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: 2/28/17_

Cooperating Teacher: Mrs. Casanova Grade: 5th
School District: Pullman School District School: Jefferson
Elementary School
University Supervisor: Lori White
Unit/Subject: ELA
Instructional Plan Title/Focus: Fact and Opinion/Inference

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 teach students the difference between fact and opinion.
This is important because a fact is based on evidence, while an opinion is based on
someones feelings and emotions. Students need to know the difference between fact and
opinion so they can recall what is true based on pure evidence compared to someones
emotions or beliefs. This lesson is a starting point for reading comprehension that can also
enable students to write opinion and facts within their own writing. Students will learn the
difference between a fact and opinion by looking at a photograph and recording the facts
and opinions based on the content in the photo. Once this introductory activity is finished,
students will listen to the teacher read an article and find the facts within the writing guided
by the teachers thinking. They will take the facts in the story to infer the authors opinion
about the overall topic of the article. This will demonstrate that facts support opinions.

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)?
 Students are familiar with the text features of an article, and understand the main
difference between fact and opinion. This lesson with dive further into how to apply facts
and opinions to finding the authors unstated opinion of the entire article. Previous to this
lesson, students listened to the teacher read a book out loud The Important Book written by
Margaret Wise Brown. While the teacher was reading, students held up a stick with the
number one on it for a fact, and stick with a number two on it for an opinion. This was a
great refresher for students to remember the difference between fact and opinion. After this
lesson is taught, students will take work to find the authors unstated opinion within the
books they are reading during silent reading. They will be required to record three facts and
one opinion within their reading journals and write a short explanation.

1. State/National Learning Standards: Teacher candidates identify relevant grade

level concepts/content and align them to Content StandardsCommon Core
Standards or Washington State EALRs, or National.

CCSS.ELA-Literacy.RI.5.8 Explain how an author uses reasons and evidence to support

particular points in a text, identifying which reasons and evidence support which points.

CCSS.ELA-Literacy.W.5.9 Draw evidence from literary or informational texts to support

analysis, reflection, and research

CCSS.ELA-Literacy. RI.5.1 Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.

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

State Learning Standards:

1. SWBAT infer an authors unstated opinion by using supporting facts.

2. SWBAT make one inference based on a fact or opinion taken from evidence in the text.

Aligned standard: CCSS.ELA-Literacy.RI.5.8 Explain how an author uses reasons and

evidence to support particular points in a text, identifying which reasons and evidence
supports which points.

CCSS.ELA-Literacy.W.5.9 Draw evidence from literary or informational texts to support

analysis, reflection, and research

Language Objectives:
1. SWBAT write about the difference between a fact and opinion.
2. SWBAT discuss one fact that they found by looking at the image.
3. SWBAT form an opinion by looking at the image.

Aligned standard: CCSS.ELA-Literacy. RI.5.1 Quote accurately from a text when explaining
what the text says explicitly and when drawing inferences from the text.

Aligned standard: CCSS.ELA-Literacy.RI.5.8 Explain how an author uses reasons and

evidence to support particular points in a text, identifying which reasons and evidence
supports which points.

Aligned Standard: CCSS.ELA-Literacy.W.5.9 Draw evidence from literary or informational

texts to support analysis, reflection, and research

1. 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 explored fact and opinion prior to this lesson being taught. This lesson
will stretch students thinking to discover an opinion that is found in the text and supported
by facts. Students will have an understanding of what a fact and opinion from text examples
that were read aloud from the teacher (The Important Book).

e. Planning for Student Learning Needs (accommodations, student experiences, prior

learning and experiences):
Accommodation for ELL students:
In order to accommodate student-learning needs, I will be sure to not only provide
verbal instruction, but also include visuals that will help explain the tasks. I can do this by
modeling my instruction through color coordination of highlighters when reading the first
article aloud to the students. One color would represent a fact, and a different color would
represent an opinion. At this point in the lesson it was just the teacher modeling how to find
facts and opinions in a text to the entire class. Students will be able to refer back to the
instructions because I will make them accessible by projecting them using the document
camera or writing them on the board. Also, if a student is having difficulty, I can pair them up
with a classmate who has a high skill level. I will be paying close attention to their
understanding of the lesson and be walking around for students who have any questions.

Accommodation for Gifted and Talented Students:

In order to accommodate the gifted and talented students we will not only have them find
the authors unstated opinion within the writing while the entire class is reading, but also use
facts from the article to shape their opinions. Students will write about how their opinion
compares and contrasts with the authors opinion. This will enable the students to make
several inferences based on the text and create deeper connections with the information
within the article. Students will make self to text, text to text, and text to world connections
throughout their writing while discussing their own personal opinions. They will do this by
referring back to previous readings they have read in class.

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.. infer an Formative: Students will write down the
authors unstated opinion by using authors unstated opinion on a piece of paper
supporting facts. and have at least two supporting facts as
evidence. The teacher will collect this paper
at the end of the lesson to assess their level
of understanding.

Language example: SWBAT explain Formative: Using the facts and opinion
the difference between fact and worksheet, students will demonstrate their
opinion. understanding of the difference between fact
and opinion by writing three facts and
opinion based on a picture.

(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 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.)
 Student-based evidence to Description of how
K-12 students will be be collected (things students will reflect on
able to: produced by students: their learning.
journals, exit slips, self-
assessments, work
samples, projects, papers,
etc.)

1. Explain student Exit slip Students will write

learning targets and what what they learned
is required to meet them about finding an
(including why they are authors unstated
important to learn). opinion and give their
paper to the teacher
before they leave.

2. Monitor their own Work Samples Students will record

learning progress toward different facts and
the learning targets using opinions from the
the tools provided readings in order to
(checklists, rubrics, etc.). demonstrate that they
understand the
difference.

3. Explain how to access Article Students will keep the

resources and additional article that they used
support when needed (and to find the authors
how/why those resources unstated opinion.
will help them).

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.
Students will work individually and participate in whole class
discussion. Students will work independently to discover their own facts and
opinions based on the picture. Also, they will work independently while finding
evidence to support the authors opinion. The class will work together at the
 beginning of the picture activity. For example, they will help the teacher pull a
fact from the evidence in the picture. At the end of the lesson, students will
share the opinions that they found from the reading with the class.

Section 2: Instruction and Engaging Students in Learning

1. 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).
The teacher will introduce the lesson by showing the class a picture. The teacher will ask
students what they notice about the content within the photo. Students will share their
response with the class. This will lead into the teacher reviewing that a fact is based on
evidence. For example, the sun is shining, is a piece of evidence from the picture and is a
fact. However, I think the person is sad, is an opinion because that it is based on a feeling
that does not have evidence to prove itself to be true. The teacher will continue the lesson
by saying that they are going expand their understanding of fact and opinion through a
story.

b. Questions: Questions teacher candidate will ask during the lesson that drive thinking
and learning and engagement (5 or more questions) and in parentheses, 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 evidence did you find to support the fact?
What is the difference between a fact and opinion?
How can we infer an authors opinion in a story?
What descriptive words in the story helped shape your understanding of the authors
opinion?
Is the authors opinion biased or biased?
1. 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.

Learning Steps and Activities Supporting Theories/Principles

(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) experience; is more culturally
for social change diagram. Circulate responsive than teacher generated
around groups to observe students ideas only.
progress.

1. The teacher will present a picture Vygotsky : Importance of Language

on the board and ask students to write Piaget: Scheme, Schemes,Schema
down observations that they can make
from the picture. Once the students
have completed their writing, they will
share their observations with a partner.
The teacher will ask the class to come
back together as a whole and have
students raise their hands and say what
they observed from the picture. Within
this time, the teacher is walking around
the classroom making notes on a
student checklist to track their
understanding.

Bandura: Observational Learning

2. The teacher will say, Some of you
shared facts, and others shared
opinions. Who can tell me the
difference between the two after
learning about it in our lesson
yesterday? Students will give their
answers and the teacher will wrap
up the discussion by saying, a
fact is based on evidence,
whereas an opinion is based on
feelings or emotions.
The teacher will write this This will be helpful for students with
definition on the board so students special accommodations.
can refer back to it.

This is a transition time during the

3. After students share some of their facts lesson going from the teacher lead
and opinions with the class, the teacher introduction moving into the core of
will transition activities. the lesson.
Teacher: We are going to take what we
learned about fact and opinion and try
to find facts and opinions within an
article.

4. The teacher will begin reading the Bandura: Observational Learning

article aloud and ask students to listen
and think about the facts that they hear Gradual release response
that can support the authors unstated
opinion. Midway through reading the
article, the teacher will pause and reveal
clues that they have found to support
the authors opinion. Teacher: What is
the authors opinion? I found facts and
descriptive language that reveals that
the authors opinion is that..Now I
want you to help me find more facts as I
begin reading again to shape another
opinion. Students will raise their hands
and share their response.

Constructivism: Learners construct

5. Teacher: Now you are going to take their own knowledge
what we have learned about finding the
authors unstated opinion and practice
on your own.You will underline three
facts in the article and use the facts to
form your answer about what the
authors unstated opinion may be.
Please work quietly until we come back
to share our response. (figure 1)

6. When students finish reading the Constructivism: Social interactions

article and complete the worksheet, are important in the knowledge
students will share what they found. The construction process.
teacher will conclude the lesson by
saying, Can anyone tell me what they
learned about inferring an authors
unstated opinion. Students will share.

7. Teacher: Tonight when you are Bloom: Taxonomy of Thinking

 doing your reading, I want you to look
for different facts and opinions within
the text. The teacher will collect the
handouts and papers regarding the
authors unstated opinion.

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)

1. 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.

In order to bring the lesson to closure, the teacher will ask students to share what facts they
found to support the authors opinion. The teacher will review that a fact is based on
evidence and an opinion is based on feelings or emotions. The teacher will encourage
students to look for different facts and opinions throughout their readings in the future.
Teacher will ask students to turn in an exit slip explaining one thing that they learned during
the lesson in regards to how facts and opinions work together within reading and writing.
 1. 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.)

Students will work independently in class as their discover the authors opinion in the book.
After the lesson is completed, students will be encouraged to search for different facts and
opinions in the readings at home. The next day, the teacher will ask students if they found
any facts and opinions in their readings.

1. 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.
Pencils, paper, fact and opinion worksheet, picture, projector, document camera, biography
book, whiteboard, markers

e. Acknowledgements: Acknowledge your sources

www.pinterest.com
http://www.corestandards.org/
http://www.timeforkids.com/news/turn-your-tv/11981
http://www.timeforkids.com/news/big-backpacks-equal-big-problems/267006
Figure 1.

Name:

Fact and Opinion

Authors unstated opinion:

Three supporting facts:

1.

2.

3.

Figure 2.
Rubric for the Content Objective: SWBAT.. infer an authors unstated opinion by using
supporting facts.

1 2 3

Distinguishes fact The student is not The student is able The student is able
from opinion able to tell the to write an opinion to tell a fact as well
difference between but not able to write as an opinion
a fact or an opinion. down a fact.

Show evidence from The student is not The student is able The student is able
the text able to find text to find evidence to find evidence
examples from the from the text of an from the text
book for what a fact opinion but not a supporting their
or opinion is. fact. ideas for a fact and
an opinion.

Supporting facts The student is not The student is able The student is able
show the authors able to find facts to to find one fact that to find two
unstated opinion support the authors supports the supporting facts that
unstated opinion. authors unstated shows the authors
opinion unstated opinion.