use 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: Jen Van Allen, Date: November 8, 2016

Pamela Henderson, Danielle Howson

Cooperating Teacher: Jane Kelley Grade: 3rd

School District: WSU School: Washington State University

University Supervisor: Jane Kelley

Unit/Subject: The Writing Process

Instructional Plan Title/Focus: Writing with the writing process

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)

This lesson aims to show the writing process as a step by step process. This
lesson will allow students to have an understanding of how to write developed
writing with the writing strategies in the writing process. This includes
prewriting, writing, revision, editing, and publishing.

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)?

The lesson that came prior to today is an introduction of the writing process
and giving a brief description of each step. The day after our lesson we would
be focusing mainly on feedback since it is such an important piece of the
writing process and necessary for a well-developed story.
 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)

CCSS.ELA-Literacy.W.3.4:
With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing.

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

SWBAT use the writing process to develop a complete story with all
components.

SWBAT take a prior writing piece and apply the writing process to it and create
a finalized draft with all parts.

Language Objectives:
SWBAT take a prior writing piece and apply the writing process to it and create a finalized draft with all
parts.

Aligned standard:
CCSS.ELA-Literacy.W.3.4:
With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing.

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 will have a prior understanding from a previous introduction about what the writing
process is. This introduction will allow students to have a definition of the parts of the writing process:
prewriting, writing, revising, editing, and publishing. This prior lesson will allow children to understand
what the writing process is, what the parts entail, and why these steps of the writing process is
important.

e. Planning for Student Learning Needs

Before this lesson we discussed briefly the writing process and students are familiar with the
types of writing and grammar features so that they can successfully apply this new strategy to their
 writing and prior writing to strengthen their writing. For our ELL students and students at varying levels
we will provide supports in the form of graphic organizers and sentence starters and group the students
so they can collaborate.

f. Assessment Strategies (Informal and formal) (Formative and 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 objective: SWBAT use the Informal: Students writing can be

writing process to develop a
complete story with all components. their writing over time. This assessment
assessed based on their ability to change
will look not at their writing ability, but at
their ability to show the writing process.
For example, if students were writing
about their reaction to reading Stone Fox,
they should be able to provide evidence
of a prewrite being different from their
writing which should be different from
their published work.

Language example: SWBAT use Informal: Students writing can be

conditional forms correctly 90% of assessed based on the content of their
the time when describing their writing. Their writing should show
input-output diagram. progress in three phases. They should
Language objective: SWBAT take a have their lowest quality of writing as
prior writing piece and apply the their pre-write, their medium level
writing process to it and create a quality of writing as their writing, and
finalized draft with all parts. then with the process of revision and
editing they should have their highest
level of writing as their published (or
final) work.
(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.)
Student-based evidence to Description of how
K-12 students will be be collected (things students will reflect on
able to: produced by students: their learning.
journals, exit slips, self-
assessments, work
samples, projects, papers,
etc.)

1. Explain student Journal Students will write a

learning targets and short journal entry
what is required to meet about what they
them (including why remember from the last
they are important to lesson and reflect on
learn). the objectives for the
day.

2. Monitor their Rubric Students will take one

own learning progress of their old papers and
toward the learning grade themselves with
targets using the tools a rubric then apply the
provided (checklists, writing process to this
rubrics, etc.). paper and see how it is
improved.

3. Explain how to
access resources and
additional support when
needed (and how/why
those resources will help
them)

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.
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).

Today we will be looking deeper at our writing. Yesterday we looked at

the writing process, but today we will be going through it with our own
writing. The writing process is important because it will help us develop
successful writing skills and make us stronger writers.

b. 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)

Can anybody tell me what step begins the writing process?

(Remember)

Can anybody hypothesize what the next step is of the writing process
is? (Remember)

Does anyone know any reasons why the writing process strengthens us
as writers? (Understanding)

Which step of the writing process do you think is the most useful to you
when you are writing? (Evaluate)

How could peer feedback strengthen both your peers and your own
writing piece? (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)
o How the teacher candidate will assess the learning of the students (from table above)
Learning Steps and Activities Supporting Theories/Principles
(why are you doing what you are
doing?)

Example: Transition from introduction Supports multiple means of

by asking students to look at inputs
and in pairs, create a list of additional
community assets/contributions
(inputs) for social change diagram.
Circulate around groups to observe
students progress.
engagement, and allowing students to
generate their own inputs from
experience; is more culturally
responsive than teacher generated
ideas only.

Introduction Today we will be looking deeper

at our writing. Yesterday we looked
at the writing process, but today we
will be going through it with our own
writing. The writing process is
important because it will help us
develop successful writing skills
and make us stronger writers.

I Do / You Watch Today because we are focusing

on the importance of writing skills to
help us as writers, we will start the
lesson by writing an essay together.
I am going to begin writing a
paragraph on the whiteboard.
[teacher writes an example
paragraph on the whiteboard]

I Do / You Help Now that you have seen me use

the writing process, can you all help
me write a paragraph to go with the
one on the board that we can put
the writing process through?
You Do / I Help Awesome job helping me, now
you will go back to your tables and
work in pairs to add a third
paragraph to the two paragraphs
that the group as a class made.

You Do / I Watch Okay class, now that you have

had the chance to see me use the
writing process and have practiced
it with me on the board, its your
turn. Go back to your seats and
work individually on putting a piece
of writing that you have done
through the writing process. After
you are done turn it into me and
read quietly.

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.

Common Core Standards: http://www.corestandards.org/ELA-Literacy/

Whiteboard and whiteboard markers
Paper, pencil, and red pen.

e. Acknowledgements: Acknowledge your sources

http://www.corestandards.org/ELA-Literacy/