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: Sarah Shurm Date: September 11, 2018

Cooperating Teacher: Breezy Gosney Grade: 2nd
School District: Central Valley School District School: Liberty Creek Elementary School
University Supervisor: Lori White
Unit/Subject: Math
Instructional Plan Title/Focus: Patterns

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)?

In this lesson, students use sentence strips and pattern blocks to create and use patterns to solve
problems. Prior to this lesson, students have had very little practice with patterns. By separating the class
into small groups based on learning levels, each student has the opportunity and scaffolding necessary
for success. Students will build on their math vocabulary as the teacher introduces and explains
“patterns”. Students will be shown that patterns do not only happen in math, but also in the grocery
store, at home and in most all things with shapes and colors. With the use of hands on manipulatives,
students will learn how fun making and learning about patterns can be. Prior to this lesson, students
practiced comparing numbers between 1-100 in terms of less than, greater than, and equal to. Following
this lesson, students will practice their problem-solving strategies and choose the best strategy to solve a
problem.

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

CCSS.Math.Content.2.OA.A.1
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by
using drawings and equations with a symbol for the unknown number to represent the problem.

CCSS.Math.Content.4.OA.C.5
Generate a number or shape pattern that follows a given rule.

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CCSS.Math.Content.4.OA.C.5
Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were
not explicit in the rule itself.

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

1. SWBAT…create and use patterns to solve problems

Aligned standard (s): CCSS.Math.Content.2.OA.A.1

CCSS.Math.Content.4.OA.C.5

Language Objectives:

1. SWBAT…orally describe characteristics of patterns

Aligned standard: CCSS.Math.Content.4.OA.C.5

2. SWBAT…read descriptions of patterns

Aligned standard: CCSS.Math.Content.4.OA.C.5

d. Previous Learning Experiences: Teacher candidates should explain what students know and have
learned that is relevant to the current lesson topic and process.

Prior to this lesson, students practiced comparing numbers to 100. During this lesson they practiced comparing
two numbers in terms of greater than, less than, and equal to. Following this lesson, students will practice
choosing the best strategy to solve a problem. They will do so using connecting cubes and leveled books which
help reinforce and extend problem solving skills and strategies.

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

Below level students will be given graph paper and crayons for this math lesson. A student will choose a crayon
and, starting at the top of the graph paper, color as many or as few squares as he or she wants. Then, other
students in the group will take turn sand color similar squares to form a pattern. Students will continue the
pattern until the entire sheet of paper is used. English language learners (ELL) students will be asked to write
numbers 1-10 horizontally on a piece of paper. They then will be prompted to stand, say “These are ears” and
point and count their ears. Teacher will model counting their ears by two and circle the numbers. Students will
chorally repeat as teacher models this counting strategy. This strategy describes and models’ patterns using
number sense and new vocabulary for ELL students. For early finishers or advanced students, teacher will have
students work in small groups to create growing patterns using connecting cubes for each group member to
continue. Teacher will ask the above level students to describe the different types of patterns they made. While
students of different levels are working, the teacher will navigate the classroom and individually assist any
students that seem to be struggling to understand. During math practice time, below/approaching students will
be guided through the exercises, on level students will complete the exercises independently, following the
directions given and above/beyond level students will complete the exercise independently.

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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

SWBAT…create and use patterns to solve Informal: During independent work time, students will be
problems asked to complete pages 39 and 40 in their math
workbooks. Students completion of this worksheet will
be required for them to transition into their math
workshop rotations. Students work will be graded on
both completion and accuracy. Students whom miss 1-2
problems and show clear understanding of learning target
and concepts will be given a “meeting” grade. Students
who miss 3-5 problems and show some understanding of
the material will be given a “beginning” grade. Students
who miss more than 5 problems and show little to no
understanding of material will be given a “NH or needs
help” grade and will be pulled aside during math
rotations to work one on one with teacher.
Language Objective(s)
SWBAT…orally describe characteristics of Informal: During the lesson, the students will have
patterns opportunities to participate in class discussions about
problems involving patterns. At this time, teacher will
evaluate students understanding of patterns based on how
they orally explain their problem-solving strategies and
on how well they are able to explain and share their
thinking with the class.
SWBAT…read descriptions of patterns Informal: Students will be informally assessed on this
language objective during both group lesson instruction
time as well as during independent work time. Students
ability to read examples of pattern problems on the board
during the lesson and solve them will show the teacher if
students are meeting this objective. Students will also
show the teacher if they are meeting this objective if they
are able to read the problems on their worksheet and
understand what the problems are asking of them.
(Add rows as needed)
*In the right column, describe whether the assessment you’ll 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 certain degree of proficiency. Should the quiz indicate students are not progressing, and
adjustment of timing in the instructional “unit” will be required.

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 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:
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.)
Pages 39-40 worksheet
Exit Task
Pages 39-40 worksheet
will reflect on their learning.
Students will be able to
reflect on todays concept,
patterns, and will be able to
show their understanding of
the lesson through
completion of the worksheet
pages. Students will be able
to monitor their learning
progress by their ability to
do all the worksheet’s
problems.
Prior to being released to
recess, students will be
asked to create a pattern
using colored shapes or base
ten blocks. Students
completion of this task will
allow them to see their
growth and learning and will
also tell the teacher if the
student met the learning
target.
The completed worksheet
will show students level of
mastery of the skill and will
also help them gage their
level of understanding of
patterns.

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.

At the beginning of this lesson, students will be sitting at their individual desks within their table groups. From
here, the class will spend 5 minutes completing the “5-minute check” activity. This activity is meant to review
math learned the previous day and is also a great tool to use to get their brains thinking about math and ready to

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learn. From here, students will be asked to meet on the carpet for the introduction activity. Students do this from
the carpet to ensure that they all are given and hear the same instructions and information. After the
introduction, students remain at the carpet for the “PowerPoint” type presentation. This presentation dives
deeper into the days learning topic, patterns. Student share ideas and review examples as a class during this
carpet time as well. After the presentation and group lesson time, students are released to their desks to work
with their table mates completing the first 4 problems of their math worksheet. After students have completed
these problems, the teacher reviews the problems with the entire class to ensure all students are understanding
the material. If all students seem to be comprehending, students are released to individually and independently
complete the back side of their math worksheet. This lesson does a great job combining all types of grouping of
students and creates a lesson with great potential for student comprehension.

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”).

“Good afternoon mathematicians! I would love it if you could all gather around in a square on the carpet for
todays introduction to our math lesson! I have some very exciting things planned in math and cannot wait to see
our learning!” *students gather in square on carpet* “Okay class, today we will be learning about patterns. If we
look over to our learning target board, we can see that our math learning target today is “I will show and
describe patterns”. Patterns are everywhere around us. They are in the classroom, in the songs we listen to, at
the grocery store and in the grocery store isles. Today, we are going to be practicing patterns with letters and our
bodies around our circle. The first pattern I want us to repeat will go “AAB…AAB…AAB” We will repeat this
pattern around our circle until everyone has said a letter. You will only get to say one letter, so be sure to pay
attention to the pattern and what your classmate says before you so that you know what to say when it is your
turn!” *students practice this pattern around the circle for one loop* “Now we will be practicing a pattern using
our bodies to clap our hands and snap our fingers!” *students do similar style pattern with clapping and
snapping for two circles around the class, giving each student the chance to fully understand and practice this
concept* “Great! Those were all examples of patterns! Today while we work in small groups and individually
on our work, don’t forget to look back at our learning target to remind ourselves of our main learning goal
today!”

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 shapes come next?

- What do you need to do to responsibly show me you have finished your work?
- What do you notice the picture doing?
- What type of problem-solving strategy did you use?
- What types of patterns do you see in our classroom?
- What is the growing pattern unit?

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.

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Prompts for right hand column—supporting 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 ladder—simulation 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)

(Add rows as needed)

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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 Supports multiple means of engagement and
students to look at “inputs” and in pairs, create a allowing students to generate their own inputs
list of additional community assets/contributions from experience; is more culturally responsive
(inputs) for social change diagram. Circulate than teacher generated ideas only.
around groups to observe students’ progress.
Introduction: “Good afternoon mathematicians! I Piaget’s Schema Theory. This theory discusses
would love it if you could all gather around in a the importance of understanding what students
square on the carpet for today’s introduction to our already know and using this to shape their
math lesson! I have some very exciting things lesson. During this part of the lesson, the teacher
planned in math and cannot wait to see our gives students the opportunity to practice making
learning!” *students gather in square on carpet* patterns. The teacher will determine how to
“Okay class, today we will be learning about shape the lesson and can decide how much
patterns. If we look over to our learning target scaffolding the class needs by observing how
board, we can see that our math learning target well they are able to complete this introductory
today is “I will show and describe patterns”. task.
Patterns are everywhere around us. They are in the
classroom, in the songs we listen to, at the grocery
store and in the grocery store isles. Today, we are
going to be practicing patterns with letters and our
bodies around our circle. The first pattern I want us
to repeat will go “AAB…AAB…AAB” We will
repeat this pattern around our circle until everyone
has said a letter. You will only get to say one letter,
so be sure to pay attention to the pattern and what
your classmate says before you so that you know
what to say when it is your turn!” *students
practice this pattern around the circle for one loop*
“Now we will be practicing a pattern using our
bodies to clap our hands and snap our fingers!”
*students do similar style pattern with clapping
and snapping for two circles around the class,
giving each student the chance to fully understand

and practice this concept* “Great! Those were all

examples of patterns! Today while we work in
small groups and individually on our work, don’t
forget to look back at our learning target to remind
ourselves of our main learning goal today!
“If everyone could turn their bodies towards the Vygotsky’s Importance of Language Theory.
direction of our smartboard, I am going to go This theory discusses the importance of allowing
through our math slideshow to explain and teach students to talk through a problem or concept
today’s lesson! Today’s main idea says, “I will with a partner or small group. By allowing
show and describe patterns. Let’s watch our students to work through problems and examples
Concepts in Motion video to see what it has to say of patterns with a partner, the teacher is
about patterns” *(watch math video on smart modeling understanding of this theory.
board. After video, let students practice turn and
talk with their learning partner to discuss what new
information they learned from the video, then let
3-5 students share out loud with the class) “Great
thinking! I am very happy that so many of you are
already starting to learn and understand patterns!
Patterns are an order that a set of objects or 7
numbers follows over and over!” (teacher shows
slide of example of pattern) “I would like to see
 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.

*prior to closure, students would have been spending the past 10-15 minutes in their math rotations*
“Alright mathematicians! I would like it if you could all clean up your math rotation stations and quietly make
your way back to your seats for our exit task before lunch! On each of your desks you can find two tubs, one
with number cubes and the other with colored shapes. What I would like each of you do to independently is to
create a pattern of your own using the manipulatives in front of you. Once you have completed your pattern,
please raise your hand and I will come and check your work. Please be prepared to explain what your pattern is
and how it is repeating, weather it be by color, shape or by a growing or subtracting unit. I cannot wait to see
what you come up with! Completion of these patterns will really show me that you understand today’s learning
target of showing and describing patterns!”

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 below level students, their lesson/activity can be extended by having students choose more than one
crayon each and create a new pattern on another sheet of graph paper. For English Language Learners
(ELL) students, their lesson/activity could be extended by extending their number line to 20 and having
students repeat the process for five fingers. At the end of the lesson, the teacher can challenge students to
find as many patterns they can around them this week. For example, students could find patterns at
home, at the grocery store, or at the park/playground. Challenge students to work with their families to
find patterns throughout the week and tell students that they will be given a chance to share with the
class all the different patterns they noticed on Monday.

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.

- Math journals
- Sentence strips
- Colored shapes manipulatives
- Pg. 39-40 of math workbook
- Pattern blocks
- Spunky Monkeys on Parade by Stuart J. Murphy
- Visual Vocabulary Cards

e. Acknowledgements: Acknowledge your sources

Math Connects (Vol. 1). (2009). Columbus, OH: Macmillan/McGraw-Hill.