(Updated 4/28/17)
(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: Brieanna Olsen, Brenna Kerley, Alyx Chamberlain, Jordyn Agost Date: April, 28
2017___
Cooperating Teacher: _Dr. Barbara Ward________ Grade:__6th Grade_________
School District: Pullman School District__ ______ School: _Jefferson Elementary School_
University Supervisor: Lori White______________
Unit/Subject: Literacy/Writing
Instructional Plan Title/Focus: Pen Friends from Lincoln Middle School
The purpose of this lesson is to encourage students to communicate through reading and writing with other
students their age, but who attend a different school within the district. Our students should identify
similarities and differences as they engage amongst each other, without first, judging a book by its cover.
The students are provided a chance to branch out, get to know new people, and create friendships. Students
will become pen friends and participate in three letter exchanges between themselves and a student from
another sixth grade class from Lincoln Middle School here in Pullman, Washington. It is important for
students to interact with others of the human species that they may have never thought of conversing with in
their lives before. They should understand that there are many people in the world and they are not alone.
Humans are a social species in which we rely greatly on connections. Social interaction is an important skill
that the students will need to know for the rest of their lives whether it is in a school environment, at home,
or in the work force.
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.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events,
and/or characters.
CCSS.ELA-LITERACY.W.6.3.D
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences
and events.
CCSS.ELA-LITERACY.W.6.5
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With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should
demonstrate command of Language standards 1-3 up to and including grade 6 here.)
CCSS.ELA-LITERACY.W.6.6
Use technology, including the Internet, to produce and publish writing as well as to interact and
collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of
three pages in a single sitting.
CCSS.ELA-LITERACY.W.6.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
c. Content Objectives (to be copied in Assessment Chart below) and alignment to State Learning
Standards:
1. SWBAT compose and respond to three informative letters to a student from another school.
2. SWBAT write in a letter in appropriate format using email through the Internet.
3. SWBAT answer questions after completing a read aloud on the book Dear Dragon: A Pen Pal Tale
by explaining the content and relating it to the lesson.
Aligned standard:
Language Objectives:
1. SWBAT verbally participate in a discussion about why friendships are so important.
Aligned standard:
d. Previous Learning Experiences: Teacher candidates should explain what students know and have
learned that is relevant to the current lesson topic and process.
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(Add rows as needed)
*In the right column, describe whether the assessment youll collect is formative or summative. 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:
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).
b. Learning Activities:
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c. Questions:
1. Why do you think we read the book Dear Dragon today? What does this book have to do with our
lesson on friendship? (Apply/Analyze)
2. Why do you think it is important to get to know new people, even though we do know see them in
our daily lives? (Apply)
3. What do you think it means to judge a book by its cover? How does this tie into what our lesson is
telling us about new friendships? (Analyze/Apply)
4. Based on what happens in the story Dear Dragon, did you have a similar experience when meeting
your pen friend at the end of this lesson? (Understand/Apply)
5. What types of questions do you ask someone who you are first getting to know? (Analyze)
6. Why do you think relationships are so important for humans to have? (Understand)
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.
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.)
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e. Acknowledgements:
Lesson plan written by Brieanna Olsen. (2017) I used the book Dear Dragon: A Pen Friend Tale in the
introduction to introduce the concept and purpose of a pen friend letter.
All additional attachments were created by myself with images taken from google images (smiley faces
Students Names: Student is on task and Student is using letter Student is working well
writing letter format with others. (pop-corn
approximately to prompt sharing, pair and share,
etc.)
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Key: