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T&L Instructional Plan Template

(Updated 4/28/17)
(edTPA Aligned)

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:

Teacher Candidate: Brieanna Olsen, Brenna Kerley, Alyx Chamberlain, Jordyn Agost Date: April, 28
Cooperating Teacher: _Dr. Barbara Ward________ Grade:__6th Grade_________
School District: Pullman School District__ ______ School: _Jefferson Elementary School_
University Supervisor: Lori White______________
Unit/Subject: Literacy/Writing
Instructional Plan Title/Focus: Pen Friends from Lincoln Middle School

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose:

The purpose of this lesson is to encourage students to communicate through reading and writing with other
students their age, but who attend a different school within the district. Our students should identify
similarities and differences as they engage amongst each other, without first, judging a book by its cover.
The students are provided a chance to branch out, get to know new people, and create friendships. Students
will become pen friends and participate in three letter exchanges between themselves and a student from
another sixth grade class from Lincoln Middle School here in Pullman, Washington. It is important for
students to interact with others of the human species that they may have never thought of conversing with in
their lives before. They should understand that there are many people in the world and they are not alone.
Humans are a social species in which we rely greatly on connections. Social interaction is an important skill
that the students will need to know for the rest of their lives whether it is in a school environment, at home,
or in the work force.

b. State/National Learning Standards:

Grade Level: 6

Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events,
and/or characters.

Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences
and events.

With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should
demonstrate command of Language standards 1-3 up to and including grade 6 here.)

Use technology, including the Internet, to produce and publish writing as well as to interact and
collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of
three pages in a single sitting.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and

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

1. SWBAT compose and respond to three informative letters to a student from another school.

Aligned standard: CCSS.ELA-LITERACY.W.6.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

2. SWBAT write in a letter in appropriate format using email through the Internet.

Aligned standard: CCSS.ELA-LITERACY.W.6.6

Use technology, including the Internet, to produce and publish writing as well as to interact and
collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of
three pages in a single sitting.

3. SWBAT answer questions after completing a read aloud on the book Dear Dragon: A Pen Pal Tale
by explaining the content and relating it to the lesson.

Aligned standard:

Language Objectives:
1. SWBAT verbally participate in a discussion about why friendships are so important.

Aligned standard:

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

The students have preciously

e. Planning for Student Learning Needs:

Accommodations for Special Education Students:

- Accommodations will be adjusted according to students disability.
- Student may work in resource room, or in primary classroom.
- Student will have directions read to him/her. Examples: one-on-one, with a partner, or from para-educator.
- Student may be allowed extra time to complete worksheets.
- Teacher/s will walk around to check to make sure the directions are fully understood.
- Student may raise hand, ask student next to them, or write down notes of any questions or difficulties that
he/she may be experiencing.
- Directions will be placed on the board for further assistance/reminders, as well as on the top of each

Accommodations for ELL students:

- ELL students may be paired up with one or more students whose first language is English.
- Directions will be read aloud to them, and also written on the board/on worksheets for further support
- Directions may be recorded in students first language if and when necessary
- Teacher/s will walk around to ensure students are on task and following correct directions
- Students will be able to ask questions at any given time throughout the lesson

Accommodations for Gifted and Talented Students:

- May be able to work alone.
- Teacher/s will work with gifted or talented students to set goals or challenge them in further thinking.
- Students who may finish worksheets early may be allowed to work on other school work or read a book.

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?

Content/Language Objectives Assessment Strategies

Content example: SWBAT create an input- Formative:
output diagram, and explain reasoning in Summative:
Language example: SWBAT use Formative:
conditional forms correctly 90% of the Summative:
time when describing their input-output

(Add rows as needed)
*In the right column, describe whether the assessment youll 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-based evidence to be Description of how students

K-12 students will be able to: collected (things produced by will reflect on their learning.
students: journals, exit slips, self-
assessments, work samples,
projects, papers, etc.)
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 Checklist
targets using the tools
provided (checklists, rubrics,

3. Explain how to access

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

h. Grouping of Students for Instruction:

Students will be anonymously and randomly paired up by participating teachers from both sixth grade
classes. Each student will be paired with one other person and will continue to write letters to the same
pen friend throughout the entire lesson. The only exception is if and when there is an odd amount of
students in the participating classes. If this happens, there will be a student(s) selected to complete more
than one letter depending on the amount of pen friends he/she has been assigned to.

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).

b. Learning Activities:

Learning Steps and Activities: Supporting Theories/Principles:

c. Questions:

1. Why do you think we read the book Dear Dragon today? What does this book have to do with our
lesson on friendship? (Apply/Analyze)
2. Why do you think it is important to get to know new people, even though we do know see them in
our daily lives? (Apply)
3. What do you think it means to judge a book by its cover? How does this tie into what our lesson is
telling us about new friendships? (Analyze/Apply)
4. Based on what happens in the story Dear Dragon, did you have a similar experience when meeting
your pen friend at the end of this lesson? (Understand/Apply)
5. What types of questions do you ask someone who you are first getting to know? (Analyze)
6. Why do you think relationships are so important for humans to have? (Understand)

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.

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.)

d. Instructional Materials, Resources, and Technology:

e. Acknowledgements:

Lesson plan written by Brieanna Olsen. (2017) I used the book Dear Dragon: A Pen Friend Tale in the
introduction to introduce the concept and purpose of a pen friend letter.
All additional attachments were created by myself with images taken from google images (smiley faces

Figure 1: Teachers Checklist

Students Names: Student is on task and Student is using letter Student is working well
writing letter format with others. (pop-corn
approximately to prompt sharing, pair and share,