students will continue to deepen their understanding of word choice and then move on
to the last 2 traits of writing.

b. State/National Learning Standards: Teacher candidates identify relevant grade level concepts/content
and align them to Content StandardsCommon Core Standards (Math, English, Next Gen. Science),
Washington State EALRs, (Arts, Language, Social Studies, Health/Fitness) or National (Ag. Ed. or
FCS). Aligning standards may be interdisciplinary. (Also copy/paste these below to align)
Content:
CCSS:
CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.

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 CCSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.D
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences
and events.
EALRs:
3.2.1 Applies understanding that different audiences and purposes affect writers voice.
3.2.2: Analyzes and selects language appropriate for specific audiences and purposes.
Language:
CCSS.ELA-LITERACY.L.6.1
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
CCSS.ELA-LITERACY.L.6.5.C
Distinguish among the connotations (associations) of words with similar denotations (definitions)
(e.g., stingy, scrimping, economical, unwasteful, thrifty).
c. Content Objectives (to be copied in Assessment Chart below) and alignment to State Learning
Standards:

1. SWBAT understand the importance of strong word choice in writing.

Aligned standard: 3.2.1 Applies understanding that different audiences and purposes affect writers
voice.
2. SWBAT create word bank of synonyms for the verb walk.
Aligned standard: CCSS.ELA-LITERACY.W.6.3.D
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences
and events.
3. SWBAT write a short narrative demonstrating strong word choice.
Aligned standards: CCSS.ELA-LITERACY.W.6.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
CCSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
3.2.1 Applies understanding that different audiences and purposes affect writers voice.

Language Objectives:
1. SWBAT use proper spelling and grammar convention when writing a short narrative.
Aligned standard: CCSS.ELA-LITERACY.L.6.1
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
2. SWBAT understand meaning of words used in their narrative and be able to differentiate synonyms.
Aligned standard: CCSS.ELA-LITERACY.L.6.5.C
Distinguish among the connotations (associations) of words with similar denotations (definitions)
(e.g., stingy, scrimping, economical, unwasteful, thrifty).

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 have learned about other traits of writing in previous lessons. Students have also had
experience writing (with an emphasis on voice and word choice) is previous grades. Students have seen
examples of strong word choice through books they have read and through their everyday lives.
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e. Planning for Student Learning Needs (accommodations, student experiences, prior learning and
experiences):
Accommodations for gifted students:
Lisa will be challenged to think of more complex verbs during activity. She may complete another word
bank for a different verb if she gets done early. During the narrative writing time, Lisa will most likely
go above and beyond her peers in story length and quality of word choice.
Jim will also be challenged to think of more complex verbs during the activity. He may complete 2 or 3
word banks due to his very strong vocabulary and motivation for writing. Jim may also move on to a
second writing prompt, Describe playing or watching your favorite sport if he finishes early.
Accommodations for IEP students:
Robert has an IEP for handwriting. Because he struggles with writing assignments by hand, Robert may
use a classroom laptop to type if he wishes. He also has a para-professional who will be in the classroom
at this time to help him scribe if would like to use her as a resource.
Sally has an IEP for behavioral issues. Sally will be seated closest to the teacher and be given constant
reminders to stay on task. During the narrative writing period, sally will sit away from other students to
keep her from disrupting the class. If need be, she may be sent in the hall to work one-on-one with the
teacher or a para-professional.
Accommodations for ELL students:
Tomas is a level 1 ELL student. Tomas will likely struggle with coming up with synonyms for the word
walk in English. He may brainstorm ideas for his word bank in either English or his native language,
Spanish. Tomas will be able to use his Spanish to English dictionary to translate the verbs he comes up
with. He will also have extended time to complete his narrative if he needs it.
Hanna is a level 2 ELL student. Hanna has a basic understanding of the English language, however she
may struggle to come up with a variety of synonyms. She may use a thesaurus to look up words. She
will have additional time to complete her narrative.

f. Assessment Strategies (Informal/Formative and formal/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: SWBAT understand the
importance of word choice in writing.
Content: SWBAT create word bank of
synonyms for the verb walk.
Formative: Class discussion about strong/poor word
choice and how it effects the writers audience. The
teacher will make note of students who participate in
discussion. The teacher will follow up with students who
do not show understanding during discussion. (see
anecdotal notes sheet)
Summative: Teacher will collect student generated
definition of word choice on exit slip.
Formative: Teacher will walk around room and check
that each student has completed the activity with a
sufficient amount of words. Teacher will record -, -,,
+ to indicate how each student did. There will also be
space for anecdotal notes if need be. These sheets will
not be collected so students can use them as a resource in
the future. (see anecdotal notes sheet)

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Content: SWBAT write a short narrative Summative: Students will turn in short their narrative for
using strong word choice. grading. The narrative will only be graded for word
choice and conventions. Word choice will make up for
most of the scoring, however a few points will be given
for proper spelling and conventions (See rubric).
Language: SWBAT use proper spelling and Summative: Assessed when students turn in short
grammar convention when writing a short narrative. Conventions will not be graded too harshly
narrative. because the main focus of this assignment is word
choice. It is also the students first draft and should
resemble a work in progress, not a published product.
(see rubric).
Language: SWBAT understand meaning of Formative: Assessed by teaching walking around during
words used in narrative and be able to walk activity and through class discussion. Teacher
differentiate synonyms. will take more anecdotal notes for underperforming
students.
Summative: Assessed when students turn in short
narrative. Teacher will check for comprehension and that
students work makes sense and is in the correct context.
(Add rows as needed)
*In the right column, describe whether the assessment youll collective 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.)

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 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 Journal Entry After students compare and
targets and what is required to contrast 2 passages during
meet them (including why hook, students will write a
they are important to learn). journal entry answering the
following question: Why is
strong word choice
important to have in your
writing?
2. Monitor their own learning Exit Slip At the end of lesson,
progress toward the learning students will be given an exit
targets using the tools slip that asks them to rate
provided (checklists, rubrics, how confident they are using
etc.). strong word choice on a 1-5
scale. They will also be
asked to come up with a
definition of what strong
word choice is.
3. Explain how to access Thesaurus, dictionary Students will have access to
resources and additional a thesaurus and/or dictionary
support when needed (and which can help students
how/why those resources will come up with ideas for
help them). strong word choice if they
struggle it on their own.
Students will be reminded of
these resources in the
beginning of the lesson.
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.
Students will be seated in groups of 4. Some of the activities will be individual, while others require
talking to a partner or conversing as a whole group. Students will share their work with a partner in order
for students to bounce ideas off each other. If a student is underperforming, their partner may give them
good ideas to go off of. ELL students will also benefit from group discussion and working in pairs.
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 will display two writing passages via projector, one will lack word choice and the other will
show strong voice and word choice (see Passages). Students will be asked to compare and contrast both
passages and come up with 3 characteristics of good word choice with their table group. Students will
begin their journal entry by writing down the 3 characteristics their group came up with. Students will
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 then have 3-4 minutes to answer the following question: Why is strong word choice important to have in
your writing?

b. Questions: Questions teacher candidate will ask during the lesson that drive thinking and learning and
engagement (5 or more questions) and in parenthesis, 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. Why is word choice important to include in your writing? (evaluate)
2. What sets good word choice apart from poor word choice? (understand)
3. Is word choice a part of voice? And/or is voice a part of word choice? (analyze)
4. How can word choice affect the message you get across to your reader? (apply)
5. Does your word choice have to be the same or similar to your peers? (analyze)

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)

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Learning Steps and Activities Supporting
Theories/Principles
(why are you doing what
you are doing?)
Example: Transition from introduction by asking students to look at Supports multiple means
inputs and in pairs, create a list of additional community of engagement, and
assets/contributions (inputs) for social change diagram. Circulate around allowing students to
groups to observe students progress. generate their own inputs
from experience; is more
culturally responsive than
teacher generated ideas
only.
1. Students will receive blank piece of paper and marker. Constructivism learners
Everyone should have a piece of paper and a marker to draw construct their own
with. First, I would like everyone to stand up and put the piece of knowledge
paper on the ground in front of you. When I say so, everyone
should set one foot on the paper and trace a line around the
outline of your foot. You should leave room at the top of your
paper for a title. Each student will draw an outline of their shoe
on the piece of paper. After each student has a shoe outline, they
will write the word walk at the top of the page.
2. When you hear the word walk what do you think of? There are Constructivism learners
many ways to describe how we get from one place to another. construct their own
Walk is a very boring verb, what other verbs could you use in its knowledge
place? Close your eyes and envision all the ways you could get
from one side of the classroom to the other. *pause* Close your
eyes and write as many verbs as possible inside your shoe outline
to describe what you just saw in your head. Teacher will ask
students to write for 1 minute (filling in the shoe outline) to come
up with ways to describe how a student could get from one end of
the room to the other without using the verb walk. After one
minute, the students will describe how an infant could get across
the room. Pencils down, now, close your eyes again and think
about all the ways an infant could get from one end of the room
to the other. Do any more verbs come to mind? Take one more
minute and add to your word bank. After one more minute, how
an elderly person could get across the room. Pencils down, now,
close your eyes one last time. What about an elderly person?
How would they travel? Take one more minute and any more
verbs you can come up with.
3. Turn and talk to the person sitting next to you about the words Importance of Language
you came up with for your word bank. Are they similar or (Vygotsky)
different? Does your partner have any that you may have missed?
If so feel free to add those to your list too. Students will share Constructivism Social
their lists with a partner, while having the ability to add to their interactions are important
list as they think of more or borrow an idea from their peer. in knowledge construction
(Teacher will circulate during this time to make sure there is an process
equal exchange of ideas, not one student copying all their
answers from another).
4. Would anyone like to share a verb you or your partner came up Importance of Language
with?. Teacher will call on a few students to share their favorite (Vygotsky)
verb either they or their partner came up with to the whole class.
5. Teacher will facilitate discussion about how verbs can be used to Importance of Language
convey specific meaning much better than generic words. Why (Vygotsky)
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do you think it is important to have a variety of words to describe
one action? Students raise hands and respond. What difference Constructivism Social
does it make? Students raise hands and respond. When we use interactions are important
 o How the teacher candidate will assess the learning of the students (from table above)
(Add rows as needed)

d. 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.

Students will hand in their written pieces for assessment. Students will then fill out a small exit slip
asking them to reflect on their knowledge of word choice and create their own definition of what word
choice is. These definitions will be used to kick off the next lesson.

e. 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.)
Homework for the night: find descriptive words in magazines, newspapers or other media. Cut them out
and make an 8x11 collage of words that show strong word choice.

Later in the unit students will write a full length take-home essay which should incorporate all 6 traits of
writing.
f. 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.
Materials:
Projector and computer
Student writing journals
Printer paper (one sheet per student)
Markers (one per student)

g. Acknowledgements: Acknowledge your sources

https://www.curriculumassociates.com/professional-development/topics/Six-Traits-Writing/extras/l3act.pdf

http://www.chino.k12.ca.us/site/handlers/filedownload.ashx?
moduleinstanceid=29571&dataid=58098&FileName=writing_rubric%206th.docx

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Attachment 1: 2 passages

Passage 1:
Last years blizzard was an event I will never forget. I remember it like yesterday. The morning started with
slate gray clouds rolling like waves across the sky. By mid-morning, the skies opened up with a torrent of snow.
Sheets of snowflakes trounced the ground in an unending array of white. Before I knew it, the snow was knee-
deep outside. I knew right away that we wouldnt have school that day, or the next. It might be a whole week
before we reluctantly dug ourselves out of this mess.

Passage 2:
Sometime last year we had a snow day. The ground was covered in white and bright flakes fell from the sky. It
snowed so much that we couldnt open up the front door to go to school. We didnt know how long we would
have to stay inside, however we knew it would be for a while.

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 Rubric for Narrative:
Word Choice
Includes dynamic, vivid or
challenging words, enhancing
meaning and clarifying
understanding and adding energy
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and depth
Uses original, unique, authoritative
Exceeds Stds.
and/or interesting voice
Uses purposeful and varied
sentence beginnings which add
variety and energy
Has complete, complex sentences
varying in length and structure
Uses literary devices very
effectively
Has fluent writing with cadence
Includes dynamic, vivid or
challenging words, enhancing
5
meaning and clarifying
understanding
Exceeds Stds.
Uses original, unique, authoritative
and/or interesting voice
Has a variety of complete, complex
sentences
Uses literary devices effectively
Has fluent writing
Includes some dynamic, vivid or
challenging words
Uses literary devices
4
Uses original, unique, authoritative
and/or interesting voice
Meets Stds.
Uses complete, complex sentences
Has fluent writing
Uses complete, complex sentences
Has very fluent writing
Uses basic vocabulary appropriately
3
Attempts to use literary devices
Below Stds.
Demonstrates an awareness of
audience
Uses simple effective sentence
patterns
Uses basic vocabulary appropriately
most of the time
Demonstrates little awareness of
audience
Language Conventions
Few or no errors in
capitalization 4
Few or no errors in punctuation
Few or no errors in subject and
verb agreement
Few or no errors in the spelling
of grade-level-appropriate
words
Few or no run-on sentences or
sentence fragments
Indention of paragraphs all of
the time
Most capitalization is correct
Indention of paragraphs all of
the time
3
Most sentences contain correct
punctuation
Most sentences use appropriate
verb tense
Most sentences have correct
subject and verb agreement
Most grade-level words are
spelled correctly
Writing has few or none run-on
sentences or sentence
fragments
Some capitalization is correct
2
Some sentences have correct
punctuation
Some sentences have correct
subject and verb agreement
Some grade-level-appropriate
words spelled correctly
Writing may have some run-on
sentences or sentence
fragments
Indention of paragraphs most of
the time
10
2 Uses limited basic vocabulary, uses Many errors in capitalization
some words inappropriately Punctuation is missing or 1
1

Attempts simple sentence patterns incorrect

but not understandable Many errors in subject and verb
Below Stds.

Demonstrates little or no awareness agreement Many errors in the

of audience spelling
Writing has many run-on
sentences or fragments
Indention of paragraphs is non-
existent

Total out of 10 ____________________________________________

Anecdotal Notes Sheet

Student Notes on discussion Check for walk activity Notes for walk activity
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23

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Exit Slip

After learning and practicing word choice, how confident do you feel in your ability to use strong word choice
in your writing? Circle the face that best represents your attitude.

What is word choice? Come up with your own definition.

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