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: Tara Schloetter & Addison Schmidt Date: 3/29/18

Cooperating Teacher: Barbara Ward Grade: 4th
School District: Pullman School: Jefferson
University Supervisor: Lori White
Unit/Subject: Reading
Instructional Plan Title/Focus: Character Actions and Emotions

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)

The purpose of this lesson is to teach students a reading strategy on close reading that
will helps students to identify character emotions and develop a better understanding of each
individual character. Teaching students a close reading strategy will help them better
comprehend a text and be equipped with the skills to analyze different types of text. We will be
teaching this strategy by closely looking at character emotions and how characters express
emotions in different ways. More specifically, we will be teaching this strategy by using the
book, The Other Side by Jacqueline Woodson, by reading the text with a very critical eye and
paying close attention to the characters’ emotions. Students will be able to use this strategy in all
other texts they read, both academically and throughout their whole life as well. Being able to
identify a character’s emotion is a very important skill to have while reading because it allows
the reader to have a better understanding of the story and the character as a whole.

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 is the second lesson in the unit. The previous lesson identifies the various
emotions that a person can feel and familiarizes students with emotional vocabulary words that
students may not be confident on the definitions of. Students will create their own sentences
with these emotional vocabulary words and display that they are knowledgeable with this vocab
before moving on to this lesson, Character Actions and Emotions. After this lesson, students will
learn more strategies on close reading, such as reading through character and reading through
word choice. Additionally, students will also be using this strategy with their own reading books
in future lessons and filling out the close reading chart with their individual books. By doing
this, students will have a better grasp on how to use this skill with different texts and with
different characters.

1. 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.L.4.3.A: Choose words and phrases to convey ideas precisely.

CCSS.ELA-LITERACY.RL.4: Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.

CCSS.ELA-LITERACY.SL.4.1.D: Review the key ideas expressed and explain their own ideas
and understanding in light of the discussion."

CCSS.ELA-LITERACY.RL.4.3: Describe in depth a character, setting, or event in a story or

drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

CCSS.ELA-LITERACY.RL.4.4: Determine the meaning of words and phrases as they are used
in a text, including those that allude to significant characters found in mythology (e.g.,
Herculean).

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

1. SWBAT… infer the emotions of characters through their actions

CCSS.ELA-LITERACY.RL.4: Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RL.4.4: Determine the meaning of words and phrases as they are used
in a text, including those that allude to significant characters found in mythology (e.g.,
Herculean).

2. SWBAT…identify character emotions in a text

CCSS.ELA-LITERACY.RL.4.3: Describe in depth a character, setting, or event in a story or

drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

CCSS.ELA-LITERACY.RL.4.4: Determine the meaning of words and phrases as they are used
in a text, including those that allude to significant characters found in mythology (e.g.,
Herculean).

3. SWBAT… use character emotions to develop a theory about the character.

CCSS.ELA-LITERACY.RL.4.3: Describe in depth a character, setting, or event in a story or

drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

CCSS.ELA-LITERACY.RL.4: Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.

Language Objectives:
1. SWBAT… describe character emotions with adjectives using graphic organizers.

CCSS.ELA-LITERACY.L.4.3.A: Choose words and phrases to convey ideas precisely.

CCSS.ELA-LITERACY.RL.4.3: Describe in depth a character, setting, or event in a story or

drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

2. SWBAT…use close reading strategies while reading a text.

CCSS.ELA-LITERACY.RL.4: Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.

1. Previous Learning Experiences: Teacher candidates should explain what students know
and have learned that is relevant to the current lesson topic and process.
 Students will already be familiar with the range of emotions that could possibly be found
in differents texts. In the previous lesson, students will go over some more complex
vocabulary terms that will allow them to be more comfortable in recognizing different
emotions, such as relieved, anxious, doubtful, ecstatic, puzzled, terrified, regretful, and
embarrassed. Students will have the skills to read at a fourth grade level and be able to
read and understand books with more complex character development and storylines (The
Other Side versus a simple picture book).

1. Planning for Student Learning Needs (accommodations, student experiences, prior

learning and experiences):
● Enrichment: Students who need more of a challenge will have the option to use
their own reading book to start identifying and noticing the difference between a
character’s emotion and a character’s action
● Support: Students will be arranged into a smaller group. With the teacher, the
group will walk through how to use the chart with their books and find one
example as a group to help the students start. If The Other Side is too advanced
for a student, a student will be given a book at their reading level to use for this
activity. If a student struggles with reading, they will have the option to listen to
an audiobook recording of The Other Side. If a student struggles with writing,
they will have the option to type their answers to the chart. If a student struggles
with typing and writing, they will work with a partner to fill out the chart.

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?

-Ask students follow-up questions to assess their understanding of reading through the
lens of character actions.
-Some possible assessment questions include: What patterns did you observe with
character actions? What did you notice with the pictures that helped you determine the
characters actions? What do the actions of the character tell you about the character?
What do you learn about the character through their actions
-To assess whether or not students understand how to read through the lens of character
emotion, consider asking questions like: What do you notice about how the characters
act? How do these actions tell you about their emotion?
 Content/Language Objectives
SWBAT… infer the emotions of
characters through their actions
SWBAT…identify character emotions
in a text
SWBAT… use character emotions to
develop a theory about the character.
Assessment Strategies
Formative: Teacher will ask follow-up
questions during and at the end of the lesson,
and use the think-pair-share method to assess
students’ understanding (What do the actions of
the character tell you about the character?
What do you learn about the character through
their actions). If students are showing through
their responses that they are understanding the
emotions that characters are expressing, the
teacher will move on with the lesson. If
students are not showing comprehension of this
idea, the teacher will continue to give examples
modeling how to infer the emotion of a
character.
Summative: Students will turn in their graphic
organizer worksheet at the end of the lesson,
which will show a student’s ability to identify a
character’s emotions through the text. Based
off of the answer key, the teacher will grade
students’ worksheets. Students will receive a
participation grade for completing this activity
and the teacher will use the data from students’
scores from the worksheet to have a better
understanding if students did or did not
understand this concept of close reading with
emotions.
Before students leave the classroom, they will
individually write about 3 things they learned,
2 things they still want to learn, and 1 question
they have.
Formative: Teacher will ask follow-up
questions during and at the end of the lesson,
and use the think-pair-share method to assess
students’ understanding (What do you notice
about how the characters act? How do these

SWBAT… describe character
emotions with adjectives using graphic organizer worksheet at the end of the lesson,
organizers.
SWBAT…use close reading strategies
while reading a text.
actions tell you about their emotion?). If
students are showing through their responses
that they are understanding how to develop a
character’s theory through their emotions, the
teacher will move on with the lesson. If
students are not showing comprehension of this
idea, the teacher will continue to give examples
modeling how to infer the a character’s theory
by using a character’s emotions.
Summative: Students will turn in their graphic
which will show a student’s ability to identify
different emotions found throughout the text
using various emotional vocabulary. Based off
of the answer key, the teacher will grade
students’ worksheets. Students will receive a
participation grade for completing this activity
and the teacher will use the data from students’
scores from the worksheet to have a better
understanding if students did or did not
understand this concept of close reading with
emotions.
Before students leave the classroom, they will
individually write about 3 things they learned,
2 things they still want to learn, and 1 question
they have.
Formative: Teacher will ask follow-up
questions during and at the end of the lesson,
and use the think-pair-share method to assess
students’ understanding (What does it mean to
“close read” or be a “close reader?” How
does close reading benefit us while reading?).
If students are showing through their responses
that they are understanding the close reading
strategy and its benefits, the teacher will move
on with the lesson. If students are not showing
comprehension of this idea, the teacher will
review close reading again and discuss why it
 is important to close read while we are reading.

(Add rows as needed)

*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
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.)

1. Explain student Students will identify and Students will reflect on

learning targets and what is
required to meet them
(including why they are
important to learn).
infer the emotions of their learning when
characters through their have a class discussion
actions of the book that they and after will write an
are reading. Students will fill exit slip based on what
out a Close reading chart to they have learned
find and explain lens, text during this lesson.
observations, patterns, and
new understandings. This is
important to learn because
students need to understand
that identifying and inferring
emotions allow students to
develop a better
understanding of each
 individual character. Student
will be also given an exit slip
to reflect about what they
have learned.

2. Monitor their own
learning progress toward the
learning targets using the
tools provided (checklists,
rubrics, etc.).
Students will use a checklist
that has will check if they
have filled out worksheet and
identified characters, text
observations and new
understandings
Students will reflect on
their worksheet with a
checklist, making sure
that they have meet all
the criteria of the
activity.

3. Explain how to access Students will reflect on

resources and additional
support when needed (and
how/why those resources
will help them).
how while they work
Students will be arranged into a throughout the the
smaller group. With the teacher, lesson and activities
the group will walk through through an exit slip.
how to use the chart with their
books and find one example as
a group to help the students
start. If The Other Side is too
advanced for a student, a
student will be given a book at
their reading level to use for
this activity. If a student
struggles with reading, they will
have the option to listen to an
audiobook recording of The
Other Side. If a student
struggles with writing, they will
have the option to type their
answers to the chart, which will
be the evidence collected. If a
student struggles with typing
and writing, they will work
with a partner to fill out the
chart and one chart will be
turned in for evidence. These
accommodations and additional
 resources will help students
who have various disabilities
and are not able to complete the
task as it is given. During the
partner activity, the teacher will
be walking around the
classroom and helping students
when needed.

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.
While reading The Other Side, students will gather on the carpet and listen as the teacher
reads the book and models how to close read. By having students sit on the carpet, this allows
for no distraction that their desks might have provided them. Additionally, students will be close
to the teacher by sitting on the carpet, which allows them all to see the pictures in the book that is
being read.
Students will then be paired off to work on the Close Reading Chart together. The
teacher will pull sticks (popsicle sticks with each students’ name on one) to pair students
together. This format of pairing allows students to work with other students and get to know
their peers better, rather than having them choose their partners (which often involves the same
students always working together). By having students work in pairs, they will have the
opportunity to bounce ideas and thoughts off of one another and learn this concept from another
person’s perspective. Additionally, any students with disabilities will also be integrated into
these pairs and will work with another student just like all the other students to avoid any
isolation. However, any accommodations that are necessary are allowed, such as typing the
chart, listening to the audiobook, etc.

Section 2: Instruction and Engaging Students in Learning

1. 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”).
 Yesterday, we learned about different emotion that people can have, especially character
in a book. Can someone remind me what is an emotion is? (after students turn and talk to the
partner and shared their thought the teacher will restate the definition of emotions). Emotion are
what people are feeling at a particular time, they can also be called feeling. What are some
emotion that we defined yesterday? (anxious, ecstatic, puzzled, relieved, doubtful, embarrassed)
As student are identifying emotions, the teacher will ask the student to express that certain
emotion on their face. So we talked about how being ecstatic is an emotion, can everyone show
me a ecstatic face? Great Job!
For today’s class, we will be continuing our lesson about emotions. Do you believe that
the characters that you read about have emotions? They do have emotions but sometimes we
need to read closely to determine how they are feeling in a particular moment. When I say close
reading what do I mean by that? (students will have time to think about/answer the question,
after that teacher will then define close reading). Close reading is when you read through lenses
by choosing specific details to gather as data. With the data that you have collected you will see
if there are any patterns that have develop. Reading through a lens helps students better
understand and analyze different texts.
Today we will be reading through lens of character emotions. What do character emotion
tells about the story? (after student stare there thought, the teacher will show students how to do
the reading strategy). Now, I am going to read The Other Side and while I am reading, I will be
identifying character emotions and develop new understanding for the book.

1. 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)

● Can someone remind me what is an emotion is?

● What are some emotion that we defined yesterday?
● Can everyone show me an ecstatic face?
● Do you believe that the characters that you read about have emotions?
● When I say close reading what do I mean by that?
● What do character emotion tells about the story?
● What patterns did you observe with character emotion?
● Did pictures that helped you determine the characters emotions, how?
● What do the emotions of the character tell you about the character?
● What do you learn about the character through their emotions?
● What do you notice about how the characters act when they are feeling a particular
emotion?
 1. 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?)

Review the concept of close reading,
which is reading through a lens to focus on
one aspect of the book.
Students prior knowledge can help
learning.
Cognitivism: “students learn most
effectively through reading text and
lecture instruction” (Education Degree
2019). In this learning step, students are
listening to the teacher explain what close
reading which is stimulating their
cognitive pathways.

Review what a close reader looks like and To develop mastery, students must
explain that a close reader uses these lenses acquire component skills, practice
to find patterns, which help readers
develop a new understanding of the text.
Read The Other Side together as a class.
The teacher should stop at places where the
characters show emotion through action
and ask the class what they can infer about
how a character feels based on what he or
she is doing in the story.
Students will receive graphic organizer and
their own copies of The Other Side. While
working in pairs, students will highlight
places in the book where the characters
show emotion. Students will fill out
graphic organizer as well.
Class will come back together as a whole
group and the teacher will ask follow-up
questions. Close reading in their own
integrating them, and know when to apply
what they have learned.
Cognitivism: “students learn most
effectively through reading text and
lecture instruction” (Education Degree
2019). In this learning step, students are
listening to the teacher explain what close
reading which is stimulating their
cognitive pathways.
To develop mastery, students must
acquire component skills, practice
integrating them, and know when to apply
what they have learned.
Pragmatism: learners are learning from
guided experience rather than just the
teacher talking at them. The students will
focus on the the words and pictures of the
book to infer how that character is feeling.
Student will also be Visually learning: “the
basic building block in the thought
processes and a critical foundation for
learning to read and write” (Wawasan n.d.)
with the use of the picture book.
How students organize knowledge
influences how they learn and apply what
they know.
Constructivism--during this activity,
because students will be working with
partners, this causes the students to be
involved in active learning and allows the
students to hear other interpretations from
their classmates.
To develop mastery, students must
acquire component skills, practice
 independent reading books will be integrating them, and know when to apply
encouraged. what they have learned.

Principle: “Meaningful engagement is

necessary for deeper learning” (Carnegie
Mellon 2007). By asking students
questions on the topic and seeing if they
have any questions themselves encourages
more connections to be made and increases
the chances of students remembering this
information (Carnegie Mellon 2007).

https://www.cmu.edu/teaching/principles/learning.html

1. 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.

Today we have learned how to use the reading strategy of close reading when identifying
character emotion and how those emotions relate to the ongoing story allowing you, as the
reader, to create new understandings of the story. For example, by closely reading the book The
Other Side, I determined that Clover was feeling curious when she stated “Sometimes when me
and Mama went into town, I saw that little girl with her mama. She looked sad sometimes, that
girl did. ‘Don’t stare,’ mama said.” This observation allowed me to understand that Clover
wants to get to know this white girl better and her curiosity is shown through the picture by her
staring at the white girl as her mother is trying pull her along. I want you all to practice this
strategy in and out of the classroom when you are reading for fun. You can also try this strategy
in real life as well. Try determining people’s emotion by examining their facial expression and
body language so that you can make a new understanding about how that person is feeling.
Before we move on to our next subject, I want you to fill out an exit slip that asks you to write
down 3 things you learned from today’s lesson, 2 things you still want to learn from today’s
lesson and 1 question you have about today’s lesson.

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 extend their experiences with this content by using the close-reading chart
with their own reading books. By doing this, students will be able to use the skills learned with
 the close reading strategy and implement close reading universally with other texts as well. As a
class, we will also be continuing this practice in the future to make sure students are
understanding the character’s emotions that they are reading about by discussing characters’
emotions with future books that we read as a class.
In our weekly classroom newsletter, it will be discussed that students have been learning
about identifying character emotions through their reading and it will be encouraged for parents
to continue this learning outside of the classroom as well. It will be recommended to ask
questions about character emotions while reading books with their children and to discuss real-
life emotions from people and how different actions have shown these emotions in a situation
(body language, actions, dialogue, etc.).

1. 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.

How to be A Close Reader

1.Read through lenses: choose

specific details to gather as data.
2.Use the lenses to find patterns.
3.Use the patterns to develop a new
understanding of the text.

Close Reading Chart

Characters Emotions Text Observation New Understandings
Name______________________

Student Checklist for Close Reading Chart

Directions: Check off all the steps that you have done in the Close Reading Chart. This will
allow you to see if have fulfilled the all steps of the activity to turn in your work. You will
have to check off all steps before turning in your worksheet.

______: Have you identified all Characters in the story?

______: Have you identified all emotion of character that you read about in the
book?

______: Have you identified where in the text you found this character’s emotion?

______: Have you identified your own text observations?

______: Have you stated your new understanding of the text?

______: Have you explained how these character emotions have lead you to a
new understanding of the text?

Exit Slip

Name______________________
Reading Closely Exit Slip

Write 3 things you learned from today’s lesson

Write 2 things you still want to learn from today’s lesson

Write 1 question you have about today’s lesson

Acknowledgements: Acknowledge your sources

Carnegie Mellon. (2007). Theory and Research-based Principles of Learning. Eberly Center for
Teaching Excellence,1-3. Retrieved February 21, 2019, from
https://www.colorado.edu/ftep/sites/default/files/attached-
files/carnegiemellonlaerningprinciples.pdf.
Education Degree. (2019). The Five Educational Learning Theories. Retrieved February 21,
2019, from https://www.educationdegree.com/articles/educational-learning-theories/
Schwartz, M. (2015, June 14) Close reading: reading through character emotion. Retrieved April
10, 2019, from https://www.education.com/lesson-plan/close-reading-reading-
through-character-emotion/
Wawasan Open University. (n.d.). The Theories on Visual Learning. Retrieved February 21,
2019.
Woodson, J. (2014). The other side. Weston Woods Studios.