Student Teaching edTPA Lesson Plan Template

Subject: 4th Grade/ Reading Author: Holly Craven Essential Standard/Common Core Objective: CCSS.ELA-LITERACY.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. Central Focus: Main idea of text and its supporting key details.

Date submitted:

Date taught:

Daily Lesson Objective: Using different passages, students will be able to select the main idea and key details of each; gaining at least 3 out of 5 points. 21st Century Skills: Academic Language Demand (Language Function and Vocabulary): Function: Find the main idea and key detail of a text. Vocabulary: Justify- explain or prove

Prior Knowledge: Students should know to refer to the text to find details about what they are reading.

Activity

Description of Activities and Setting I will begin the lesson with a video: http://www.youtube.com/watch?v=S1DZWNVBT4 After the students watch the video about main idea and details I will ask the students: Where do we find details about what we are reading? (Expected answer: In the text or in what we are reading.) Say: As we read, there are key details that help us find the main idea of the passage or story. Say: Today we will be learning how to determine the main idea and key details of the text we are reading. By the end of this lesson, you will be able to complete a worksheet of different passages by finding the main idea using key details. Written on the board: I will be able to determine the main idea and key detail of passages or stories by using key details. I will use anchor chart paper to begin explaining main idea and details. I will first write main idea on the paper and ask the students What is a main idea of a passage? What does the main idea of a passage do? I will then write Main Idea: Helps readers understand what a story is mainly about. I will then say: The main idea tells us what the story is about. What do key details do? I will then write on the bottom of the paper: Key Details: help prove/justify the main idea. To show this to the students further I will draw a table with main idea being the top and details being the legs. I will explain that main idea and key details are like a table, the key details hold up (prove/justify) the main idea. Next we will talk about steps to use when finding details. I will write as I explain: 1. Read the text. 2. State the main idea. 3. Think about what key words or phrases give more info about the main idea. 4. Justify why that detail supports the main idea. 5. Look at text features for extra help (title, pictures, charts, captions, maps, diagrams, tables). I will then refer to the video that we watched in the beginning of the lesson. Turning to a new anchor chart page I will draw the table (large enough to write inside). While re-watching the video and with the help of the students, I will fill in the

Time 3-5 Min

1. Focus and Review

2. Statement of Objective for Student

15-20 Min

3. Teacher Input

table with the main idea (Penguins) and 4 details (Adelie feed primarily on small krill; chinstraps forage for larger krill; emperor and king eat mainly fish; and smaller penguin species of the Antarctic primarily feed on krill and squid; none of these species can fly). I will show the students that the small passage was about Penguins, and the details were some of the smaller species and that they cannot fly. I will also explain that they can look at main idea and details like a pizza. The entire pizza is like main idea, and the single toppings are like the details.

15 Min I will ask the students to get with their assigned partner to begin reading the two passages on pages 74&75 in their social studies unit 2 packet. I will ask the students to work with their partner to read each passage and then write down the main idea and at least 3 key details of each after they have read it. They should write this down in their reading notebooks. As they students are reading and working on this I will be walking around to each pair. I will be asking What is the main idea of the passage you read?, How did you figure that out?, What are some key details that helped you figure this out?. I will also be checking for focus and making sure the students are staying on task. The students will return to their individual seats. I will pass out the Main Idea and Details worksheet. They will work on this independently. Once they are finished they are to pull out a book and read. 20-25 Min

4. Guided Practice

5. Independent Practice

6. Assessment Methods of all objectives/skills:

7. Closure

Formative: I will be questioning openly during the lesson. As the students work during guided and independent practice, I will be walking around checking in on progress. Summative: I will grade independent practice: the Main Idea and Details worksheet. There are 5 questions. Each will count as 1 point for a total of 5 points. The students will end the lesson by sharing what we learned about main ideas 2-3 Min and key details. This lesson will also be expanded further during social studies instruction.

8. Assessment Results of all objectives/skills: Targeted Students Modifications/Accommodations Delayed Readers: will be given extra time to complete the assignment. Student/Small Group Modifications/Accommodations During guided practice students will be paired with someone who will help them within the activity. Ex.: A student normally off task quickly will be paired with a student that will help them keep focus.

Materials/Technology: Large Paper (for anchor chart) Social Studies Book (Unit 2) Main Ideas and Details Worksheet Pencil Paper (reading notebooks) Reflection on lesson:

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______