T&L Instructional Plan Template

(Updated 4/17/15)
(edTPA Aligned)

Background Information
Teacher Candidate: Ashton Skadsen & Sarah Herman Date:3/7/16
Cooperating Teacher: Randall Scott/Nancy Nelson Grade: 2
School District: Pullman School District School: Franklin Elementary School
University Supervisor:Lori White
Unit/Subject:Social Justice Education
Instructional Plan Title/Focus:The Last Stop on Market Street - Diverse thinking

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose:

This lesson will allow the students to participate in an interactive math and literacy
lesson that will expand their diverse thinking skills. The teachers will introduce the lesson by
a read aloud of Last Stop on Market Street, by Matt De La Pena. Throughout this story the
kids will be asked to raise their hand when an emotion is present within the story. This will
be a good introduction to thinking diversely because it will allow the students to understand
that there are multiple perspectives in every situation, including in a story. The students will
work with the teachers to capture the emotions of a story, and then recognize them later on
through a chart in which they will calculate the amount of times each character expressed
their emotion. The students will then create graphic organizers to show the ways of
transportation connecting to the bus rides of the stories as a math influence in the lesson.

State/National Learning Standards:

Reading:
CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.

CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine
their central message, lesson, or moral.

CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges

Math:
CCSS.MATH.CONTENT.2.MD.D.10
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set
with up to four categories. Solve simple put-together, take-apart, and compare
problems using information presented in a bar graph.

Content Objectives and alignment to State Learning Standards:

ELA:
SWBAT understand the emotions of the characters and apply it to their understanding
of social justice issues
Aligned standard:
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges

SWBAT Reflect on the story and determine ways in which the characters responded
Aligned Standard:
CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine
their central message, lesson, or moral.

SWBAT understand key details in the story and relate them to real world situations
Aligned Standard:
CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.

Math:
SWBAT:
Gather data from classmates on how they get to school and create a bar graph
representing this data.
Aligned standard:
CCSS.MATH.CONTENT.2.MD.D.10
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set
with up to four categories. Solve simple put-together, take-apart, and compare
problems using information presented in a bar graph.

Language Objectives:
Math SWBAT
Students will be able to use descriptive words such a bigger, smaller, more, less to
compare data on graphs created.
 Aligned standard: CCSS.MATH.CONTENT.2.MD.D.10 Draw a picture graph and a bar graph
(with single-unit scale) to represent a data set with up to four categories. Solve
simple put-together, take-apart, and compare problems using information presented
in a bar graph.

ELA SWBAT . . .
Students will be able to describe the emotions of the two characters and compare the
different perspectives.
Aligned standard:CCSS.ELA-LITERACY.RL.2.3 Describe how characters in a story respond to
major events and challenges

Previous Learning Experiences:

ELA:
- Based on Pullman Schools Social Studies curriculum students will have completed the
Why We Live Where We Live lessons, that explores reasons why people live where they
live and how that impacts their life.
Math:
- Based on Second Grade Common Core State Standards students will have previously
learned how to gather data and represent that using a bar graph with the purpose of
comparing information

Planning for Student Learning Needs:

Accommodations for advanced students:
Students who appear to understand the content material to a higher comprehension level
will be given the opportunity to move past the charts and coloring and be given the writing
prompt where they will be able to draw on the perspectives of the characters through
writing. This will allow the students to be challenged further and continue to further their
knowledge without exceeding the class.
Accommodations for ELL students:
Students who may not speak English as their first language will thrive through this lesson
due to the large amount of group work, as well as the visual learning aspect. Rather than
being a heavy writing assignment the students are given charts where they will have the
opportunity to color in their answers, and share verbally. In order to make sure that the ELL
student is not left behind the groupings will be done accordingly.
Accommodations for students with 504 or IEP plans:
The teachers we have met with have informed us of students with IEPs and behavioral
needs, we believe that no accommodations will need to be made to the content but will
follow modifications found on their IEPs or 504 plans. Both teachers have offered to assist
with behavioral needs.

f. Assessment Strategies (Informal or formal) (Formative or Summative)

 Content/Language Objectives
MATH- CONTENT: Gather data from
classmates on how they get to
school and create a bar graph
representing this data.
MATH- LANGUAGE: Students will
be able to use descriptive words
such a bigger, smaller, more, less
to compare data on graphs created.
ELA- CONTENT:
Students will be able to understand
the emotions of the characters and
apply it to their understanding of
social justice issues
ELA- LANGUAGE:
Students will be able to describe the
emotions of the two characters and
compare the different perspectives.
g. Student Voice:
Student-based evidence to
K-12 students will be
able to:
journals, exit slips, self-
samples, projects, papers,
Assessment Strategies
Formative: Walk around classroom and
ensure that students are completing task,
scaffolding students who seem off track or
confused.
Summative: Evaluation final product (map) to
see if it presents accurate data
Formative: Walk around while students are
working, listening for them to discuss and
asking them to describe and compare their
data.
Formative: Students will participate in verbal
discussion during the read aloud about the
emotions of each character.
Summative:Students will complete
worksheets in which they will have the
opportunity to capture the emotions of the
characters in relation to social justice issues
Formative: students will engage through a
discussion in which they will compare and
contrast the two characters
Summative: students will record the
comparison through the use of a worksheet
with the issues labeled as wella s the
difference between the boy and his grandma
on their thoughts of the issue.
Description of how
be collected (things students will reflect on
produced by students: their learning.
assessments, work
etc.)
 1. Explain student x x
learning targets and what
is required to meet them
(including why they are
important to learn).

2. Monitor their own Anticipation Guide Prior to the lesson and

learning progress toward again after the lesson
the learning targets using we will have students
the tools provided fill out an anticipation
(checklists, rubrics, etc.). guide so that they are
able to track their
growth from the
beginning of the lesson
to the end of the
lesson.

3. Explain how to access x x

resources and additional
support when needed (and
how/why those resources
will help them).

Grouping of Students for Instruction:

Our lesson will include whole group instruction as well as independent and small work
group. Our mentor teachers have already broken students into small groups based on their
seating arrangement. Students are not grouped by ability but instead by behavioral needs.

Section 2: Instruction and Engaging Students in Learning

1. Introduction:
We will be starting this lesson with an anticipation guide to start students thinking about this
topic. We will also bring up some of the more complex vocabulary that we will be using in
our lesson allowing them to brainstorm the words meaning and eventually coming to a
consensus on the words meaning.

Questions:
ELA:
 1. Can you summarize the book and explain what the authors central
message was? (Understand)
2. Do you think that the grandmother and the boy in the story have different
attitudes toward riding the bus? (Evaluate)
3. Can you compare the boys emotions in this book to his grandmothers, do
they act the same or different? Why? (Analysis)

Math:
4. Can we find a way to measure our own classs mode of transportation?
(Evaluate)
5. Looking at the graph we just made, can you compose an idea of how our
data might compare to kids around the United States? (Create)

Learning Activities:

Learning Steps and Activities Supporting Theories/Principles

- 6 principles
- 4 levels
- picower
(Why are you doing what you are
doing?)

Example: Transition from introduction Supports multiple means of

by asking students to look at inputs engagement, and allowing students to
and in pairs, create a list of additional generate their own inputs from
 community assets/contributions (inputs)
for social change diagram. Circulate
around groups to observe students
progress.
1. Go over learning targets as a
class
Start with book- The Last Stop on Market
Street // Asking students to think about the
emotions that the characters are feeling
throughout the book. (categories on white
board and tallie// with evidence- text or
picture)
2. Worksheet (minimal writing) about
perspective of characters // reflection
*data chart creation on emotion frequency*
3. Why We Live Where We Live// (revisit to
past learning of places) relate this
information to characters in book
4. Transition to math section// How We Get
to Where We Go discussing that these
characters used the bus as means of travel,
what do you use
5. We discuss what can we get to school//
then take data on the class and make a
graph//
6. Reflect on data and compare to data in all
of Pullman/ maybe the whole school (if we
can find it)
Questions examples:
Why does half the class walk? What does it
mean that only 5 people take the bus?
experience; is more culturally
responsive than teacher generated
ideas only.
Bandura Observational Learning
Reading aloud and having students
interact with you as you make notes on the
reading will model comprehension skills
Multiple means of engagement
will be represented through oral, written, or
drawings
Lave & Wenger (1990) Situated
Learning Theory-
Relating the lesson back to their own
culture and the life they live and
comparing this to other cultures and
ways of life.
Bandura's Observational Learning:
students will be reflecting on old work,
while listening and making
connections to our social justice
issues.
Multiple means of representation:
verbal and visual examples
Multiple Means of Expression
 Does this data represent Pullman well?

7. Recap on lesson // why did we talk about Supports multiple means of

this today? How does this change your engagement, and allowing students to
outlook (put in 2nd grade jargon) generate their own inputs from
experience

8. Reflect on Learning Target // Student Bandura Observational Learning

voice Reading aloud and having students
interact with you as you make notes

Closure:
As we end the lesson we will have them come back to their seats and fill out their
anticipation guide again to see how their ideas has changed based on the lesson. This will
lead to a short class discussion on what we have learned.

Independent Practice:
We believe that this lesson really lends itself to discussions on different lifestyles outside of
school. Giving students context, the means of transportation, that they are easily able to
relate to and able to talk to their friends and families about allows them to feel comfortable
discussing different perspectives in a low pressure environment.

Instructional Materials, Resources, and Technology:

- Whiteboard
- Document camera

ELA worksheets:
- Relate to how their different views of classes
- Vocab
- Breaking down the stereotypic of public transportation
- anticipation guide
- Busses
- Blind
- Everyone at a homeless shelter
- What can we do to break these stereotypes
- Bus
- Soup whatever
- & something they can relate too
- 10 minutes to talk over book
Acknowledgements:
Last Stop on Market Street by Matt De La Pena