T&L 413

SpEd 420
T&L 330 CR, A, SV
T&L Instructional Plan Template
8/15/2014
(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: __Shelby Fungone________________ Date:___9 November 2014___________
Cooperating Teacher: ______________________________ Grade:___3rd_____________
School District: __________________________________ School: _________________
University Supervisor:
Lori White
Unit/Subject:
Literacy
Instructional Plan Title/Focus: My Monster

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose:
This lesson has the students focus on choosing descriptive words by creating their own monster. The students
will create a monster and then write a paragraph about their monster. The monster will give the students a
main focus for the words they will choose. The teacher will read a story before the lesson which uses descriptive
words. Then as a class we will list the descriptive words from the book and discuss why we think they worked so
well in the story. Being able to elaborate and use proper word choice makes the students stories read smoothly
and keep the reader engaged.
b. Alignment to State Learning Standards:
W2.1 Demonstrates understanding of different purposes for writing.
a. Writes for different purposes (e.g., to learn, to tell a story, to explain, to reect, to respond to a
question, to summarize, to analyze informational text and data).
b. Incorporates more than one purpose using a form (e.g., a letter can be used to explain, to request, or to
persuade).
c. Includes more than one mode within a piece (e.g., descriptive or narrative anecdotes within an
explanation to elaborate).
ELP 2-3.3 An ELL can speak and write about grade-appropriate complex literary and informational texts
and topics . . .
a. Deliver short oral presentations
b. Compose written narratives
c. Compose informational texts
d. About familiar texts, topics, experiences, or events.
c. Content Objectives:
1

SWBAT write for different purposes (e.g., to learn, to tell a story, to explain, to reect, to respond to a
question, to summarize, to analyze informational text and data).

Language Objectives:
SWBAT compose a descriptive writing sample using adjectives.

d. Previous Learning Experiences:

The students will have had previous experience writing narratives and will be familiar with writing a
first person narrative. They will also be familiar with the steps of the writing process in general.
Students will have experience using brainstorming techniques.

e. Planning for Student Learning Needs (accommodations, student experiences, prior learning and
experiences):
Accommodations would include the opportunity for students to work with a partner and take turns
looking back through the book while writing their paragraph. Some student experiences can be weaved
into this lesson when the students start writing their paragraphs. They would be allowed to describe
something that they personally may have been afraid of in the past or would be afraid of in a monster
now. The students prior learning experiences would include writing narratives and brainstorming. This
should make brainstorming ideas and putting them on paper something that isnt entirely new and timeconsuming for the class.

f. Assessment Strategies (Informal and formal)

Content/Language Objectives
SWBAT write for different purposes (e.g.,
to learn, to tell a story, to explain, to reect,
to respond to a question, to summarize, to
analyze informational text and data).

SWBAT compose a descriptive writing

sample using adjectives (3)

Assessment Strategies
Formative: Students will complete an exit slip asking
them to list the adjectives/traits they chose to explain
their monster.
*Attachment 1
Summative: Their writing should reflect the use of
specific descriptive words to explain their monster. This
will be graded using the attached rubric.
*Attachment 2
Formative: Brainstorming page of the students draft
writing samples.
*Attachment 3 (Worksheet)
Summative: Students final writing samples.
*Attachment 4 (Worksheet)

(Add rows as needed)

g. Student Voice

K-12 students will be able to:

1. Explain student learning targets

and what is required to meet
them (including why they are
important to learn).

Student-based evidence to be
collected (things produced by
students: journals, exit slips, selfassessments, work samples,
projects, papers, etc.)
Entry and exit tasks (using student
checklist)

2. Monitor their own learning

progress toward the learning
targets using the tools provided
(checklists, rubrics, etc.).

Student checklist

3. Explain how to access

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

Handouts for home

Description of how students

will reflect on their learning.

As an entry task, students

will write down the learning
objectives in the appropriate
slots on their student
checklist. Then at the end of
the entire lesson, they will
go back and highlight the
targets they feel they still
need help learning.
*Attachment 5
Students will be given a
checklist meant to stay with
them throughout the lesson.
Before transitioning to one
of the main parts of the
lesson, I will ask students to
rate how they feel about
their work theyre producing
at that point.
*Attachment 5
A handout will be sent home
for each student listing
additional resources that can
help them understand
adjectives. This would
include internet websites and
video clip links. If students
wish, the next day of class
students will be allowed to
share which resource they
found most helpful and why.
*Attachment 6

Grouping of Students for Instruction

Students will be working with a partner and individually.

Section 2: Instruction and Engaging Students in Learning

1. Introduction:
To introduce the lesson, students sit on the floor carpeted area while the teacher does a read aloud of the
book, Go Away Big Green Monster by Ed Emberley. Following the read aloud, as a class we will
3

discuss the descriptive words we heard in the book and share the student visualization drawings on the
document camera. As students raise their hands to call out the descriptive words they recall, we could go
back into the book with the document camera and search for the descriptive words we may not
remember seeing/hearing the first time.
Students will be asked if theyve ever heard any descriptive words in books or if they can use a
descriptive word to describe themselves. Ill connect descriptive words to how they describe
what the weather is like, their favorite foods, etc.
2. 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. As a part of this process include:
1. Have students sit on carpeted area with their student checklist, pencil, and clipboard. Before starting
anything, students will be instructed to write down the learning objectives on their checklist as an entry
task.
2. Say today, we are going to do an activity that has us use adjectives to make our writing have a
purpose. And the purpose for this lesson is to explain. I will read you a book about a monster and at the
end, you will all write and explain about your own monster.
3. Say Does anyone know what adjectives are or have any examples?
4. Introduce book (Go Away Big Green Monster) as a great book packed with adjective words, ask
Does anyone have any ideas what this book might be about?
5. Say I am going to read the book and while Im doing that, its your job to write down some adjective
words you like and would use to describe your own monster. They can be ones you heard or ones you
come up with on your own.
6. Handout exit slip paper and start reading book with animated voice.
7. Stop along some pages and model a think aloud for students (Hmm Im thinking the teeth look
kind of like wolf teeth because the author used this word to describe them.)
8. Ask Would anyone like to share some of the adjectives they wrote down on their exit slip to describe
their own monster?
9. Ask for volunteers to share their exit slips (3 max).
10. Have everyone grab a seat at their desk and listen for the next activity.
11. Students will be given the brainstorming worksheet and be read the directions. Once they finish it,
students will get with their elbow partner and share what they wrote down. Partners will provide
feedback on what they liked and think they should improve on.
12. Once all partners have given feedback, students will fill in the right emotion face for the second
learning objective on their student checklist. Then move to the carpeted area.
13. Using the document camera, I would show students what the final writing paper looks like that theyll
complete. Well go over the directions, an example idea, and answer any questions.
14. Also using the document camera, show the students the rubric theyll be graded on and cover any
expectations for their writing. Give examples of what a 0-3 writing would look like.
15. Have 2 students pass out the worksheet to students and then they can return to their desks.
16. Walk around the room available for help as students work quietly and individually on their monster
writing.
17. Before students turn in their worksheet, they will complete the first learning target on their student
checklist and highlight which target (if any) they feel like they didnt fully reach during the lesson.
18. Students will then staple their checklist and worksheet together and turn it in. After turning it in, I
will hand them the resources page to put in their backpack for home.
o Connections between students own lives, experiences, cultures, interests and the content.
Students personal lives will be connected to this lesson through the worksheet asking them to use
adjectives that they feel describe themselves. They can also take their own personal experiences to
help describe the monster that they will make up. For instance, they can choose to describe a
4

monster drawing from movies theyve seen, what they were scared of growing up, etc. Students can
additionally make cultural connections by drawing and writing about something in their culture that
could come off as a monster, such as drawing characteristics from a Dia De Los Muertos mask.
o Questions teacher candidate will ask during the lesson that drive thinking and learning and
engagement (5 or more questions)
Students will be randomly called on to answer the following questions in the lesson:
Who heard some descriptive words in the book that described the monster?
What were some of the descriptive words you remember?
What are some instances when we use descriptive words?
Why are descriptive words useful when were reading something?
What descriptive words can you think of to describe your favorite ice cream flavor?
o Active learning over passive learning
o Multiple means of access to the content for the K-12 students
1. Read aloud
2. The book as an example
o Multiple means of expression of learning by the K-12 students
1. Sharing their drawings on the document camera
2. Answering whole-class discussion questions
3. Writing their paragraph on their monster
4. Sharing their writing if time permits
o How the teacher candidate will assess the learning of the students (from table above)
Assessment means will be taking place in the before mentioned forms for all students.
3. Closure:
What was the importance of using descriptive words in your writing?
How do poor pieces of writing compare to strong pieces of writing when it comes to using
descriptive words?
Overall, when you use descriptive words in a form as simple as talking or writing a message to
someone, it makes your ideas more clear and understandable.
4. Independent Practice:
Students will be asked to brainstorm descriptive words of their favorite animal at home with the help of
their family and/or family technology. They will then come to class with a list of those descriptive words
and during free time, we could play a game where each student lists the descriptive words and the
classroom raises their hands to determine what animal the student chose to describe.

5. Instructional Materials, Resources, and Technology

1. Go Away Big Green Monster by Ed Emberley
2. Pencil
3. Blank white paper
4. Writing paper
5. Document camera

6. Acknowledgements:
Lesson Plan created by Shelby Fungone and adapted from:
"4th Grade Frolics: Monster Fun - Descriptive Writing." 4th Grade Frolics: Monster Fun - Descriptive
Writing. 4th Grade Frolics, n.d. Web. 26 Apr. 2014.
"Office of Superintendent of Public Instruction." Office of Superintendent of Public Instruction. N.p.,
n.d. Web. 26 Apr. 2014
Emberley, Ed. Go Away Big Green Monster. Brown and Company, 1992. Print.
https://www.k12.wa.us/MigrantBilingual/pubdocs/ELP/WA-ELP-Standards-K12.pdf

Attachment 1Exit Slip

Name:_______________

Whats the purpose of this? Were learning writing to explain!

1. List the adjectives/traits you chose to describe your monster.

Attachment 2RUBRIC
Descriptive
Words

Incorporates
Purposes

Meets
Expectations (3)
Clearly and
correctly uses
descriptive
words when
explaining their
monster that
creates an image
for the reader.
Clearly
demonstrates a
purpose in their
writing.

Writing Modes

Three or more
clear modes were
present in the
writing.

Definition of an
Adjective

Student can
clearly explain in

Needs
Improvement (2)
Attempted to use
descriptive words
when explaining
their monster.
Creates some
image for the
reader.

Doesnt Meet
Expectations (1)
Attempts to use
descriptive words
to explain their
monster but is not
consistent. Lacks
an image for the
reader.

Incomplete
(0)
Uses little to no
descriptive words
when explaining
their monster.
Creates no image
for the reader.

Attempted to write
with a purpose.
Needs some
improvement.

Attempted to
write with a
purpose but is in
consistent more
than consistent.
One mode is used
with some clarity
but needs to make
improvement.

Does not have a

clear purpose to the
writing.

Two modes are

clearly used in the
writing but can
make
improvement.
Student can
somewhat define

Student has
trouble defining

Points

Does not include

any modes in
writing or modes
are unclear to
reader.
Student cannot
define an adjective.

their own words

what an adjective
is.
Use of
Adjectives

Student uses
adjectives clearly
and correctly to
describe their
monster in their
writing.

an adjective in their
own words but can
make
improvement.
Student uses some
adjectives clearly
and correctly but
can make
improvement.

what an adjective
is in their own
words.
Student
demonstrates
trouble using an
adjective
correctly and
clearly.

Student does not

use adjectives in
their writing or
does not use them
correctly.

Attachment 3Name: ____________________________________

Date: ___________________________

Monster Brainstorming
Directions: Start brainstorming for your writing by filling in the following web. Choose a name for your monster and
three adjectives you want to describe it. Then, practice writing about your monster using those adjectives.

Monster Name:

Adjective 1:

Adjective 2:

Adjective 3:

Prewriting:

Attachment 4Name:

Date:

My Monster
Directions: Write a short paragraph describing your monster. Make sure to include 3 adjectives to describe your
monster. You may describe his/her diet, hobbies, family, appearance, etc. Be creative! When finished, you may
draw a picture of your monster below.

10

Attachment 4 & 5-

Student Checklist
Name:________________________

Learning Target: ___________________________________________________________________

__________________________________________________________________________________.

Learning Target: ___________________________________________________________________

__________________________________________________________________________________.

11

Attachment 6-

Resource Page
Dear Parents,
In class, weve been learning about adjectives and writing
for the purpose of explaining. Here are some resources you
can use at home to learn some more!
Websites:
Enchanted Learning worksheet practicehttp://www.enchantedlearning.com/grammar/partsofspeech/adjectives/mc/food/index.shtml
http://www.enchantedlearning.com/grammar/partsofspeech/adjectives/picture/
http://www.enchantedlearning.com/wordlist/adjectives.shtml
http://www.enchantedlearning.com/alphabet/wordforeachletter/adjectives.shtml
http://www.enchantedlearning.com/grammar/partsofspeech/adjectives/mc/1/index.shtml

Videos:
Schoolhouse Rockhttps://www.youtube.com/watch?v=NkuuZEey_bs
Writing for Purposeshttps://www.youtube.com/watch?v=dsofMLVqAzI

Should you have any questions or additional resources youd

like to share, feel free to send them in!
Sincerely,
Ms. Fungone
12