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 Date: 9/24/18

Cooperating Teacher: Michele Liggett Grade: K
School District: LWSD School: Helen Keller
University Supervisor: Lori White
Unit/Subject: Math
Instructional Plan Title/Focus: Using drawn objects to represent a specific number

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)

For this lesson, I will be teaching to draw a number of object that represent a specific number by counting
their pictures as they draw. This is an important skill because it supports counting, cardinality, and fine motor
skills.

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)?

This lesson will be taught after unit 1 in Envision and a week of daily number talks.
Prior to this lesson we taught how to write and read numbers 1 through 5. After this lesson student will learn
how to write and count to the number 6.

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.

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

K.CC.B.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a
rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20,
count out that many objects.

K.CC.B.4.C Understand that each successive number name refers to a quantity that is one larger.

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

1. SWBAT… draw as many objects that correspond with the number

2. SWBAT… effectively “group” the objects
3. SWBAT… cardinally count their drawn objects

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 Aligned standard: Understand the relationship between numbers and quantities; connect counting to
cardinality.

Language Objectives:
1. SWBAT… verbally count their objects in cardinal order
2. SWBAT… appropriately communicate in kindergarten “language” how they knew to draw “x” amount of
objects

Aligned standard: Understand that each successive number name refers to a quantity that is one larger.

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

Prior to this lesson, students competently could count and write up to 5. They have also worked on counting
objects to get to a number and had experience with independent work after teacher led modeling in all
content areas.

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

For students who are advancing and showing mastery of learning objectives and fast finishers, I will
encourage them to complete my “mystery” number. This will require the student to draw a bigger number of
objects. I will review for competence. For students who are struggling with this assignment, I will remind the
students to refer to my teacher example and pose questions that will help get them started.

f. Assessment Strategies (Informal and formal)

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: draw as many objects that Formal: Students will do this on paper that I will collect and
correspond with the number check for understanding.

Content: effectively “group” the objects
Content: cardinally count their drawn objects
Language: verbally count their objects in
cardinal order
Language: appropriately communicate in
kindergarten “language” how they knew to
draw “x” amount of objects
Formal: An aspect I will look for in the students completed
work. This will give me an idea if the student understands
the concept “grouping” or if I need to better teach it.
Informal: I will circulate through the room and do a quick
check by asking the individual student to count their objects
to me.
Informal: I will circulate through the room and do a quick
check by asking the individual student to count their objects
to me.
Formal: As students finish their work, they will show me
their assignment and talk through their thinking. This will
tell me what the student took away from the assignment and
how I can best support their learning next time.

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*In the right column, describe whether the assessment you’ll collect 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 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.).
collected (things produced by
students: journals, exit slips, self-
assessments, work samples,
projects, papers, etc.)
I will be able to students
understanding of learning targets
and requirements through the
collected end worksheet.
Students will monitor their own
learning by asking questions and
referring to my teacher example.
will reflect on their learning.
Students will reflect on this
learning by showing me their
final product and quietly
working with a partner at the
carpet on a similar
assignment.
Students will reflect by
receiving this feedback and
comparing their work to the
class key.

3. Explain how to access
resources and additional
support when needed (and
how/why those resources will
help them).
The students will have access to my
teacher example that will be on the
board. I will also be circulating
through the classroom where I will
answer questions and give support.
Being able to use my example
and raise their hand to
indicate they have a question
will show that they are
reflecting on using their
resources available to 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.

During this lesson, students will talk collaboratively and answer my questions on the carpet that regard this
lesson. I will facilitate this in a turn and talk fashion. This will give the students an opportunity to better
understand what is asked of them and gain new knowledge that will support them during independent work.
Students will also work independently to finish the provided math worksheet. This will allow students to
reflect on their own understanding, use prior knowledge, and work on representing a number with objects and
cardinal counting. This time provides me with concrete physical evidence of individual learning.

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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”).

“In the last few days, you have become really great at writing and reading number 1-5. This knowledge will
help us with a cool new math worksheet we are going to work on today! I know that you know how to count
objects to find the number so today we are going to draw the number of objects to show a number. Let me
show you how I will do this…”

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)

 How many objects should I draw in this box? (Understand)

 How should I NOT group my objects? (Evaluate)
 What will you do when you finish? (Remember)
 Can you count the objects with me? (Analyze)
 Can someone raise their hand and tell me what we are working on today? (Create)

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)

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 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)

(Add rows as needed)

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.

“Okay class, now that you were given time finish the worksheet and maybe a mystery number if you had
time, I want you to turn your attention to (name) so I can show you your classmates great work. I like how
(name) made clear grouping and used detail and color in his pictures! Today you learned how to using
pictures to show a number and I can see by all your great work that you are hard workers and paid great
attention.”

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.)

To extend the content and demonstrate understanding in different contexts, cardinal counting and the skill of
appropriate grouping will be used as the foundation for future math lessons. The idea of using objects to
represent something will be seen in literacy, social studies, science (STEM), etc.

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.

Learning Steps and Activities Supporting Theories/Principles

1. Transition into introduction by asking
students to find a seat on the carpet and think
back to prior knowledge that will help us
with the lesson today.
2. Track students understanding by asking
questions and begin working on my teacher
example of the worksheet.
3. Finish my example and have one student
recall what I just asked of them. Send
students to their desk to start on the provided
math worksheet. Circulate around groups to
observe students’ progress ( help where help
is needed.)
4. As students are finishing, reference a
students work on the overhead so the class
can see what they are doing right and create
intrinsic motivation. Also remind students
who are finishing to get their “mystery
number” from me.
5. Transition into closure by giving students a
2-minute warning. Reflect on what we
learned today and have the class turn in their
word web to their cubbies for me to review.
(Why are you doing what you are doing?)
Piaget (schemes)- The use of prior knowledge
helps students build their understanding and sets a
strong foundation for further learning.
Paivio (dual coding)- The use of visuals with oral
instruction supports different types of learners and
gives a clearer idea as to what is expected.
Bandura (observational learning)- Through using
modeling, the students are able to see my thinking
strategies and apply it to their independent work.
Vygotsky (zone of proximal development)- By
giving support through encouragement (showing
the students work), there will be a sense of self-
motivation within the classroom.
Vygotsky (importance of language)- When I give 5
students a 2- minute warning, this will give the
class a chance to talk through their work with me
and solidify their learning.
 - Smart board
- Provided worksheet
- Pencils
- Crayons
- Teacher example

e. Acknowledgements: Acknowledge your sources