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: Courtney Antonson and Sarah Shurm Date: 2/2/2018

Cooperating Teacher: Jill Patera Grade: 4th
School District: Pullman School District School: Jefferson Elementary
University Supervisor: Lori White
Unit/Subject: Writing
Instructional Plan Title/Focus: Show, Don’t Tell: Writing

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 instructional plan is to help students develop better writing skills in all
aspects of their writing. This instructional plan will teach students how to show, not tell, details
in their writing. This is a useful skill for students because it will help them write better narrative
pieces as well as improve their writing skills in other genres of writing. Being able to write by
using details that show, rather than simply tell is a skill that will improve their writing in several
aspects and is something they will continue to practice throughout their educational career and
life.

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)?

Prior to this lesson plan, students will have learned, been shown several examples, and practiced
composing narrative writing pieces. They will have already learned what a narrative piece is and
will also have been taught and become familiar with the components of a good narrative.
Students will also understand and be equipped with revising skills and understand how and when
to use them and how they can make their writing better. In the lesson prior to this unit, students
wrote narratives of their own. The students will come into this lesson with a completed first draft
of their narrative piece. Following this lesson, students will learn and practice editing skills to
make their narrative pieces better by fixing grammar and punctuation errors. This lesson will
take place towards the second half of this narrative writing unit.

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

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

[Link]-LITERACY.W.4.3
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.

[Link]-LITERACY.W.4.3.D
Use concrete words and phrases and sensory details to convey experiences and events precisely.

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

SWBAT understand the importance of showing, not telling in their writing.

Aligned standard: [Link]-LITERACY.W.4.3.D

SWBAT show details, instead of telling them, in their writing.

Aligned Standard: [Link]-LITERACY.W.4.3.D and [Link]-LITERACY.W.4.3

SWBAT revise their narratives by changing telling details to showing details.

Aligned Standard: [Link]-LITERACY.W.4.3

Language Objectives: (writing, reading, listening, speaking)

1. SWBAT write with showing descriptive language.
Aligned standard: [Link]-LITERACY.W.4.3.D

[Link] describe a personal narrative using effective showing details.

Aligned standard:[Link]-LITERACY.W.4.3
 1. Previous Learning Experiences: Teacher candidates should explain what students know
and have learned that is relevant to the current lesson topic and process.

In 3rd grade, students learned to write narratives using effective technique, descriptive details
and clear event sequences. Students also learned how to establish a situation in their writing as
well as organize an event sequence that unfolds naturally.

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

learning and experiences):

In the lesson, as we are conferencing with individual students, we will challenge students who
are above grade level to work on word choices and to use similes and metaphors in their work.
For students needing extra support, we will create a list of possible words that help writers show,
rather than tell and provide this list to those students. For example, phrases on the list could
include “my mouth widened with a smile” or “I jumped up and down with excitement” to replace
“I was happy”. (See the end of document for the list given to students needing
accommodations). All students learn in different ways and throughout this lesson students will
have the opportunity to learn through visuals, auditory and writing/reading.

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 list, 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: SWBAT understand the Formative: At the end of the lesson, students
importance of showing, not telling will be given a short worksheet that will ask
in their writing. them to write what they learned about
showing details in a story and the importance
of this skill.
Content: SWBAT show details, Formative: At the end of the lesson, students
instead of telling them, in their will be given a short worksheet that will ask
writing. them to check off if they revised their
narratives to show details rather than tell
details.

Students will also turn in their writing

journals after the lesson. This will allow the
teacher to check off if the students revised
their narratives that helped show not tell
details. The teacher will also provide
comments/feedback on each student’s
revisions.

Content: SWBAT revise their Formative: At the end of the lesson, students
narratives by changing telling will be given a worksheet where they will
details to showing details. check off if they revised their narratives to
show details. They will also be asked to write
down one of their sentences they revised
during the lesson.

Students will also turn in their writing

journals after the lesson. This will allow the
teacher to check off if the students revised
their narratives that helped show not tell
details. The teacher will also provide
comments/feedback on each student’s
revisions.

Language: SWBAT write with Formative: At the end of the lesson, students
showing descriptive language. will need to fill out the exit worksheet. On
this worksheet, students will be asked to
explain why showing details are important
 and if they revised their narratives. The
example sentences they write on the
worksheet will show whether they were able
to use descriptive showing language.

Language: SWBAT describe a Formative: At the end of the lesson, students

personal narrative using effective will need to fill out the exit worksheet. Within
showing details. this worksheet, students will be asked to
explain why showing details are important
and if they revised their narratives. The
example sentences they write on the
worksheet will show whether they were able
to show details in their personal narratives.

(Add rows as needed)

*In the right column, describe whether the assessment you’ll 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 be Description of how
K-12 students will be able collected (things produced students will reflect on
to: by students: journals, exit their learning.
slips, self-assessments, work
samples, projects, papers,
etc.)
 At the end of the lesson, Students will reflect on
1. Understand the students will be given a short their learning by
importance of showing, exit slip worksheet that will ask answering the following
not telling in their them to write what they learned questions?
writing. about showing details in a story
and the importance of this skill. What are showing details?
This is important for
(See end of document)
students to learn because
Students will also turn in their Give 3 specific reasons
it aligns with the
writing journals after the why using showing details
common core state
lesson. This will allow the in your writing is
standards and will set
teacher to check off if the important:
them up to be successful
students took notes during the
writers in the future.
videos and if the students
revised their narratives that
helped “show not tell” details.
The teacher will also provide
comments/feedback on each
student’s revisions. (See end of
document).

At the end of the lesson, Students will reflect on

2. Show details, instead students will be given a short their learning by
of telling them, in their exit slip worksheet. On this answering the following
writing. worksheet students will check questions?
off if they revised their
narratives to show details. Did you revise at least
They will also be asked to three details from telling
write down one of their to showing?
sentences they revised during
the lesson. (See end of Write one of the sentences
document) from your narrative that
Students will also turn in their you revised from telling to
writing journals after the showing:
lesson. This will allow the
teacher to check off if the Are you proud of the
students took notes during the sentences that you
videos and if the students
 revised their narratives that revised? Why or Why
helped “show not tell” details. Not?
The teacher will also provide
comments/feedback on each
student’s revisions. (See end of
document)

At the end of the lesson, Students will reflect on

3. Revise their narratives students will be given a short their learning by
by changing telling exit slip worksheet. On this answering the following
details to showing worksheet students will check questions?
details. off if they revised their
narratives to show details. Did you revise at least
They will also be asked to three details from telling
write down one of their to showing?
sentences they revised during
the lesson. (See end of Write one of the sentences
document) from your narrative that
Students will also turn in their you revised from telling to
writing journals after the showing:
lesson. This will allow the
teacher to check off if the Are you proud of the
students took notes during the sentences that you
videos and if the students revised? Why or Why
revised their narratives that Not?
helped “show not tell” details.
The teacher will also provide
comments/feedback on each
student’s revisions. (See end of
document)

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.

The first half of the lesson will be whole group. After this, work will be done individually when
students revise their papers by fixing sentences that were telling descriptions into showing the
description. Students will continue to work individually when completing their exit slip
worksheet that allows them to reflect and show what they learned and did during today’s lesson.
To close, the lesson will be finished group, discussing the key points of what we learned today
and what they will be learning next time.

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”).

I will introduce the lesson by saying, “Good morning, writers! Today we are going to start our
writing lesson by activating our prior knowledge. When you hear the phrase, “show, don’t tell”
what does that make you think? (call on several students to get ideas and various answers to this
question...possible answers could include: “In second grade we did show and tell! I brought in
my stuffed animal and told my class why it was important to me”, “I like it when you SHOW us
the pictures when you read us stories rather than just TELLING us what the story says!” etc.)
...alright yes! Those were all excellent ideas.”

1. 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)

● When you hear the phrase, “show, don’t tell” what does that make you think?
● How many of you make pictures in your heads while you read stories?
● What type of words help you paint a picture in your mind?
● Have any of you ever read a story that made it hard to picture what was happening in
your head?
● What were some expressions and actions you saw in the videos?
● What emotion was being shown in the video clip?
● What words could we use to fix this sentence to “show’ Ms. A is excited?
 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.

Prompts for right hand column—supporting 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?)

“How many of you make pictures in your Piaget’s Schema Theory. When
heads while you read stories? (almost all applied to the classroom, this theory
the students should raise their hands) Yes! can allow teachers to determine the
I do that too! I love descriptive books that student’s prior knowledge and can help
allow me to picture what is happening in them shape instruction to build on their
my head! What type of words help you existing knowledge. Asking questions
paint a picture in your mind? (Call on such as “How many of you make
several students for a variety of ideas…. pictures in your head?” activates
possible answers could include: “big student’s prior knowledge and get
words.”, “adjectives”, “different words that them into a learning mindset for this
aren’t normally used.” “words that just say lesson. Asking these sorts of questions
happy but explain how the character is sets up the students for success by
happy.”) All those ideas are great activating their prior knowledge and
explanations for how words can help paint prepares them to be ready to build on
pictures in our minds. A good writer helps their existing knowledge.
paint a picture with descriptive words and
sentences that show readers what is
happening, instead of telling them! The
strategy, “show, don’t tell” is one that good
writers use to give descriptions of
characters emotions and actions in a story.”

“After reading your first drafts of your Vygotsky’s Importance of Language

narratives, I noticed that a lot of sentences Theory directly relates to this learning
you all used, told me characters’ step/activity. This theory is described as
emotions in your stories, such as, “I was “talking through a problem with a
happy” and “He was nervous.” These are partner or whole group.” This is an
examples of “telling” the reader how you important concept because it allows
or another character is feeling, instead of students to work through problems in
“showing” it.” their work with small groups as well as
with the whole class. In this activity, the
teacher is discussing a common error
with the entire class and discusses how
this problem can be resolved by using
“showing” language rather than
“telling”.
“When we as writers “show” a feeling, Bandura’s Theory of Observational
readers can create more accurate and Learning states that students learn best
vivid pictures in their minds which makes when learning by observation and
their writing better. So today we are imitation of others. This theory is related
going to be working on this idea of to this learning activity because we are
“showing” rather than “telling” in your asking students to watch videos that will
narratives you all have written in your SHOW emotions, rather than tell. These
journals. Now to help you all see videos will provide students with ideas
emotions and get ideas of how to show about how to describe showing emotion.
emotions in your writing. I am going to Students best learn when teacher’s
show some short videos that will show model what is expected of them and
emotions. When I show the video, I these videos are a creative way to do just
would like you all during and after the that.
video to write down a few notes about the
expressions and actions you saw in the
videos in your writing journals. These
notes will help you revise your narratives.
I will also be checking to see you wrote
down some notes at the end of class
today. So, the first video I am going to
play is Nicki Minaj Sings 'Super Bass'
with Sophia Grace by The Ellen Show.
(play video until 2:20). Okay please write
down some expressions and actions you
noticed form the video and what emotion
you think they people were feeling.
(allow students to write down their ideas).
What are some expressions and actions
you saw in this video? (ask several
students to answer the question….
possible answer may include: “The little
girl was screaming and jumping up and
down because she so excited to see Nicki
Minaj.”, “Nicki Minaj was clapping, and
her mouth was open.”, “The girls were
hugging and smiling a lot.”) What
emotion was shown in this clip? (ask
several students…. possible answers may
be: “Happy”, “excited”, “shocked”.)
Okay now I am going to play “Lily’s
Disney Surprise! by KAftC. (Play video
until 2:30). Please write down your
observations of this video in your journal
underneath your observations from the
first video. (allow students to write down
ideas). So, there was a lot of actions and
expressions in this video. What were
some of them you saw? (ask several
students to answer the question….
possible answer may include: “She was
crying at the end.”, “The little girl was
shocked.”, “The had a puzzled look on
her face.”) And what emotion do you
think was being shown in this video. (ask
several students…. possible answers may
be: “She was excited.”, “she was
shocked.” She was confused in the
beginning but then happy in the end.”)
Awesome ideas I like all those thoughts!
Okay now I am going to show this last
video and we are going to do the same
thing we have done for the other two. I
am going to play Epic Roller Coaster Fail
@ Disney California Adventure by Ray
Valverde. (Play video until 1:05). What
are some expressions and actions you saw
in this video? (ask several students to
answer the question…. possible answer
may include: “She was screaming and
crying.”, Her face was pale and like in
shock.”) What emotion was shown in this
clip do you all think? (ask several
students…. possible answers may be:
“Scared.”, “not happy.”, “sad.”).
“So now after seeing those expressions Bandura’s Observational Learning
and actions in the videos and getting Theory states that students learn best
some ideas about emotions you all are when learning by observation and
going to revise your narratives. You will imitation of others. For this learning
fix sentences in your stories by changing activity, students will revise their
words that tell emotions to show narratives after watching the teacher
emotions. This will make your writing model an example revision. By watching
even better. To help you all get started their teacher model what she expects of
with your revisions, I am going to model them in revisions, students will have
revising a sentence. (Underneath the clear guidelines to follow when working
document camera, I will write a sentence independently. Just as it is the title of
on a piece of paper that states, “Ms. A this lesson, students learn best when
was excited today.”) Could I get a they are shown, not simply told the
volunteer to help me fix this sentence to directions. When students watch their
show that Ms. A was excited? (call on a teacher work through problems,
student to help revise the sentence…. a modeling learning strategies and
possible answer could be: “You could say problem-solving skills, they are more
“Ms. A jumped up and down while likely to learn and succeed.
screaming!”) “That is an excellent
example of how this sentence could be
changed to show expressions.” (I will
write down the student’s idea underneath
the original sentence).

Now you all are going to flip to your Vygotsky’s Importance of Language
narratives in your writing journals and Theory discusses the importance of
revise your sentences. I would like you all talking through a problem. When
to revise AT LEAST 3 sentences to show students work through challenges and
emotions your characters have. Please difficult situations, they can correct
make these revisions by putting a number mistakes and learn how to improve their
next to that sentence, as in a 1, 2, 3 etc. work. In this learning activity, students
Then underneath your original sentence, are working individually to make at least
in the space below, write out your new three revisions to their sentences. As
revised sentence. Remember your students work, they will find sentences
narrative draft should have been written that can be made better to show, not tell.
in double spaced format so you could
make revisions like these.” (Students will
 work individually, revising their
narratives.)

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.

“Okay class, finish the sentence that you are working on. I will be passing out an exit slip
worksheet that you need to fill out before lunch. Please work on this individually as I want to
know your own thoughts and ideas. Once you have completed the worksheet please turn in your
worksheet in the turn in box and place your writing journal on the floor in front of my desk.
Please make sure your writing journal bookmark is on the first page of your narrative. Once you
have completed this please sit down at your desk quietly, so we can all review what we learned
today.” (once the whole class is finished their exit slip worksheets and put away their journals, I
will start the final discussion). “Today we covered a lot of information about revising your
narratives to show emotions with details rather than tell them to your readers. All this
information and practice you did today will help your narrative become more detailed and
exciting to read and help you write more detailed pieces in the future. Next time we have writing
time, we will practice editing skills on your narrative story to ensure proper grammar is used.”

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.)

After this lesson students will have the opportunity to extend their learning experiences on
showing not telling in their writing because students will continue to work on their narrative
writing pieces. They will continue to work on pointing out showing not telling descriptions in
their writing when they continue to work on their narrative and when they work on other pieces
of writing throughout the class and in other classes later in their education career. Students will
also be able to extend their experiences with showing, not telling descriptions outside of the
classroom when they interact with writings at home, online and other places writing is present as
well as in movies, TV and news/video clips. Students will be able to point out when writing or
people on TV or in person show emotions and details rather than telling them as well as how
they are expressed on characters faces and actions. Students will have the opportunity to interact
with their family with showing, not telling when students and their family retell stories to each
other and include showing details. This will help extend their knowledge and experiences with
this idea.
 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,
multimedia tools, and any assessment materials utilized.

● Computer
● Writing journal (one per student)
● Each student’s personal narrative paper
● Document camera
● Access to the Internet
● Short Video clips with examples of people displaying intense emotions.
○ Nicki Minaj Sings 'Super Bass' with Sophia Grace by The Ellen Show
○ Lily’s Disney Surprise! by KAftC,
○ Epic Roller Coaster Fail @ Disney California Adventure by Ray Valverde.
● Pencils/pens
● Checklist Rubric

1. Acknowledgements: Acknowledge your sources

[Link]
[Link]
Nicki Minaj Sings 'Super Bass' with Sophia Grace by The Ellen Show

Lily’s Disney Surprise! by KAftC,

Epic Roller Coaster Fail @ Disney California Adventure by Ray Valverde.

Name: ____________________________________________ Date: ______________

What are showing details? Give 3 specific reasons why using showing details in your
writing is important:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Did you revise at least three details from telling to showing? Circle “Yes” or “No”

Yes No

Write one of the sentences from your narrative that you revised from telling to showing:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Are you proud of the sentences that you revised? Why or Why Not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 Writing Journal Feedback: Show Not Tell Lesson

Student Name: ________________________________________________________________

Did student take notes in their journals about the video clips?
Yes No

Did student make at least three revisions?

Yes No

Comments and Feedback About Revisions:

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Extra Help Worksheet