Beruflich Dokumente
Kultur Dokumente
(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: Katy Larson, Emma Couch, Mackenzie Mitchell, Brooke Thomas
Date: April 15, 2018
Cooperating Teacher: Lori White Grade: 4th
School District: Pullman School District School: Franklin Elementary
University Supervisor: Dr. Akmal
Unit/Subject: Empathy
Instructional Plan Title/Focus: Gallery Walk and Reflection
Instructional Plan Purpose: The purpose of this lesson is for students to gain
alternative and open-minded perspectives by putting themselves in another’s experience.
This lesson aims to provoke critical thoughts in which students are able to draw
assumptions about another based on what they might look like they are enduring in a
photo. This lesson serves to push students to think about the thin line between
assumptions and reality by asking students to put themselves in a situation they have not
been in before. Finally, this lesson asks students to reflect their thoughts through writing,
which pushes students to convey another person’s emotions completely through literacy
skills.
This lesson will be taught within the three-week empathy unit. The lesson will be in the
second week of the unit, as the focus of the second week concerns, “Imagining Others
Perspectives”. The gallery walk lesson will explicitly push students to imagine other’s
experiences, as students will be writing from the point of view of someone in a photo that
spoke to them during the gallery walk. Prior to this lesson, students will have been
learning about empathy during their first week of the unit. However, they have been
focusing on “Understanding Personal Feelings”. It is important that the students have
grasped connections with their personal emotions in the first week of the unit, as they will
now begin making empathetic connections to others, beginning with the gallery walk.
State/National Learning Standards:
CCSS.ELA-LITERACY.W.4.3
Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas
and expressing their own clearly.
Content Objectives
SWBAT write a short story from the perspective of a person in a photo from the gallery
walk using descriptive details that pertain to the setting and characteristics of the person
in the photo.
Aligned standard:
CCSS.ELA-LITERACY.W.4.3
Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
Language Objectives:
SWBAT engage in a classroom discussion by sharing thoughts about how the photos
around the gallery walk made them feel and are different from them.
Aligned standard:
CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas
and expressing their own clearly.
Previous Learning Experiences: Students will have previously learned how to write
narratives. Students also have learned the meaning of another person’s perspective. By
integrating these key factors of prior knowledge together, the students will be able to
effectively write strong narratives from another person’s perspective.
Planning for Student Learning Needs: We will plan for our student’s individual
learning needs by preparing large photos at the height of our students so that the photos
are accessible for all students to see and take their time viewing during the gallery walk.
In order to accommodate ELL students, the gallery walk will be accessible as photos are
visual. However, we will add some photos from our ELL student’s culture that is iconic in
their culture, as we have added iconic photos from our English-speaking student’s
culture as well. This will help our ELL student’s to feel a sense of home and wonder as
they walk around the room. Special education students might have a more difficult time
walking around the entire gallery walk and processing every picture the gallery has to
offer. For this reason, we would give our students with special needs three or four
pictures to focus on, rather than the entire gallery. Our students would be able to focus
on the photos and do better work by focusing on less at a time. Finally, our advanced
students would be challenged to write down how they feel being the person in every
picture they visit during the gallery walk. This gives students more options to choose
from when they begin writing and also pushes them to critically think about different
perspectives while participating in the gallery walk.
Content: SWBAT write a short story Formative: The teacher is assessing for the
from the perspective of a person in a student’s ability to write a short story from the
photo from the gallery walk using perspective of a person in a photo from the in-
descriptive details that pertain to the class gallery walk. The teacher is also
setting and characteristics of the assessing for the student’s ability to use
person in the photo. descriptive details within their narrative that
pertain to the setting and characteristics of the
person in the photo that they had chosen. The
teacher will give feedback to the student in the
form of a rubric. Collecting the student’s short
stories will inform the teacher whether each
individual student is grasping how to
understand another person’s experience
through an empathetic lense. This will inform
the teacher if she has to reteach the concept to
certain students, or the entire class, or if she
will be able to move forward in the unit.
Summative:
Language: SWBAT engage in a Formative: The teacher is assessing for
classroom discussion by sharing student engagement through participation in
thoughts about how the photos around the classroom discussion which will be held
the gallery walk made them feel and immediately after the gallery walk, once
are different from them. students return to their desks to collect their
thoughts. The teacher is assessing for
individual students to share their thoughts
about how the photos in the gallery walk made
them feel. An observational sheet will be kept
by the teacher to ensure that student learning
is taking place in the classroom for each
student. Listening to verbal reflections from
students will inform the teacher if students are
making empathetic connections within this
lesson, or if the students are lacking in making
connections. The teacher will then be informed
to make her decision of whether to continue
teaching the lesson, or reteach students.
Summative:
Student Voice:
Student-based evidence to be Description of how
K-12 students will be able collected (things produced by students will reflect on
to: students: journals, exit slips, their learning.
self-assessments, work
samples, projects, papers,
etc.)
Grouping of Students for Instruction: The lesson will be introduced in whole class
grouping. The students will be given instructions as a class. Once the gallery walk has
begun, the students will work individually and silently as they walk around the gallery to
view photos. The students will continue to work individually as they construct their
narratives.
Introduction: “Good Morning fourth graders! Have you ever looked at a photo and
wondered what was going on during the time the photo was taken? Have you ever
wondered what the person was doing before the photo was taken, or what they did after?
What were they thinking about?”
Questions:
Were there any photos that really stuck out to you? Why do you think they had such an
impact?
How did you feel while observing these pictures?
What were the facial expressions like? What does that tell you?
What do you think this person’s story it?
Where and when was this photo taken?
Learning Activities:
Closure:
“ Great writing today 4th graders! I loved hearing your on topic conversations and seeing
some silent reflection. Who can tell me why this lesson and activity was useful?” Call on
students. “Making inferences based on visual evidence and trying to see from another
person’s point of view is a great strategy to have. It makes us more empathetic people. I
hope that you continue to see through the eyes of others.”
Independent Practice:
Students can extend their experience by using this technique to observe pictures in the
books that they are reading. They will be able to continue practicing observing the
pictures with a critical eye and seeing from different perspectives. When parents and
children are reading together, parents will be guided to ask their child questions about the
illustrations and what they can see from the characters portrayed.
Intro Slip
Power of YET
I can…
●
●
●
I can’t YET…
●
●
●
Exit Slip