Week 3, Day 4

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: Monique Isaak Date: April 18, 2017
Cooperating Teacher: Mrs. Casanova Grade: 5th Grade
School District: Pullman School District School: Jefferson Elementary School
University Supervisor: Dr. Ward
Unit/Subject: Empathy
Instructional Plan Title/Focus: Self Esteem and Confidence
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 focus on the impact that media has on our self -
esteem. Students spend a large amount of time on their digital devices exploring the
media. This lesson will allow students to see how the media affects people and their
overall sense of confidence. Students will watch a video based on the dramatic
transformation that Photoshop could cause on an individual's outer appearance. This will
lead into a discussion based on the video. Following the discussion, students will take
part in a science activity where each student works with a partner to record some of their
physical traits. The class will gather their results as a whole and look deeper into their
findings. This activity will allow students to see that we are all different and that
individuals have a value that goes beyond their outer appearance.

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 during the second to last day of our three week unit
based on empathy. Yesterday, we talked about how we can be empathetic through our
conversations. Tomorrow, we are going to have a Wonder party and celebrate each
students individual strengths. Students will be empathic by writing nice comments to
their classmates.

State/National Learning Standards: Teacher candidates identify relevant grade level

concepts/content and align them to Content StandardsCommon Core Standards (Math,
English, Next Gen. Science), Washington State EALRs, (Arts, Language, Social Studies,
Health/Fitness) or National (Ag. Ed. or FCS). Aligning standards may be
interdisciplinary. (Also copy/paste these below to align)

b. Content Objectives (to be copied in Assessment Chart below) and alignment

to State Learning Standards

SWBAT recognize that the number of students containing a specific trait is the
numerator in the fraction and the total number of students in the class is the denominator.

SWBAT explain that a fraction is also a division problem.

Aligned Standard:
http://www.corestandards.org/Math/Content/5/NF/B/3/CCSS.MATH.CONTENT.5.NF.B.
3
Interpret a fraction as division of the numerator by the denominator (a/b = a b). Solve
word problems involving division of whole numbers leading to answers in the form of
fractions or mixed numbers, e.g., by using visual fraction models or equations to
represent the problem.

SWBAT to compare and contrast different point of views by reading their classmates
writing based on the impact that media has on peoples self-esteem and writing one to
two sentences about the differences and similarities.

Aligned standard:
http://www.corestandards.org/ELA-Literacy/RL/5/6/CCSS.ELA-LITERACY.RL.5.6
Describe how a narrator's or speaker's point of view influences how events are described.

Language Objectives:
SWBAT write five to six sentences about their own personal self-esteem and make a
text to self connection using the book Wonder.

Aligned Standard:
http://www.corestandards.org/ELA-Literacy/RL/5/2/CCSS.ELA-LITERACY.RL.5.2
Determine a theme of a story, drama, or poem from details in the text, including how
characters in a story or drama respond to challenges or how the speaker in a poem reflects
upon a topic; summarize the text.

c. 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 have an understanding of what a fable is. Students will have had
practice writing short stories. Also, they will have experience gathering results and
comparing different sets of data. The fifth grade students will be able to draw conclusions
based on their evidence.

d. Planning for Student Learning Needs (accommodations, student experiences,

prior learning and experiences):
 In order to accommodate individual learning needs, I will teach my lesson with
differentiated instruction. Within the lesson, students have the chance to work with a
partner, in large groups or independently. During these work periods, I will pair students
together to best fit each of their learning needs. Each student is valued equally in my
classroom and I believe they can use each other to grow in their education. As students
take part in each activity throughout the lesson, I will be walking around and monitoring
their work by answering any questions that they have. I will make myself available to be
a resource while students are at work.

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

b. Content examples: SWBAT Formative: The teacher will use a checklist to

recognize that the number of students monitor student learning. While students are
containing a specific trait is the working on compiling that class data, the
numerator in a fraction and the total teacher will ask students to write the fraction
number of students in the class is the that represents the number of students who
denominator. contain the trait over the number of students
in the entire class. The teacher will walk
around at this time and check their work.
Figure 1

SWBAT explain that a fraction is also Formative: After students have finished
a division problem. collecting the class data, the teacher will
assess student learning by pointing to the line
in a fraction and saying that the line
represents division. In order for students to
show their answer they will place their hand
against their chest so other students cant see
and either give a thumbs up (the line means
division), thumbs down (the line represents
something other than division), thumb
sideways (I am not sure).

SWBAT to compare and contrast Formative: Students will have a chance to

different point of views by reading their read their partners journal entry about the
classmates writing based on the impact video they watched in class. They will
that media has on peoples self-esteem respond to the journal entry by explaining
and writing one to two sentences about whether they agree or disagree. The teacher
the differences and similarities. will assess their work by leaving a star if it
was completed correctly or a comment if they
need to make further explanation.

Language example: Formative: The teacher will assess the

SWBAT. write five to six sentences students work by reading their work and
about their own personal self-esteem and leaving comments. There is no right or wrong
make a text to self connection using the response for this task, but students must meet
book Wonder. the length requirement and include a text to
self-connection of their choice.
(Add rows as needed)
*In the right column, describe whether the assessment youll collective 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.)
K-12 students will be Student-based evidence Description of how students will
able to: to be collected (things reflect on their learning.
produced by students:
journals, exit slips, self-
assessments, work
samples, projects,
papers, etc.)

1. Explain Exit Slip The exit for the lesson will be in the
student learning students reading journals. Students
targets and what is will write about how Auggies self-
required to meet them esteem and confidence has changed
(including why they throughout the book. Also, they will
are important to relate their own self-esteem to
learn). Auggies. This will allow students to
connect their own life to the characters
in Wonder. The teacher will collect the
students reading journals once they are
completed and walking out the door
for recess.
 2. Monitor their Checklist The teacher will provide a checklist
own learning progress for students to use while they are
toward the learning working on their summary based on
targets using the tools the video that the class watched. The
provided (checklists, checklist will guide the students
rubrics, etc.). work, making sure they complete all
of the requirements. The teacher will
have students staple the checklist to
their summary when they turn it in. In
order to review their work, the teacher
will use the checklist as well.

3. Explain how to Work Samples The teacher will provide resources for
access resources and the students by supplying example
additional support work for each of the assignments that
when needed (and they will complete for this lesson. For
how/why those example, the teacher will fill out the
resources will help chart based on her own physical traits
them). and leave it on the document camera
so students can reference the example
chart when they are working on their
own. Also, the teacher will supply an
example of their own summary about
the medias impact on individuals self
esteem.
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.
Whole group discussion about self-esteem.
Independent work for the write up about the medias impact on self esteem
and the written response about the students connection to Auggies self
esteem and their own.
Partner work will take place when students compare their responses from
the video and when they fill out the chart based on their physical
characteristics.

Section 2: Instruction and Engaging Students in Learning

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 order to introduce the lesson based on self-esteem and confidence, the teacher
will ask students what is self-esteem? Students will share their response and the teacher
will record their answers. Next, students will watch a video called Dove ad: The
Evolution of Beauty. Once the video is completed, students will write in their reading
journals five words to describe how they felt after watching the clip. The teacher will ask,
how does the media alter our self-esteem? This will lead into a discussion and students
will share their responses. This will lead the teacher into a lesson based on self-esteem
and what we can do to boost our confidence.

Questions teacher candidate will ask during the lesson that drive thinking and
learning and engagement (5 or more questions) and in parenthesis, indicate Bloom
level and/or question type to ensure that you are posing questions that push critical
thinking and engagement (e.g. Analysis/Divergent)
What is self -esteem?
Can you list characteristics that depict a high or low self-esteem?
How would you describe Auggies self-esteem?
How can you boost your self-esteem?
How does the media impact our self-esteem?
What did you find when you compared physical traits with your classmates?

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 columnsupporting 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?)

First, the teacher is going to ask students, -Schema (Teachers have to know
what is self-esteem? The teacher will students prior knowledge in order to
provide wait time and allow students time to plan instruction that helps students
respond to the question. The teacher will build on their existing knowledge.)
 write the responses on the board for all
students to see. The teacher will say, As I
can gather from your responses, self-esteem
is the way of thinking and feeling about
ourselves.

Now we are going to watch a time lapse -Bioecological model (Each students
video based on Photoshop. I want you to bioecological system effects the prior
watch the video and think about how the knowledge and experiences she brings
media affects not only your self-esteem, but to the classroom.)
also your peers, and people living in this
generation as well. As you watch the video,
write a minimum of five descriptive words
that suit this video best in your opinion.
Students will use their descriptive words to
help write a short summary of their opinion
on whether the media has a positive or
negative impact on our self-esteem.

Once students complete their summary, they -Social interactions are important in the
will share their response with a partner. This knowledge construction process
will give students a chance to compare their
opinions and discover a different point of Students will take part in social
view from their classmates. Underneath their interactions when they compare their
own summary, students will write about if opinion based writing with their
their partners had the same or different partner. Exchanging information with
opinion. After students have time to compare their partner will help them grow in
their opinions with their partner, the teacher their knowledge.
will bring the class back together as whole
and ask for a couple students to share their
opinion based on the medias impact on
humans self-esteem.

Now we are going to transition into a time -Observational learning

where we can look at our own physical
traits. Can anyone tell me what a physical The teacher will set an example of how
trait is? student response A physical trait is of how to complete the chart and work
a feature of our body. For example, our nose, with a partner to do so. The teacher
eye color, hair color, ect. Each student is will act as a model for her students to
going to work with a partner to discover demonstrate the expectation procedures
different physical traits that they contain that will take place.
using the chart provided (figure 3). Once
you complete the chart, we will compile our
class data on a chart on the white board and
view our overall results. Up on the board is
an example of the traits that I have. Now it is
 your turn to fill out the char.

Students will examine the data from the -Learners construct their own learning
entire class and write a fraction for each
trait. Students will use the number of This is important because students are
students that contained the specific trait as working with the data they shared with
the numerator and place it over the number the class and working with fellow
of people in the class (denominator). The classmates to draw conclusions based
fractions will allow students to see the on the activity.
percentage of individuals that had each trait.

Teacher will ask, What did you learn by -Importance of Language

completing this activity? Each and everyone The class will partake in a whole group
one of you contained a different combination discussion. Students will learn from
of physical traits. What does this show us? I each other and their findings
think that this demonstrates how we are all throughout the activity.
different in our own way.

Teacher will ask, By reading Wonder, we -Zone of proximal development

have learned that Auggie had a very distinct
outward appearance. How can we relate to Within this step, the teacher is breaking
Auggie? The purpose of this question is for down the lesson and scaffolding
students to see how everyone has a different student learning by helping them see
outer appearance. The teacher will read the how they can relate to Auggie.
final chapters in Wonder. Students will listen
to the read aloud.

Teacher will say, As we come to an end in -Learners Construct their own

Wonder, I want you to write in your reading knowledge
journals about Auggies self-esteem. Do you
think his self-esteem changed throughout the Students are granted the opportunity to
course of the book? How does your self - make a self to text connection.
esteem relate to Auggie? Students work independently to
complete their writing and reflect on
one of the overall themes of Wonder.
(Add rows as needed)
b. Closure:
In order to bring the lesson to an end, the teacher will have students write
in their reading journals about how their self-esteem is relatable to Auggies. The teacher
will use the reading journals as an exit slip and read student responses to see how they
reacted to the discussion based on self-esteem. The teacher will emphasize that as
classmates and friends, our role to help boost each others self-esteem. Students will
write on a sticky note describing how they can help boost their friends self-esteem and
place it on the board.

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.)
This lesson will allow students to see the importance of an individual's self-
esteem and help them understand what they can do to build up the people around them
instead of tear them down. I will encourage students to go home and discuss with their
parents about what they learned today by watching the video, comparing physical traits
with their classmates, and connecting Auggies self esteem with their own.

d. Instructional Materials, Resources, and Technology:

Wonder
Sticky Notes
Reading Journals
Document Camera
Computer
Video
Physical Trait Chart
Checklists
White Board

e. Acknowledgements: Acknowledge your sources.

https://youtu.be/omBfg3UwkYM
https://www.pinterest.com/pin/287245282458223678/
http://www.corestandards.org/ELA-Literacy/