Teacher Education Lesson Plan Template

Student Teacher: Tiffani Cosendine Date: Jan. 28, 2019

Title of Lesson: Powhatan Main Idea Cooperating Teacher: Ms. Mawhinney

Lesson

Core Components
Subject, Content Area, or Topic

Reading (Main Idea), Virginia Studies (Native Americans)

Student Population

23 Students; 4th Grade

Learning Objectives

The student will read a nonfiction text about the Powhatan tribe and their relations with the
English in order to determine the text’s main idea and important supporting details.

Virginia Essential Knowledge and Skills (SOL)

Reading 4.6 The student will read and demonstrate comprehension of nonfiction texts. c)
Identify the main idea.
VA Studies 3: The student will demonstrate an understanding of the first permanent English
settlement in America by g) describing the interactions between the English settlers and the
native peoples, including the role of the Powhatan in the survival of the settlers.

Materials/Resources

“Summarizing Powhatan” Graphic Organizer Worksheet, Powhatan Article Handout, pencils,

highlighters, Promethean board, document camera

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
 Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%

DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS YOU WANT FOR
YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Yes Discussion 50%
Demonstration 30%
Yes Audio Visual 20%
Yes Reading 10%
Lecture 05%
Safety (if applicable)

N/a

Time
Process Components
(min.)
*State the Objectives (grade-level terms)

1. The student will practice identifying main idea and supporting details by reading a
nonfiction text on the Powhatan tribe.

20-25 *Instructional Input or Procedure

mins
1. As a class, TSW read the article on the Powhatan tribe and fill out the graphic
organizer worksheet. TTW first read to the class the first section of the article with
the heading “Powhatan”. TTW have their own copy of both worksheets to display
under the document camera for students to follow along with during the lesson.

2. After reading, TSW speak to the classmate(s) sitting next to them to discuss what
important key words they should highlight in the section that will help them determine
the main idea. TTW call on students to share what important words they highlighted
and will highlight the words on their own copy displayed under the document
camera.

3. As a class, TSW determine two important details from the section as well as the
overall main idea and record it in the graphic organizer on the “Summarizing
Powhatan” worksheet. TTW record their findings on his or her own copy.

4. The class will repeat 1-3 for the second section of the article, “Sparing John
Smith”.

5. For the last section of the article, “Conflict with the English,” TSW read, highlight,
and fill out the graphic organizer independently. Once all students have completed it,
 TTW read the section, highlight important words students found, and call on students
to share what they wrote down for the two details and main idea.

6. Lastly, TSW complete the “Summary” portion of the graphic organizer worksheet
independently. After, TTW call on students to share what they wrote for their
summary.

*Check for Understanding

TTW listen as the students share what they found for the details and main idea to
determine if they have grasped the concept of main idea.

*Guided Practice

TSW read, highlight, and fill out the graphic organizer for the first two sections,
“Powhatan” and “Sparing John Smith,” as a class. TTW have their own copies of the
article and worksheet to display under the document camera for students to follow
along with.

*Independent Practice

TSW read, highlight, and fill out the last section of the graphic organizer, “Conflict
with the English,” independently. They will also fill out the “Summary” section of the
worksheet on their own.

*Closure

Students will share answers for the last sections of the worksheet to ensure that
everyone has the correct information.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Students who struggle more with reading comprehension may have the paragraphs read
aloud to them or work with a peer.

Classroom Management Issues (optional)

This activity is best completed in a whole group setting to ensure that everyone is able to
follow along and work collectively on the first few sections of the worksheet.

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Date
Signature