T&L Instructional Plan Template

(Updated 4/28/15)
(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: __Brieanna Olsen___________ Date:_April 18, 2017_____________
Cooperating Teacher: __Sarah Davis____________ Grade:_First______________
School District: Pullman School District _________ School: __Franklin Elementary School________
University Supervisor: Lori White
Unit/Subject: Literacy/Writing Conclusions
Instructional Plan Title/Focus: Drawing Conclusions

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose:

The purpose of this lesson is to build students knowledge on the comprehension strategy of drawing
conclusions. By drawing conclusions, the students will be able to pick out key details within the story to
make predictions of what may happen at the end of a story. Students will be working collaboratively in
small groups to wrap up a story by giving it a final concluding sentence. Drawing conclusions is
important because it allows students to move beyond simple decoding and pure accumulation of the
facts within a passage. Students will use the sum of what they already know to make judgments about
the event that will occur in the end. The students have previously been working on using their prior
knowledge and including it into their writing.

b. State/National Learning Standards:

Grade Level: 1st

CCSS.ELA-LITERACY.L.1.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade
1 reading and content, choosing flexibly from an array of strategies.

CCSS.ELA-LITERACY.SL.1.1
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers
and adults in small and larger groups.

Aligned standard: CCSS.ELA-LITERACY.W.1.2

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and
provide some sense of closure.

CCSS.ELA-LITERACY.SL.1.6
Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1
and 3 here for specific expectations.)

c. Content Objectives and alignment to State Learning Standards:

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 1. SWBAT define the word conclusion.

Aligned standard: CCSS.ELA-LITERACY.L.1.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade
1 reading and content, choosing flexibly from an array of strategies.

2. SWBAT work collaboratively in small groups to make predictions about what is going to happen at
the end of a short story.

Aligned standard: CCSS.ELA-LITERACY.SL.1.1

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers
and adults in small and larger groups.

Language Objectives:
1. SWBAT create their own conclusion at the end of a short story.

Aligned standard: CCSS.ELA-LITERACY.W.1.2

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and
provide some sense of closure.

2. SWBAT write in complete sentences as they draw their own conclusions.

Aligned Standard: CCSS.ELA-LITERACY.SL.1.6

Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1
and 3 here for specific expectations.)

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

e. Planning for Student Learning Needs

Accommodations for Special Education Students:

- Accommodations will be adjusted according to students disability.
- Student may work in resource room, or in primary classroom.
- Student will have directions read to him/her. Examples: one-on-one, with a partner.
- Student may be allowed extra time to complete worksheets.
- Teacher will walk around to check to make sure the directions are fully understood.
- Student may raise hand, ask student next to them, or write down notes of any questions or difficulties that
he/she may be experiencing.
- Directions will be placed on the board for further assistance/reminders, as well as on the top of each
worksheet.

Accommodations for ELL students:

- ELL students may be paired up with one or more students whose first language is English.
- Directions will be read aloud to them, and also written on the board/on worksheets for further support
- Directions may be recorded in students first language if and when necessary
- Teacher/s will walk around to ensure students are on task and following correct directions
- Students will be able to ask questions at any given time throughout the lesson

Accommodations for Gifted and Talented Students:

- May be able to work alone.
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- Teacher/s will work with gifted or talented students to set goals or challenge them in further thinking.
- Students who may finish worksheets early may be allowed to work on other school work or read a book.

All Students:
- Small group discussion and pair and share ideas and thoughts about their conclusions.
- Write down conclusions that they believe will take place in the story being read.
- Teachers will be walking around checking for understanding and will be available for answering questions.
- Students may be allowed extra time depending on what is needed at the time being.
- Students may be paired with student sitting next to them or as assigned, if and when necessary.
- Extra assistance will be given to students according to IEPs or additional needs throughout the entire lesson.

f. Assessment Strategies

Content/Language Objectives Assessment Strategies

SWBAT define the word conclusion.
Summative: At the end of the lesson, I will ask them to
use their thumbs to answer the final question to recap
what they had just learned. Thumbs up says, I can
identify a conclusion. Thumbs to the side mean, I have
some understanding, but not fully. Thumbs down tells
me, I do not understand, can you please help me. Then,
I will ask the students the question, What is a
conclusion? I will pick on a few students to share aloud
what they believe a conclusion is from what we just
learned.

SWBAT work collaboratively in small
groups to make predictions about what is
going to happen at the end of a short story.
Formative: As the students are working on their
worksheets, I will be walking around to check off how
well they are working in their small groups. I will
consider the following questions:
Is this student working collaboratively?
Is this student sharing his/her ideas?
Is this student copying his/her partners worksheet, or
completing the work as well?
Refer to (Figure 3) below.

SWBAT create their own conclusion at the
end of a short story.
Formative: I will be walking around the room to see if
the students are completing their worksheets by creating
their own conclusions from different stories. I will also
be able to determine this after I check over all of their
worksheets and see their responses.

SWBAT write in complete sentences as they Formative: This will be documented by their completed
draw their own conclusions. worksheets. They will turn them into me as soon as they
are all completed by each student in the class.

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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.).
Student-based evidence to be
collected (things produced by
students: journals, exit slips, self-
assessments, work samples,
projects, papers, etc.)
Self-Assessment/Work Samples
Checklist
Description of how students
will reflect on their learning.
Students will be asked if
they understand the learning
targets on
(Attached- Figure 4). The
three different options of
smiling symbols are a happy
face, confused face and sad
face. Which are used on both
figures. These monitor a
quick representation of the
students metacognition of
the learning targets and why
they are important to know.
Students are asked to give
honest feedback so the
teacher knows if each of
them are correctly
comprehending the concepts
of the lesson.
I will also determine this by
looking at the students
worksheets (Figures 1 & 2)
which will be turned in at
the end of the lesson.
Students will be given a
checklist at the beginning of
the lesson. They may refer to
it and complete it throughout
the entire lesson. Must be
turned in by the end, but it
can be turned in as soon as it
is competed.
(Attached- Figure 4)
Checking the appropriate
box determines their
progress towards completing
the learning targets. This is a
quick-check to let the
teacher know what each
students perspective is on
the knowledge of this lesson.
There are three options to
choose from: yes, I got it.
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 Maybe, I think so No, I
need more help. The
different options give the
students a chance to have an
honest reflection.

3. Explain how to access I will be walking around the

resources and additional
support when needed (and
how/why those resources will
help them).
Self-Assessment
room for support with the
assignment throughout the
entire lesson. I will be
keeping a checklist of all the
students will need to
complete using (Figure 3)
during this process.

h. Grouping of Students for Instruction:

Whole Group: The whole class will be together at their desks in front of the teacher as she teaches the
comprehension strategy of drawing conclusions from text. They will also be together for group
discussion portion as well as the time for sharing thoughts and pieces of prior knowledge.
Small Groups: Students will be in their groups according to their reading level. They will be able to
share ideas with on another and talk about the overall topic. They are placed in these groups for walk-to
reading, so they will stay in these groups for this assignment as well. They all work very well together
and their confidence levels are higher as they participate with peers of the same reading status.

Section 2: Instruction and Engaging Students in Learning

a. Introduction: I will begin the lesson by reviewing what the class and I briefly talked about last week on
what the word conclusion means. I will have multiple students tell me what they remember to the class. I
will then go into explaining to the students what a conclusion is and where it fits into a story. I will then
tell them my own story that I made up, then ask them to tell me what my conclusion was by listening to
the key details that sums it all up. I will then ask a few students to share a story with me and the rest of
the class to see if we can identify what that students conclusion of his or her story was as well. I will
then hand out one worksheet and explain the directions to them at the top. Students will be able to
collaborate in their small groups as they begin drawing conclusions for a series of different short stories.

b. Questions:
Do you know what the work conclusion means? (Analyzing/remembering)
Do you think you can predict a conclusion by looking at this picture on the worksheet? (Applying)
Where will you find a conclusion in the text? (Analyzing/applying)
Why do we need a conclusion at the end of a story? (Evaluating)
Can you tell me a story then wrap it up with a final thought (conclusion)? (Applying)

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 c. Learning Activities:

Learning Steps and Activities: Supporting Theories/Principles:

I DO/YOU WATCH Modeling how to draw conclusions for any
I will begin with teaching the class what a given story; made up or from a text.
conclusion is. Alright first graders. Does
anyone remember what we talked about last
week about the word conclusion? Wait for
students to raise their hand and I will call on
them individually. Awesome! A conclusion is
something we use to wrap up a story, like our
very last thought. It is the last thing someone
reads while reading a story. I am going to tell
you a quick story, and I am going to tell you
what the conclusion of my story is. My best
friend Ashley and I met up on Monday to
spend the day together. First Ashley wanted to
go to the beach. Then, I wanted to go to the
ice cream shop and share an ice cream
sandwich. Finally, Ashley and I returned back
to her house and her mom made us dinner.
I had the best day ever with my best friend,
Ashley! My conclusion in this story is that I
had the best time with Ashley on Monday
when I was spending time with her! Can
someone tell me why that might be my
conclusion? Great! Yes, it is my conclusion
because it is at the end of my story and it
wraps up my entire story too! Now its your
turn. I will tell you a story and I want your
help to tell me what my conclusion is. Lets
try!
I DO/YOU HELP Scaffolding students and giving the the task to
I will begin telling them another short story. I help me draw the conclusion from the story.
was feeling lonely, so I decided to get a new Letting them figure out that they can make up
kitten to play with. My mom brought me to the their own conclusions for a story as well.
pet store and I saw the most beautiful kitten. I
got to take the kitten home with me! Then I
thought that my kitten needed a name, so I call
her Cookie. Cookie and I do everything
together. We eat meals together, play outside
together, and even read books together.
Cookie is my new best friend! Alright, can
someone tell me what my conclusion would
be? Good job! Wow you are all great at this
Now it is your turn to try this strategy. I will
then pass out worksheets and say the
directions aloud.

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YOU DO/I HELP Turning the lesson over to the students will
During this time, I will be walking around the really show me how well they are grasping the
room as the students work together on the two comprehension strategy of drawing
worksheets provided. I will stop at each of conclusions. I will be walking around to
their desks and ask them to read me a story, monitor learning progress and understanding
then tell me what they think the conclusion of the topic.
would be. Then they will be able to share their
conclusions with the rest of the class before it
is time for lunch. The students will then do a
student checklist to ensure that they learned
everything that they need to learn for the
lesson.

b. Closure:
Everyone did so awesome today, I am so impressed! I really enjoyed hearing the conclusions that you
were all coming up with. Now before we turn in our worksheets and go to lunch, can anyone tell me
what a conclusion is, I think I forgot? Awesome! Does anyone know where conclusions fit in to your
stories? Good job! Yes, conclusions sum up the ending of our stories, so they are the last thing the
reader sees in a story. Today we also learned that it is okay to have different conclusions, even if we
have the same story. I saw some great examples of that as I was reading some of your conclusions.
Some people said that Kate like animals, others said pets, and some people even said she likes hamsters!
All of those are great conclusions to sum up Kates story. Dont forget to continue drawing conclusions
are you read stories it is an important skill that you will need to know forever!

Once all students are finished and have turned in their worksheets for this lesson, the teacher will
evaluate them for progress on this topic. If the students still do not seem to fully understand the concepts
and have not yet successfully applied the learning targets, the strategy may need to be revisited
immediately.

c. Independent Practice:
Students will be encouraged to draw their own conclusions as they are reading books to practice the
strategy of drawing conclusions. They should make their own conclusions and predict what may happen
because it is a great skill to have as they are writing their own stories and making their own conclusions.
Even if their conclusions are not correct, they are still practicing this important skill.

d. Instructional Materials, Resources, and Technology:

Materials:
Pencils
Drawing Conclusions Worksheet (Figure 1)
Circling Conclusions Worksheet (Figure 2)
Checklists (Figures 3 & 4)

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Figure 1:

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Figure 2:

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Figure 3:

Teacher Checklist

Students Names: Student is on task Student understands Student is working well

completing worksheets what the word with others and sharing
conclusion means and ideas
where to use it in a story
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.

Key:
Put a X in each box that applies. If not acceptable, leave box blank for incomplete.

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Figure 4: Name:_______________________

Student Checklist for Self-Assessment

Quick check! Complete this checklist as you are participating in and completing todays lesson. Put a
checkmark in the boxes where you feel you are comfortable regarding this lesson.

Yes, I got it! Maybe, I think so... No, I need more help.

I know what a
conclusion is.

I know where
conclusions are in a
story.

I wrote in my best
complete sentences!

I worked great with my

partner!

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e. Acknowledgements:
United States, National Governors Association Center for Best Practices, Council of Chief State
School Officers. (2010) Common Core State Standards (ELA-Literacy-first grade).
Washington D.C.: National Governors Association Center for Best Practices, Council of
Chief State School Officers.

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