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

Teacher Candidate: Morgan Logan and Vicki Pickel Date: 11/28/17

Cooperating Teacher: Mari Wallace Grade: Kindergarten
School District: Pullman School: Jefferson Elementary School
University Supervisor: Lori White
Unit/Subject: Social Justice
Instructional Plan Title/Focus: Community and community helpers

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose:

This lesson is designed to introduce the idea of community and community helpers. We will discuss what a
community is and what a community consists of. We will connect this idea to their classroom community
and how they can be an active community helper. We will also discuss the diversity in our community and
reflect on treating others with respect. Students should understand that we are all different and that is okay.
We all have different experiences and that is what makes us unique.

b. State/National Learning Standards:

EALR 1: CIVICS
1.1.1 - Understands the key ideals of justice and fairness within the context of the classroom
community.
5.3.1 - States own viewpoints and listens to viewpoints of others.

Literacy
CCSS.ELA-Literacy.RL.K.1
With prompting and support, ask and answer questions about key details in a text.

CCSS.ELA-Literacy.RL.K.3
With prompting and support, identify characters, settings, and major events in a story.

CCSS.ELA-Literacy.RL.K.7
With prompting and support, describe the relationship between illustrations and the story in which they
appear (e.g., what moment in a story an illustration depicts).

CCSS.ELA-Literacy.SL.K.1
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with
peers and adults in small and larger groups.

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 CCSS.ELA-Literacy.SL.K.4
Describe familiar people, places, things, and events and, with prompting and support, provide additional
detail.

CCSS.ELA-Literacy.SL.K.5
Add drawings or other visual displays to descriptions as desired to provide additional detail.

Math
CCSS.Math.Content.K.CC.B.4
Understand the relationship between numbers and quantities; connect counting to cardinality.

CCSS.Math.Content.K.CC.C.6
Identify whether the number of objects in one group is greater than, less than, or equal to the number of
objects in another group, e.g., by using matching and counting strategies

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

1. SWBAT construct their own community using materials provided

2. SWBAT express knowledge of the text and connects the ideas to their own classroom

Aligned standard:
1.1.2 - Understands the key ideals of justice and fairness within the context of the classroom
community.
CCSS.ELA-Literacy.RL.K.7
With prompting and support, describe the relationship between illustrations and the story in which they
appear (e.g., what moment in a story an illustration depicts).
CCSS.ELA-Literacy.SL.K.1
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with
peers and adults in small and larger groups.
CCSS.ELA-Literacy.SL.K.5
Add drawings or other visual displays to descriptions as desired to provide additional detail.
CCSS.Math.Content.K.CC.B.4
understand the relationship between numbers and quantities; connect counting to cardinality.
CCSS.Math.Content.K.CC.C.6
Identify whether the number of objects in one group is greater than, less than, or equal to the number of
objects in another group, e.g., by using matching and counting strategies

Language Objectives:
1. SWBAT orally define community and identify various areas in the community
2. SWBAT share their ideas and listen to others thoughts and opinions

Aligned standard:
5.3.1 - States own viewpoints and listens to viewpoints of others.
CCSS.ELA-Literacy.RL.K.7
With prompting and support, describe the relationship between illustrations and the story in which they
appear (e.g., what moment in a story an illustration depicts).
CCSS.ELA-Literacy.SL.K.1
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with
peers and adults in small and larger groups.

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 CCSS.ELA-Literacy.SL.K.4
Describe familiar people, places, things, and events and, with prompting and support, provide additional
detail.

d. Previous Learning Experiences:

Students are familiar with identifying key ideas, characters, and settings in a text. This will be helpful as we
read Last Stop on Market Street and ask students about the text. Students are also familiar with drawing to
identify the main ideas in the text. Students have had practice counting and identify whether a number is less
then, more than, or equal to. This will be helpful when doing our lesson because all of these concepts will be
used during our lesson.

e. Planning for Student Learning Needs

In order to support every students learning needs we will make accommodations and modifications if needed.
We will read the book aloud to students as a whole group but we can also read the book one-on-one to
students who need more support. We will also be using visuals as we discuss vocabulary and topics from the
text. This will be helpful for students that are visual learners. Students will also be creating their own
community by drawing, cutting, and gluing. There are many accommodations that can be made during the
lesson if needed. Students do not need to draw, cut, and glue if they are unable to, they may talk about the
neighborhood that they would create. A teacher may also need to help students cut, draw and glue.

f. Assessment Strategies (Informal and formal)

Content/Language Objectives Assessment Strategies

Content: Informal: Teachers will be walking around observing
students as they construct their own community. We will be
SWBAT construct their own community listening for specific vocabulary such as community,
using materials provided neighborhood, and diversity.

SWBAT express knowledge of the text and Formal: Students will turn in their community that they put
connects the ideas to their own classroom together and we will assess their understanding of the
project and pieces of the community that they included.

Language: Informal: During the whole group discussion the teacher

SWBAT orally define community and
identify various areas in the community
SWBAT share their ideas and listen to
others thoughts and opinions
will be noting if the students are contributing and
understand the topic.
Formal: Students will be working on their community
project and the teacher will be walking around asking
students what a community is and to explain their project.
The teacher will be checking off students names of students
that have a complete understanding of the concept.

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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:
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
students: journals, exit slips, self-
assessments, work samples,
projects, papers, etc.)
Students will work together to
complete the building your
community project
Students will monitor their own
learning by working on their own
project component and decide its
placement.
Students will have access to the text
read at the beginning of the lesson
as well as have access to teacher aid
with anything they require to
complete the project.
will reflect on their learning.
Students will have to discuss
the different components of
the community and
collaborate to place the
different places in their
community.
Students will reflect on their
learning by placing their
community component in the
specific location they believe
it should be.
Students will reflect on their
learning by utilizing the
available resources to
complete the class project.

h. Grouping of Students for Instruction:

We will begin our lesson at the carpet as a whole group. We will begin reading the text and having a class
discussion about the text and connecting it to communities. This will be beneficial to students learning as they
hear from their peers and learn from one another. Students will return to their desks and start their community
building project. They will be working on this individually although they may talk to their peers and share
their ideas. There may be students that need to work together so in this case students may work in partners.

Section 2: Instruction and Engaging Students in Learning

a. Introduction:

The teacher will introduce the lesson by reading Last stop on market street The teacher will ask the
students questions about communities and neighborhoods and what they consist of. The teacher will
emphasize that every neighborhood is different and they are unique in their own way. The teacher will
also discuss people in the community and the diversity within our community.

b. Questions:

o What is community?
o What are some roles for community helpers?
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 o What is in your neighborhood/town?
o Can you name some places in your town? Post office? Grocery store? Houses?
o How many of you have been to the grocery store? Post office? School? Public Library?
o Can neighborhoods be different?
o Do people in the community have different interest?
o Is it okay to be different?

c. Learning Activities:

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d. Closure:

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 list allowing students to generate their own inputs from
of additional community assets/contributions (inputs) experience; is more culturally responsive than
for social change diagram. Circulate around groups teacher generated ideas only.
to observe students progress.
1. Introduction: The lesson will begin with the Piaget- Schema: Activating prior knowledge
teachers reading Last Stop on Market Vygotsky- Importance of Language: Talking
Street with the students on the carpet. through a concept as a class.
Discuss community, diversity in the
community, locations in the community, roles
of people in the community, and how
communities can be different. Students will
be polled to see how many of the students
have visited different places in their
community.
2. Transition from introduction by having Bloom- Taxonomy of Thinking: Engage different
students return to their desks. Provide levels of thinking
instruction about the Building Your
Community project. Pass out the coloring
pages to the students and have them begin
their work. Students will color and cut out
their buildings.
3. Project completion: After students have Constructivism- Social interactions are important
colored and cut out their buildings. The class in the knowledge construction process: allowing
will work together to build their students to work together to solve problems
community on a poster board. This portion of
the project will be completed with the help of
the teachers.
4. Closure: After the completion of the project, Vygotsky- Scaffolding: Asking questions to
the teachers will remind the students of the provide clues for the students to recall their
learning targets for the days lesson. Students learning
will be asked to remember that the
communities can be different, that people
have different roles, locations in the
community, and the importance of
community in our everyday lives.

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 The lesson will come to a close with the completion of the class Building Your Community project. After
completing the project, the teachers will review the learning targets for the lesson and have the students
participate in the small class discussion.

e. Independent Practice:

Students will be able to extend their learning experiences by noticing different aspects of the community they
are a part of, such as the school community or the Pullman community. The students could also research
different community helper roles to extend their learning. A possible family interaction for this lesson would
to be to have the students participate in a community project with a family member.

f. Instructional Materials, Resources, and Technology:

Last Stop on Market Street by Matt De La Pena

Poster board
Buildings coloring pages
Crayons
Glue or tape
Scissors
Whiteboard
Expo marker

g. Acknowledgements:

Adapted from a lesson by Michelle Mark & Walkiria Lurati

i. http://www.pointpark.edu/Academics/Schools/SchoolofArtsandSciences/Departments/Ed
ucation/ProjectChildrenLEAD/Curriculum/LessonPlans/FamiliesandNeighbo/Familiesand
neigh10#families-mark-lurati
nywestierescue.com
http://www.getcoloringpages.com/house-coloring-pages
http://moziru.com/explore/Restaurant%20clipart%20coloring/
http://twistynoodle.com/grocery-store-2-coloring-page/
http://www.coloringpages101.com/city-hall-coloring-pages/75263-guild-hall-coloring-page
http://www.cucumberpress.com/2017/07/building-coloring-pages/image-building-coloring-pages-54-
with-additional-picture-with-building-coloring-pages/

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