Professional Documents
Culture Documents
Overview
What the main idea of a Identify the main idea of a They read the passage (i.e.
passage is. text. listening to see if they read
with accuracy and fluency).
How to summarize Summarize supporting
supporting details from details from a passage. They answer
their reading. comprehension questions
Make conclusions from the after reading the text.
How to make conclusions reading.
about a reading. They complete main idea
Read with accuracy and and supporting details
fluency. chart.
IV. Essential question(s) for students to answer
5.5 The student will read and demonstrate comprehension of fictional texts, narrative
nonfiction, and poetry.
g) Identify main idea.
h) Summarize supporting details from text.
i) Draw conclusions and make inferences from text
m) Read with fluency and accuracy.
Context for Learning/Background Information
Situating the Lesson: In this section, list/describe topics of previous lessons related to the topic of this lesson that
students should be familiar with.
This lesson relates to previous lessons in that it’s a continuation of working on their
reading comprehension skills (i.e. accuracy, fluency, and understanding of text).
Lesson Content: In this section, briefly list/describe the content of the current lesson. (2-3 sentences)
This lesson is focused on reading comprehension. The students will read a short passage
on Native American Pow Wows and answer some questions about the reading. The
students then will be shown a video that shows what a pow wow looks like. Afterwards,
students will complete a chart (i.e. main idea and supporting details).
Lesson Rationale: In this section, describe why students need this lesson the way you have planned it. What are you
offering them? What needs are you addressing? (2-3 sentences)
My rationale for choosing this lesson is that they need to keep practicing building their
reading comprehension skills. It’s a skill they will need as they continue their education.
Therefore, it’s very important they get as much practice as possible so they can as
proficient as possible.
Individualized Instruction
IEP Goals: In this section, list the IEP goals that this lesson addresses. You can list them by student/pseudonym.
Azareon
A will increase his reading fluency and comprehension to grade level benchmarks
on a standardized assessment.
When upset A will use the strategies he has been taught to calm himself and be
able to verbalize what the problem is to any adult that is nearby.
K
Kayla will increase his reading fluency and comprehension to grade level
benchmarks on a standardized assessment.
When upset Kayla will use the strategies he has been taught to calm himself and
be able to verbalize what the problem is to any adult that is nearby.
C
A
All Math and Content assessments will be read to A with frequent breaks, if
needed in a small group setting.
Allow A a place to vent his frustrations.
A will take scheduled structured breaks in the resource room to help him regulate
his frustration and behavior.
Clear consequences for undesired behavior.
Hearing aid, provided by parent.
Preferential seating with his left ear towards the speaker, away from the noisy
blowers and hallways and a clear view of the class.
K
N/A
Co-Teaching & Collaboration
Co-Teaching: In this section, select the co-teaching Grouping: In this section, describe the way(s) in which
format that you will be using in this lesson. students will be assigned to instructional groups. Which
Check one or more. It is possible to use several strategies teacher will lead/instruct each group?
during a lesson.
Small group
☐ One Teach, One Support
☐ Station Teaching
☐ Team Teaching
☐ Alternative Teaching
☐ Parallel Teaching
Assessment Procedures: In this section, describe the assessment procedures that will be used to measure learning of
the objective(s). Assessment procedure must be concrete and tangible, and teacher observation (without a record of it) is
unacceptable. Attach assessment probe or checklist to lesson plan. Multiple forms of assessment are strongly encouraged.
Assessment Type(s): In this Assessment Criteria: In this Feedback: In this section, describe
section, describe how you will assess section, describe how students will what feedback from the assessment(s)
students. demonstrate mastery on your you will give students and how you will
assessment(s). give it to them.
General Concerns: What routines Specific Concerns: Are there any Feedback: How will you provide
are already in place to help you specific antecedents, unique situations, feedback to students about their
manage student behavior/keep students or other student behavior concerns that behavior during this lesson?
focused & on task? may impact this lesson? Indicate how
you are planning to confront those I will try my best to provide
If the students are feeling concerns.
as much positive and
frustrated or overwhelmed, specific feedback. An
A concern that I do have is
they’re allowed a break to example of positive
them becoming too
get a drink of water, take a feedback is “Thank you for
frustrated in the lesson that
walk, or use any thing in raising your hand to answer
they all shut down and
the classroom to self-soothe. the question. This shows me
don’t want want to finish
the assignment/task. In that you’re paying attention
order to confront this and actively participating.”
concern I plan to ask them
why they’re feeling
frustrated that way I can
address the concern (i.e.
rewording in a different
way, providing examples,
scaffolding). Also, I can give
a small break (i.e. about 2-3
minutes) to move around
and get their mind off the
difficult task for a bit.
Another concern that I have
for these students is one of
them becoming violent,
where they throw
something or try to hurt
themselves or others. To
address this concern, I plan
to address their frustrations
as soon as I notice them in
order to prevent the
situation from esculating
further. However, if I can’t
resolve the situation and it
gets more serious, I’ll
remove them from the
situation and calmly ask
them why they did that in
order to understand the
situation. Further steps may
be necessary depending on
the severity of the situation.
If the student(s) is really
acting out then I will call
for additional assistance
from Mrs.Mayo and other
available TAs.
Preparing Students for Instructional Content
Estimated time: 2-3 Minutes
Review of prerequisite skills: In this section, identify Student-Friendly Objective: Re-state the lesson’s
any skills or content that you will review with students prior learning objective in student-friendly language.
to new instruction. This could be the warm-up, “do now”, or
other introductory part of lesson that reviews prior learning. Today we’re going to read a short passage
and answer some questions about it.
Main idea
Supporting details
Essential Vocabulary
Estimated time: 2-3 Minutes
Reviewing vocabulary: In this section, identify any Pre-teaching vocabulary: In this section, identify any
vocabulary that must be reviewed or re-taught. vocabulary you need to introduce or pre-teach ahead of the
main lesson. If this is a vocabulary-centered lesson, skip this
Main idea section.
We have an additional student in the class, D, who is not one of our b-base students but
joins us for reading because he needs extra support (in reading).