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: Pamela Henderson Date: September 18, 2017

Cooperating Teacher: Nora Moser Grade:5th
School District: Colton School District School: Colton Elementary
University Supervisor: Guy Pitzer
Unit/Subject: Math
Instructional Plan Title/Focus: Volume

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose: This lesson is an introduction to the mathematical concept of volume to fifth
grade students. This will be the first time many of them are exposed to this concept in a three dimensional
way so it will be a broad overview lesson getting the students familiar and comfortable with the concept.
Having a strong conceptual base of volume will allow the students to build and understand further, more
complicated subjects in math. This lesson will be the first in the unit and will be the first time many of these
students are being exposed to the topic so it is important they are given all the tools and support needed to
understand the concept. The following lessons will reinforce this concept and go more into depth providing
more details and examples.

b. State/National Learning Standards:

CCSS.MATH.CONTENT.5.MD.C.3
Recognize volume as an attribute of solid figures and understand concepts of volume
measurement.
CCSS.MATH.CONTENT.5.MD.C.3.A
A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume,
and can be used to measure volume

CCSS.MATH.CONTENT.5.MD.C.4
Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised
units.

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

1. SWBAT measure volume by counting cubes in a shape.

Aligned standard: CCSS.MATH.CONTENT.5.MD.C.4

Language Objectives:
1. SWBAT label the length, width, and height of a cube or rectangular prism.

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 Aligned standard: CCSS.MATH.CONTENT.5.MD.C.3

d. Previous Learning Experiences: Students will have a background knowledge of how to multiply more than
one number which will be important when finding the volume using the length x width x height = volume
formula. They will also be able to recognize that a square has all equal sides and a rectangle does not. They
are familiar with area and perimeter which will lead them into thinking about this in a three dimensional way.

e. Planning for Student Learning Needs: Students will be shown a video at the beginning of the lesson to be
exposed to the material in multiple methods of learning. They will also be reviewing some of their prior
knowledge about multiplying more than one knowledge to ensure they are familiar with the skills needed to
understand the material.

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

Content example: SWBAT measure volume
by counting cubes in a shape.
Language example: SWBAT label the length,
width, and height of a cube or rectangular
prism.
Informal: Students will be completing a hands on activity
creating a three dimensional square out of graph paper.
Informal: Students will be given a worksheet that they must
label the length, width, and height on. They will also solve
for the volume.

(Add rows as needed)

*In the right column, describe whether the assessment youll collect 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.)

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 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 Worksheet Students will be completing a
and what is required to meet worksheet at the end of the
them (including why they are lesson to assess their
important to learn). understanding of the material
and what they need to work
on.
2. Monitor their own learning Project samples During the lesson the students
progress toward the learning will be creating three
targets using the tools provided dimensional models
(checklists, rubrics, etc.). representing volume which
they will use to determine the
volume of that shape
3. Explain how to access Self Assessment Students will be working
resources and additional individual as well as in large
support when needed (and and small groups so they
how/why those resources will should be assessing their
help them). understanding throughout the
lesson and asking questions
when necessary (and
appropriate) to their peers
and/or teacher.
h. Grouping of Students for Instruction: The beginning of this lesson will be whole group because the teacher
will show a video and have a discussion with the whole class. After the class will begin making three
dimensional models of squares out of graph paper, while they are working on this the teacher can instruct
them to work together in small groups or partners to allow the students to monitor their learning and ask for
help from their peers when necessary to promote collaboration. The teacher will instruct the students to work
on the beginning portion of the worksheet alone but after a few minutes they can collaborate together to finish
the rest.

Section 2: Instruction and Engaging Students in Learning

a. Introduction: The hook of this lesson will be a fun video showed to the students
(https://www.youtube.com/watch?v=LZxXUb9iAZc). This will not only grab their attention but also
introduce the topic in an engaging way. It provides some key information that the teacher will go more into
depth with during their lesson.

b. Questions:
Has anyone ever found the volume of a cube before?
How could this skill be useful in the real world?
How are area and volume related?
How could you find the volume of a shape that doesnt have the same length width or height?
What is the formula to find the volume of a prism?

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c. 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 laddersimulation 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)

(Add rows as needed)

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Learning Steps and Activities
1. The lesson will begin with the teacher greeting the
students and introducing the topic of the day
which in this case is calculating volume.
2. The teacher will then show the students a short
video introducing the topic.
3. The teacher will then move into the hands on
activity where they provide the students with a cut
out model of a cube that they must assemble and
place squares in to find the volume by counting
the squares. This is where the class may split into
groups based on ability. The students who
understand the material will be instructed to create
their own three-dimensional figures with the
provided graph paper and then label the length
width and height and find the volume. Students
who need more help will be shown a slideshow
that goes into depth with the concept.
4. Finally the teacher will pass out the worksheet and
go through the first few problems with the whole
class. Then the students will be instructed to work
alone on the first few problems then check their
answers with a partner or work together if they
need more help.
Supporting Theories/Principles
(Why are you doing what you are doing?)
It is important to tell the students what they will be
learning so that they are aware of their expectations of
the lesson.
This will grab the students attention as well as
introduce the topic to students who may have no
background knowledge in the subject and refreshing the
memory of those who do.
It is important to provide hands on activities for the
students especially with a concept like this that is hard
to grasp. The teacher will be able to assess the students
understanding throughout the beginning of the lesson
and provide differentiated instruction for the students
who need more of a challenge and those who need
additional help.
This is a final assessment to inform the teacher on how
the students grasped the material. It is important to have
the students work alone on some of the problems so the
teacher can see what the students understand and what
theyre struggling with.

a. Closure: The end of this lesson will be the students completing a worksheet until there is no more time left
in the lesson. At this point the students will turn in the worksheet and the teacher will look over them and see
what the students did well and what they struggled with to inform their next lesson on this topic. If time
allows students should be given time to ask the teacher any clarifying questions.

b. Independent Practice: This concept can be translated across students learning in a multitude of ways.
They will improve in their multiplication skills which will help them in other math content lessons. They will
also hopefully grasp the conceptual understanding of volume which will help them in science and even every
day life. One way to get parents involved is to have them calculate the volume of household items such as
cereal boxes or mac & cheese boxes etc.

c. 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.

d. Acknowledgements: Video from YouTube, worksheet from Scholastic 25 Common Core Math Lessons
book, and lesson designed by Pamela Henderson