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: Hannah Willie and Lexi Karrer Date: February 23rd, 2018
Cooperating Teacher: Grade: 4th
School District: PSD School: Franklin Elementary School
University Supervisor:
Unit/Subject: Writing
Instructional Plan Title/Focus: Sentence Fluency in Opinion Writing

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)
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 purpose of this lesson is to turn a graphic organizer of idea into paragraph form to support their opinion.
This unit will be over the course of five days while this specific lesson will be implemented on day three.
Academically, the ability to write opinion pieces that are well organized and include a claim and reasoning is a
valuable skill across many school subjects. Being able to connect supporting ideas with words and phrases will
improve sentence fluency in their writing overall. When writing opinion pieces, it is important to be able to link
your ideas together so that they flow to be able to better get your point across to the reader. The lesson topic that
came prior was supporting your opinions with reasons and annotating with close attention to the writings detail
will come after.

b. State/National Learning Standards: Teacher candidates identify relevant grade level concepts/content
and align them to Content Standards—Common Core Standards or Washington State EALRs, or
National.

CCSS.ELA-LITERACY.W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS.ELA-LITERACY.W.4.1.C
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

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

1. SWBAT… create their own graphic organizer that has a claim and supporting reasons.
2. SWBAT… transition the information in their graphic organizer into paragraph form.
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Aligned standard:
CCSS.ELA-LITERACY.W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS.ELA-LITERACY.W.4.1.C
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

Language Objectives:
1. SWBAT... understand what a claim is
2. SWBAT… understand what a supporting reason is
3. SWBAT… use transitional words and phrases to link ideas together to support their claim.

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.

The day before, students learned about why it is important to support their opinions, and how to respect the
opinions of others. While those were the “big ideas” of the previous lesson, the whole class worked together to
come up with a claim on a topic and reasons to support their opinion. Now, the focus is on taking the claim and
supporting reasons from a graphic organizer and turning it into a paragraph using words and phrases.

e. Planning for Student Learning Needs (accommodations, student experiences, prior learning and
experiences):

For students who are moving ahead of pace and showing mastery of the learning objectives, we will encourage
them to write from the point of view of the opposite opinion to strengthen their critical thinking skills. By
following the process through the opposite opinion , this will present an interesting challenge to keep students
engaged.
For students who don’t find the graphic organizer we use as a whole class to be useful for them, they will be
allowed to use any form of graphic organizer that helps them learn better.
We chose to have the class topic be school start time and the individual topic be dogs or cats because we feel
that both of these topics are relatable by all students, regardless of their background.
For students that have visual impairments, they will be seated close to the front on the classroom so they can see
the class example paragraph and graphic organizer.

f. Assessment Strategies (Informal or formal) (Formative or 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 create their Formative: We will walk around the room and monitor
own graphic organizer that includes a claim progress on the creation of the graphic organizers. If we
and supporting reasons. notice students need to include more information or need

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 to strengthen their claim, we can provide suggestions.

Questions: “Can you think of one more reason to support

your claim?” ,“Does your claim clearly state your
opinion?”

While we will supply students with the box and bullets

template used in class, they are welcome to create their
own graphic organizer.
Class graphic organizer provided below (bottom of
page 7 )

Content objective: SWBAT transition the
information in their graphic organizer into
paragraph form by utilizing sentence
fluency.
Formative: We will collect the students’ paragraphs at
the end of the lesson. Using our criteria list we will then
evaluate the paragraphs to check for understanding and
to inform our instruction for the next two days of the
unit.

Language objective: SWBAT understand
what a claim is.
Formative: At the beginning of the class, we will engage
in a whole class discussion and review of what
constitutes a strong claim using the class example, and
why the claim we collectively came up with works. The
students’ responses in this discussion will be our
informal assessment.

Language objective: SWBAT understand Formative: See above box.

what a supporting reason is.
Language objective: SWBAT use
transitional words and phrases to link ideas
together to support their claim
Formative: Reading the paragraphs the students have
created, we will use the criteria list (explain further) to
see if students effectively used transitional words and
phrases to link the reasons they came up with in their
graphic organizers to create a fluent paragraph.

*In the right column, describe whether the assessment you’ll 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 : 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: collected (things produced by will reflect on their learning.
students: journals, exit slips, self-
assessments, work samples,
projects, papers, etc.)
1. Explain student learning targets We will collect the paragraphs During the beginning of the
and what is required to meet crafted by the students showcasing lesson when we model the
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 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).
their progress to meeting the
standards of writing opinion pieces
with supporting details and using
words and phrases to link ideas.
The criteria list will be posted on the Students can look at the
board along with the sample
paragraph that we have created for
students to use for an example. They need work on.
can reference both of these during
their work time.
Students will have access to the
criteria list and the example on the
board. They can also ask us
questions during work time so we
can give helpful suggestions to
guide their progress.
skill of turning a graphic
organizer into a paragraph,
students can ask questions
about the process to further
guide the discussion and help
them understand why the skill
is important and what it
requires.
criteria list and example and
be able to see what areas they
The next lesson, students will
have a chance to revisit the
feedback that we have given
them on their paragraphs and
will reflect on how to seek
instructor help.

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.
The lesson will start in whole group format. We will review what it means to create an opinionated
claim and support it with reasons. Using the graphic organizer created the previous day by the whole class,
Hannah and I will model to the whole group taking the claim and reasons and turning it into a paragraph. We
are working as a whole group in the beginning to review previous ideas and make sure all students are on the
same page before beginning individual work.
Individually, students will create their own graphic organizers based on a new topic: “Which pet is
better: a cat or dog?”. Once their graphic organizers are completed, they will then individually work on crafting
a paragraph from bullet points. The students will be working individually on this part because we want to see
where each student is in terms of meeting the standards.

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 are going to revisit the opinion chart we made yesterday about why we think school should start
later in the morning. We did a great job of stating our opinion in a claim and listing reasons to support that
claim. Now, we are going to work together to turn our box and bullets graphic organizer into a paragraph.”

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 b. Questions: Questions teacher candidate will ask during the lesson that drive thinking and learning and
engagement (5 or more questions) and in parentheses, indicate Bloom level and/or question type to ensure
that you are posing questions that push critical thinking and engagement (e.g. Analysis/Divergent)
1. How do supporting reasons make claims better? (Level 2)
2. Do personal experiences make supporting reasons more powerful? (Level 4)
3. Do you have to take one side when forming an opinion? (Level 3)
4. How could you take your opinion and make it a claim? (Level 6)
5. Can you think of a supporting reason for the claim you made? (Level 5)

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 column—supporting 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 ladder—simulation 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 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
of additional community assets/contributions (inputs) from experience; is more culturally responsive
for social change diagram. Circulate around groups to than teacher generated ideas only.
observe students’ progress.
1. Transition into introduction of opinion writing Make sure class is on the same page with claims
by engaging students in a review on the and supporting reasons while giving examples for
graphic organizer taught the prior day. (15 students to reference. (multiple means of
minutes) expression of learning
TEACHER ASKS: Schemas: Using their schemas of what they have
“How do supporting reasons make our claims better?” learned previously from supporting opinions with
“How will our graphic organizers help us make those details, students will connect that knowledge and
claims and reasons?” organize the information.
“How do our graphic organizers help us take one side
when forming an opinion?”
“How will we use our graphic organizers to help us
write thoughtful paragraphs that share your opinion?”
“Can someone share one claim that has a supporting
reason from your organizer?”
STUDENT RESPONSES:
“All claims need a reason because we need to justify
why we think what we do.”
“Graphic organizers help us put our thoughts down
and map out what we are going to write in paragraph
form.”
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“Our graphic organizers will give us structure when
writing our opinion piece while we can reference it
when collecting our thoughts.”
*Students share examples of claims with supporting
reasoning*
Circulate around to observe students’ progress.
2. After observing the students progress, begin to Gives students framework for their own work.
incorporate the teacher example of the Will assure that students understand what is
paragraph that show claims and supporting expected of them.
reasons. (10 minutes)
TEACHER ASKS: Observational Learning Students will learn
“What do you notice about my paragraph example?” from the teacher/class example of the paragraph
“How did I chose one side and support my claim?” that is created from the graphic organizer that was
“Does my graphic organizer closely relate to the crafted the previous day.
content of my paragraph?
“Do you know what is now expected of you?”
STUDENT RESPONSES:
“Your paragraph is written in the correct format, has
taken one side of an opinion, and has a claim with
supporting reasons.”
“You chose one side by referencing your organized
thoughts from the graphic organizer and making sure
to be expressive in your writing so the reader
understands your perspective. You supported your
claims by looking at the ideas you made on your
organizer and giving clear reasons as to why you have
that opinion.”
“Yes, you can see the ideas from your organizer come
to life while you expanded on them.”

3. Transition into organizing thoughts on the Allows students to organize thoughts in a

opinion question, cats or dogs? Students will meaningful matter. Students can reference
create a new graphic organizer that will organizer while completing their opinion
support the paragraph while the teacher walks paragraph.
around and monitors student progress. (20
mintutes) Bloom’s Taxonomy: (level 3), Students will be
TEACHER ASKS: able to apply their knowledge of opinions, and
“How are your graphic organizers helping you chose supporting details to create a graphic organizer by
one side to your opinion?” themselves.
“Can our opinion be I like both cats and dogs?!”
STUDENT RESPONSES:
“The graphic organizer is helping us get our ideas
down and make note of the reasons we prefer either
dogs or cats.”
“No! We have to chose one side and stick with it
throughout the paragraph in order for it to be a strong
piece.”

4. Transition from the organized thoughts into

creating a strong paragraph. Circulate around As the final activity in the lesson, taking their
to check in with students and their progress. graphic organizer into a paragraph with the use of
Check for strong the opinion on whether the transitional phrases to increase sentence fluency
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 student prefers dogs or cats with supported will demonstrate performance of learning
responses. Look for transitional phrases objectives.
linking supporting reasons. (25 minutes)
TEACHER ASKS: Constructivism: Students are actively engaging
“How are your paragraphs coming along? Are you with the new skill they learned of linking
referencing your graphic organizer?” supporting statements with words and phrases to
“How are transitional phrases helping our sentence form a paragraph.
fluency in our paragraph?”
“If I were to look at your paragraph right now, would
I see your opinion followed supporting reasons?”
STUDENT RESPONSES:
“The graphic organizer is making it much easier for us
to write our paragraphs. I know what direction I want
to take my paragraph because of it.”
“The transitional phrases are making our paragraphs
smooth while helping us link together our different
supporting thoughts.”
“Yes! Our opinions are obvious while we only take
one side and the supporting reasons follow directly
after!”

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.

“Alright students, now that you have had time to write your own opinion piece we are going to reflect on your hard
work and why writers make claims with strong supporting reasons. At the beginning of our lesson we learned that
graphic organizers can help us turn all of our thoughts into paragraphs. Walking around looking at your graphic
organizers, I saw some really great claims with support that showed me whether you prefer dogs or cats better. I can
see how this helped your paragraphs that I am anxiously waiting to read after class! Thank you for all your hard
work today and I can’t wait to see this same effort tomorrow when we talk about annotating and paying close
attention to details in your fourth grade writing.”

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.)

Students will have a copy of their written opinion piece that they will take home with them at the end of the day. The
student will be required to make three annotations from their writing that regards their parents opinion on cats or
dogs in red pen. This will introduce annotation that will be addressed on day four while getting the students’ families
involved in their work from the instructional plan of the day. Parents are encouraged to give their students advice.

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.
- Smart board
- Whole class completed graphic organizer
- Teacher example of written opinion piece
- Graphic organizer template
- Criteria list
- Paper for opinion piece
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 - Pencils
- Dictionary/thesaurus

e. Acknowledgements:
https://achieve.lausd.net/cms/lib/CA01000043/Centricity/Domain/217/MELD%20CCSS%20OPINION%204
TH%20GRADE.PDF

Criteria List
● My paragraph has a strong claim: you can tell by reading the sentence what my opinion is
● I have at least three supporting reasons to support my claim
● I have connected my supporting reasons using different words and phrases to make my paragraph flow

Graphic organizer template

Class example of graphic organizer/paragraph

Opinion: Next school year, the bell should start thirty minutes later.
Reason 1: Students need more sleep.
Reason 2: Students are more productive later in the morning.
Reason 3: There would be less traffic coming to school.
Restate Opinion: All of these reasons support my opinion that next year, the bell should start thirty minutes later.

Paragraph:
Next school year, the bell should start thirty minutes later. One reason to support a later bell is that students need
more sleep. Sleep is especially important at our age because we are still growing. Also, students tend to be more
productive later in the morning. This is because we have had more time to wake up and get our brains going. Lastly,

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there would be less traffic coming to school. Many people leave for work at the time our school starts currently. All
of these are reasons why the school bell should start thirty minutes later.