T&L Instructional Plan Template

8/15/2014
(Adept 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: Natalie Hendry
Date: 10/26/14
Cooperating Teacher: Leanne Fuller
Grade: 1st grade
School District: Clarkston School District
School: Highland Elementary
University Supervisor: Lori White
Unit/Subject: Literacy
Instructional Plan Title/Focus: I am kind to others when
ELL HIGHLIGHTED
SPED HIGHLIGHTED

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose: Learn the class and school rules through book Each Kindness by
Jacqueline Woodson.

b. Alignment to State Learning Standards:

EALR 2: The student uses communication skills and strategies to interact/work effectively with others.
Component 2.1: Uses language to interact effectively and responsibly in multicultural context.
GLE 21.1: Understands that language is adjusted to the needs of the audience, situation and
setting.
EALR 2: The student understands the meaning of what is read.
Component 2.1: Demonstrate evidence of reading comprehension
GLE 2.1.1: Understand how to use questioning when reading.
c. Content Objectives:
SWBAT: Articulate what it means to be kind to others.
SWBAT: Illustrate a picture of what it means to them to be kind.
SWBAT: Share with their peanut butter and jelly partner.
SWBAT: Share out with class quietly and productively.
SWBAT: Connect prior knowledge with book Each Kindness (Student Connections)
Language Objectives:
SWBAT Correctly verbally share a time when they have been kind. (Language Objective)

d. Previous Learning Experiences: Students will have made these sentences for rules, productive,
attentive and correct choices. During the reading of Each Kindness(Cultural Connection) I will be
asking the students these prior knowledge questions:
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-How would you feel if you had to go to a new school?

-Was it very kind of he to act that way to the new student, Maya?
-Is the way Andrew is acting being kind? Why do you think so?
-Why do you think Maya was wearing other girls clothes on that day?
-What kind of ripples have you created today?
-Do you think she wishes she had been nice to Maya?
e. Planning for Student Learning Needs (accommodations, student experiences, prior learning and
experiences): At the beginning of the year I matched my students up according to their ability to
articulate clearly, academic level, behavior and simply who would make the best choices together.
Student Name
A

Disability
Impaired Hearing

Impaired Vision

Struggling Writers

Handicapped

ADD/ADHD

Accommodations
During circle time these students will
be seated to the front so they are able
to hear. Teacher will also be given a
speaker headset to all students will be
able to hear the directions and reading
clearly. If needed the teacher will
come over and have a one on one
conversation with the student during
their work time for their graphic
organizer to make sure the student is
fully understanding the directions and
if they have any addition questions.
The same will be done with their final
sentence.
Much like our students with hearing
impairments, if they are not
completely blind we will also be
putting them towards the front of the
class and during circle time. If they
are blind we will be providing the
student with a Braille version of the
reading if needed. While writing the
student by write in Braille if needed.
For the students who are having a
hard time with writing their kindness
sentence, the teacher will be having
one on ones during this activity. These
one on one meetings will look like the
student explaining to the teacher a
time when they have been kind and
the teacher will guide the student in
each stage of writing; the first, next,
then and last.
For the students who are handicapped
there will be little movement during
this lesson. If needed these students
may sit in chairs in the back of circle
time or have padded cushions of their
chairs. They will still have a peanut
butter and jelly partner, but they will
just have to sit in the back with their
partner. If the student is comfortable
we will have the student sit with the
whole group during circle time.
For these students with ADD or
ADHD during circle time if they are
having a hard time sitting still or
talking we will have them sit in the
back of circle time so they are not
distracting anyone, but still has the
opportunity to listen and learn. There
is going to be a lot about discussion
throughout the book so the teacher can
make sure the student has a lot of
opportunity to share out and talk with
his or her peanut butter and jelly
partner.

ELL Accommodations:
o The pictures in the book will help guide the students through the story if needed.
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o Teacher will be filling out own graphic organizer for class example and will be giving a copy to
each ELL student for reference.
o ELL students will also get to have a one on one meeting with the teacher during the graphic
organizer stage of the lesson.
o Students will also be able to pair up during the graphic organizer stage to compare notes and peer
edit.
Student Experiences:
o The book Amazing Grace is allowing the students to put themselves in Graces shoes
throughout the book. As teachers we then allow the students to think of a time were they were
told they could not do something, thus connecting to their past experiences, and then allowing
them to write about it.

Prior Learning:
o The sentence is about the students own experience in life. They will have also learned how to go
through a graphic organizer and have written sentences as a class before.
f. Student Voice:
Description of how students
will reflect on their learning.

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).

Exit Slip

In our classroom we have an

action called a sunny woo,
this action means that the
student completely
understands the material
being taught. On our exit
slip I have different weather
patterns, one is a sunny ski,
meaning I completely
understand the material,
partly cloudy, meaning I am
almost there and cloudy
raining skis meaning I do not
understand. When it comes
to the students from out of
state or country that may not
of seen rainy weather, as a
class we will be going over
the weather patterns.(ELL
Students) After looking
through the exit slips if I
noticed more then three
students are not
understanding what it means
to be kind then as a class we
will be doing another
activity of what it means to
be kind. If there are three or
less students who do not
understand I will be having a
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2. Monitor their own learning

progress toward the learning
targets using the tools provided
(checklists, rubrics, etc.).

Read aloud

3.

Example of teachers act of

kindness will be placed on the
white board for additional help.

Explain how to access

resources and additional help.

one on one meeting with

those students.
Students will be reading
their kindness book after
creating their sentences. It
will also be put classroom
library.(Language
Objective & Assessment of
Language Objective)
All students have access to
my teachers example if they
need support or help a long
the way. My ELL students
will be given an individual
copy of this example to they
may reference through the
whole activity.

g. Assessment Strategies (Informal and formal)

Content /Language Objectives
SWBAT: Articulate what it means to be
kind to others.

SWBAT: Illustrate a picture of what it

means to them to be kind.

SWBAT: Share with peanut butter and

jelly partner.

Assessment Strategies
Formative: Once students have their thinking thumbs
up, teacher will call on students to give them a chance to
share.
Summative: Once the students have verbally shared a
time when they have been kind, I will have a checklist
checking off if the students are correctly articulate a time
when they have been kind.
Formative: Teacher will be walking around making sure
the children are drawing pictures that match their acts of
kindness.
Summative: Students will be actively illustrated a
picture of a time when they have been kind. If the student
is not drawing an action that is kind, I will stop the
student and have them explain what their action is.
Formative: As students are sharing with each other,
teacher will be making sure conversations are productive
and on topic.
Summative: Students will be productively sharing their
act kindness with their peanut butter and jelly partner.

Formative: Teacher will be asking prior knowledge

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SWBAT: Connect prior knowledge with

book Each Kindness

Language example: Correctly verbally

share a time when they have been kind.

questions throughout the book. (Please refer to section

D)
Summative: Students will be activity sharing their
answers to prior knowledge questions. Mentally take
note of students that are not sharing a time when they
have been kind and follow up when they get back to their
seats and have a discussion with them.
Formative: The students will be drawing a picture of the
certain time they have been kind. (Language Objective
& Assessment of Language Objective)
Summative: Student will be orally expressing a time
they have been kind to teacher during circle time and
then again back at their seat. (Language Objective &
Assessment of Language Objective)

Grouping of Students for Instruction: The students are grouped into peanut butter and jelly' partners during
the discussion of the book Each Kindness; please reference Planning for Students Learning (e).

Section 2: Instruction and Engaging Students in Learning

1. Introduction: Classyd Class, mirrors and words, be productive and follow directions quickly. Be attentive
and raise your hand to speak. Make correct choices. Be kind and make your dear teacher happy! Now that we
have made sentences for productive, attentive and correct choices, we are going to start thinking about what it
means to be kind to one and other. For the past few weeks we have been talking about our four school rules.
Can someone tell me our three school rules we have talked aboutNow can someone tell me what activity did
we do for our school rule, correct choices?(Student Connections) Before we start can someone tell me what
he or she thinks it means to kind to one and other? Did you know around the world there are different forms
of kindness around the world? In the Netherlands (show on map) when it is your birthday the whole entire
family is congratulated. There is lots of hugging and everyone sits in a circle and eats cake and drinks tea! Also
in Kenya and Tanzania there is a group of people who spit on newborn babies to bring them good luck! Now
since Ive said this, does this mean we spit on each other? No! Thats correct, it may be different from us, but
that is how this culture works! It is ok for them, but in school we do not do that!(Cultural Connection)
2. Learning Activities:
a. 1. Teacher will sing rules with students (listed above, 1).
b. 2. Teacher reads Each Kindness while asking question to the students throughout the book.
i. How would you feel if you had to go to a new school? (Student Connections)
ii. Was it very kind of he to act that way to the new student, Maya?
iii. Is the way Andrew is acting being kind? Why do you think so?
iv. Why do you think Maya was wearing other girls clothes on that day?
v. What kind of ripples have you created today? (Student Connections)
vi. Do you think she wishes she had been nice to Maya after all?
c. 3. Teacher will be verbally asking questions to students about what it means to be kind.
i. When have you seen other people being kind to?
ii. Can you remember a time in the book when someone has been kind?
iii. Why do you think our school made these rules? (Student Connections)
d. 4. Students will be answering with peanut butter and jelly partners.
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e. 5. When we come back as a class after each question I will be having certain peanut butter and
jelly partners share out to the class the questions that was asked.
6. After discussion teacher will excuse the students one by one. I will be giving the students
thinking time (30 seconds) to think a time they have been kind. After they have had there thinking time
the students will put their thinking thumbs, meaning they have come up with a time they have been
kind. (Student Connections) I will then call on the students with thinking thumbs up to share out with
the class and myself. Then they may go back to their seats to work on a their kindness picture.
3. Closure: After the students have finished drawing their act of kindness, they will put away their crayons
and turn in their worksheets into the basket by my desk. Since this is our last rule of the school, teacher and
the students will be going over each one of our rules and talking about what it means to the students.

4. Independent Practice: I gave my students the option to either go to the lunchroom or go home and
create an act of kindness. Then I want them to come back and during our morning meetings share out
their act of kindness.
5. Instructional Materials, Resources, and Technology: The book, Each Kindness by Jacqueline
Woodson, lined paper with a place for a drawn picture, crayons, pencils and teacher example.

6. Acknowledgements: Woodson, Jacqueline, and Earl B. Lewis. Each Kindness. New York: Nancy
Paulsen, 2012. Print.

SENTENCE WORK SHEET: I am kind when

Name__________________________

Date______________
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KINDNESS EXIT SLIP

Directions: Please circle the picture on how you feel you know what it means to be kind.

I am confident! I got this!

I think I need a little more help!

I do not understand! Help!