Student Teaching edTPA Lesson Plan Template

Central Focus: Main Idea/Key Details Subject: Reading Essential Standard/Common Core Objective: CCSS.ELA-LITERACY.RI.4.2 Date submitted: 3/11/14 Date taught: 3/12/14 Determine the main idea of a text and explain how it is supported by key details; summarize the text. Daily Lesson Objective: The student will be able to determine the main idea and key details of a given text. 21st Century Skills: Creativity and Innovation, Academic Language Demand (Language Function and Communication, Collaboration, Initiative and SelfVocabulary): Direction, Productivity and Accountability Language Function: Analyze Language Demand: Analyze text to determine the main idea and key details using Main Idea/Key Details Table in groups and independently Vocabulary: Main Idea and Key Details Prior Knowledge: Students should be familiar with Time for Kids Magazines. Students should be familiar with the terms comprehension and support. Students should be familiar with working in small groups to complete assignments. Activity Description of Activities and Setting The teacher will say, Good morning boys and girls! Does anyone remember the Time for Kids magazines we have read in the past? What are some of the stories or topics you remember in these magazines? The teacher will facilitate discussion while prompting them and offering ideas and comments as needed. He/she will say, Today, we are going to read three articles found in Edition 3-4 of Time for Kids magazine. The teacher will show the three magazine articles to the students. He/she will say, I cant wait for us to find out what each article is about! The teacher will say, Today, boys and girls, we are going to learn how to determine the main idea of a given text and the key details that support the main idea. We are also going to briefly talk about how to summarize a story or article. The teacher will write the words main idea, key details, and summarize on the whiteboard. The teacher will tell the class, The main idea in a story is what the selection, paragraph, or chapter is mostly about. Key details are information that is included in the story to support the main idea. There is generally more than one key detail within a story that helps support the main idea. For todays purposes, we will identify 4 key details of each article. The reader summarizes when he/she writes or says a brief description about the selection, paragraph, or chapter. The summary often includes the main idea and the key details the reader found in the text. Why do you think it is important to learn about main idea, key details, and summarizing? (The teacher briefly discusses summarizing. He/she will provide more detail and practice with summarizing a given text in a future lesson.) The teacher will emphasize the importance of determining the main idea and key details of a piece of text because it helps build the students comprehension. The teacher will provide each student with the Time for Kids magazine Edition 3-4 to follow along while the teacher reads aloud. The teacher will say, I am going to read aloud the magazine article entitled Whats Happening in Ukraine? by Grace Clark. As I am reading the article, I will think about what I believe the main idea of the paragraphs is. I will also think about the key details that are Time Approx. 2-3 minutes

1. Focus and Review

2. Statement of Objective for Student

Approx. 2-3 minutes

Approx. 15-20 minutes

3. Teacher Input

needed to support the main idea. The teacher reads the article while pausing periodically to discuss/model what the main idea and supporting details may be within the paragraphs. He/she may ask the students, What do you think the article is about so far? The teacher writes any of the important phrases or sentences discussed/modeled on the whiteboard. After finishing the article, the teacher will show the class a large version of the Main Idea/Key Details Table. (The teacher should already cut out the table before the lesson and show students how to fold the legs down to make a table. See Main Idea/Key Details Table Template below.) Using the information the teacher wrote on the whiteboard as a guide, he/she will model to the class how to determine the most appropriate main idea of the article and fill it in on the table. To help determine the main idea and key details, the teacher can point out the title, subtitles, pictures, and picture captions to the class. The teacher will then model to the class how to determine what the four most important key details are within the paragraphs. The teacher will explain, Key details are important because they help support our main idea choice. We need to make sure the key details we chose support our main idea. He/she will write the four key details on the legs of the table. The teacher will ask, Did the key details we chose directly support the main idea? Does our main idea tell what the article was mostly about? (In order for students to easily see the main idea and four key details of the article, the teacher should also write the main idea and four key details on the whiteboard.) The teacher will say, Now that we have learned what the words main idea and key details mean and have completed the Main Idea/Key Details Table as a class, I want you to work in groups of four to complete the same table on the article entitled The Future of Libraries by Kelli Plasket. Read the article as a group and then determine what the best main idea and four key details are. I have already pre-grouped everyone. The teacher will put students in heterogeneous groups so that academically stronger students can help those who need it. He/she will announce which students are in each group and allow them to move to an area in the room to cooperatively work together. He/she will provide each student with a Main Idea/Key Details Table template. (See the Main Idea/Key Details Table template below.) The teacher will say, In your groups, take turns reading the paragraphs aloud to each other. Before you begin reading, your group may want to have a scratch piece of paper to take notes about the text like I did on the whiteboard for the first article. Remember, the main idea in a story is what the selection, paragraph, or chapter is mostly about. Key details are information that is included to support the main idea. I will leave these definitions and the main idea and key details for the first article on the whiteboard to help you. The Main Idea/Key Details Table will also be on the desk up front if you need to look at it. Everyone in your group should work cooperatively together and discuss your ideas before recording them on your individual tables. As the students are working in their groups, the teacher will circulate the room observing each group and assisting any student who needs help sounding out an unfamiliar word. The teacher will praise groups for comprehending the article correctly by filling in an appropriate main idea and key details. The teacher may ask students to show him/her how they determined the most appropriate main idea and key details. For groups/students that need additional assistance, the teacher will ask the students questions that will help lead them to an appropriate main idea and key details. Once groups have completed their tables, the class will discuss their answers, and the teacher will provide appropriate feedback. The teacher will discuss with the class that some groups answers may have varied from other groups and remind them that Approx. 20-25 minutes

4. Guided Practice

there may be more than one appropriate main idea/key details within a given context. The teacher will instruct students to cut out their Main Idea/Key Details tables and fold appropriately to create a table. The teacher will say, Now, you will independently read the article entitled Hoops Hip-Hop by Camryn Garrett. Since we have completed the Main Idea/Key Details Table as a class and in groups, it is your turn to work independently to complete the table on this article. Who can remind the class what the term main idea means? Who can tell me what key details mean? It is important to use what you have learned so far to help you comprehend Hoops Hip-Hop by determining the main idea and key details. Take out a piece of scratch paper to write any notes about the article as you are reading silently. The students begin to silently read the article and take notes on scratch paper. The teacher passes out the Main Idea/Key Details Table template to each student as they are silently reading. (See Main Idea/Key Details Table template below.) As the class is filling in the table, the teacher will circulate the room monitoring students progress. The students are able to refer back to the article when filling in their table if needed. For students with accommodations, the teacher will assist them with determining the most appropriate main idea and key details, filling out their tables, and/or allowing them to provide answers orally. Approx. 20-25 minutes

5. Independent Practice

6. Assessment Methods of all objectives/skills:

The teacher will collect the students work (Main Idea/Key Details Table) from the Independent Practice part of the lesson to use as the form of assessment. Assessment Rubric: 4 points- The student correctly determined an appropriate main idea of the Hoops Hip-Hop article. 16 points (4 points per Key Detail) - The student correctly determined four key details of the Hoops Hip-Hop article. To be proficient, the student will need to earn at least 17 out of 20 possible points on the assessment. The teacher will tell the class, Boys and girls, you did a great job learning about main idea and key details! You were able to use the information you learned to comprehend Whats Happening in Ukraine? by Grace Clark, The Future of Libraries by Kelli Plasket, and Hoops Hip-Hop by Camryn Garrett and complete the Main Idea/Key Details Table on all three articles. When reading in the future, I hope you will think about the main idea and key details in each story or article you read to build your comprehension. The teacher will ask the students the following questions: What does main idea mean? What does key details mean? Who can tell me what the main idea in [insert article title] was? The teacher will wrap up the lesson by asking the students if they have any more questions or comments about main idea and key details or about the three articles. To be completed after the lesson has been taught. Student/Small Group Modifications/Accommodations When grouping students during the guided practice, the teacher will be sure to group students together who are cooperative and Approx. 5-10 minutes

7. Closure

8. Assessment Results of all objectives/skills:

Targeted Students Modifications/Accommodations Students with visual difficulties will be seated near the front of the room to see the whiteboard. Additional

time will be provided for students who have can get along. The groups will be heterogeneous in order for modifications and need extended time to complete academically stronger students help those who need it. For assignments/activities. If there are any ELL students, struggling students, the teacher will provide additional the teacher will be sure to group those students together assistance when learning about main idea and key details and and provide additional assistance. The first article is completing the Main Idea/Key Details Table. For advanced read aloud by the teacher, the second article is read in students, the teacher can challenge them by asking them to groups, and each student also has their own copy of the underline in the text what information helped them determine magazine in order to address any learning disabilities. the main idea and key details. The teacher can also read the third article aloud to any students who have accommodations. Materials/Technology: Whiteboard, Time for Kids Magazine, Teachers larger template of the Main Idea/Key Details Table, Main Idea/Key Details Table Template worksheets (See below), writing utensils Reflection on lesson: To be completed after the lesson has been taught.