ESC 506

Lizvian Fernandez
Assignment: Group lesson plan
Teacher Name: Ms. Smith
Course: English 7
Lesson Component
Standard(s)

Date: 10/15/15

CCSS.ELA-LITERACY.RI.7.1

Cite several pieces of textual

evidence to support analysis of
what the text says explicitly as well
as inferences drawn from the text.
CCSS.ELA-LITERACY.RI.7.2

Determine two or more central

ideas in a text and analyze their
development over the course of the
text; provide an objective summary
of the text.
Instructional Objective(s)
and Skill(s)
Instructional outcomes
(goals)
Specify what learners
will know as a result of
learning activity

AIM/Essential Question
Form of a question
Ask an interesting
question that students
should be able to
answer at the end of
the lesson
Must be framed in a
manner that allows for
the instructional
objective to be met
Vocabulary
Indicate tier and
instructional strategy

Content Objective: Students will be able

to understand and apply the WIN strategy
for finding the central idea in nonfiction.
Language Objectives:
-Student will read to find central idea in a non -fiction
text.
-Students write down the main idea of a non-fiction
text.
-Students will orally express what they believe is main
idea with group members.
Skill: Analyzing key details to determine
the central idea of a text.
Essential Question: What is important to
know?
Aim: What strategy can we use to
determine the central idea of a nonfiction
text?

Concept, Distinguish, Examine, Judge,

Measure, Observe, Purpose, Question,
Refer, Source, Study

Resources
Materials used by
teacher and students
throughout lesson to
meet learning
objectives
Personnel
What role will each
adult fulfill in the
classroom?

Starter/Do Now
Task no longer than 5
minutes
Must be something
students can do, even
if they were not
present
Connect student
responses to the
planned lesson

Turkeys by Bailey White

Reading Journal
Reader's Notebook Adapted Version
Worksheets
Smartboard
Gen. Ed Teacher- will circulate room and
assist students that are on grade level
(yellow group & green group)
Sp. Ed Teacher- will circulate and work
with students that are not on grade level.
Paying particular attention to individual
students, one on one help (red group)
Paraprofessional- will work with students
in smaller groups that are approaching
grade level and only need minor
assistance. (red and yellow group)
Directions: Read the passage below, then
once you are finished reading respond to
the questions that follow.
Television can be an excellent teacher for
everyone from very young children to the
oldest of viewers. Television entertains
young children with sights and songs.
Television provides company for older
viewers who are stuck at home with no one
to talk to. All viewers can keep informed on
the latest events around the world by
watching the news. Some may argue that
television gives way to negative things
such as violent television shows, but overall
there is always something to learn by
turning on the television.
1. What is the topic of this passage?
2. What is the author saying about that
topic?

Mini-Lesson (with
modeling)/Direct
Instruction
Teach students via an
activity that you do
which will allow
students to embrace

Today we will learn about Central Idea.

Everything has a Central Idea, from books
to short stories and songs. It is important to
find the Central Idea when reading because
the central idea helps readers to remember
the most important information from the
text.

and practice their

planned learning
activity
Show students how to
do the activity by
modeling and think
aloud

Central Idea- The most important

idea being conveyed in a work of
nonfiction.
Sometimes the main or central idea is
stated directly. At other times, you
must figure it out by identifying key
details in the text.

To determine a central idea pay

attention to key details because:
They often reveal what a work is
about.
They are sometimes repeated
throughout a work.
They are related to other details in a
work.
Together, the key details support the
main or central idea.
Focus Strategy: Introduce the WIN
strategyW- Who or what is the story about?
I- Important information
N- Neat sentence with a limited number of
words that summarizes the Idea the author
is expressing.
Close Read
Model Text/Shared Reading
Explanation & Example:
Teacher will model to show students
how to utilize the WIN strategy to
determine the main idea using the
following excerpt from Zlatas Diary:

Thursday, May 7, 1992

Dear Mimmy,
I was almost positive the war would stop,
but today.Today a shell feel on then park
in front of my house, the park where I used

to play and sit with my girlfriends. A lot of

people were hurt. From what I hear Jaca,
Jacas mother, Selma, Nina, our neighbor
Dado and who knows how many other
people who happened to be there were
wounded. Selma, came home from the
hospital and said, NINA IS DEAD. A piece of
shrapnel lodged in her head.
W- The War
I- I was almost positive the war would
stop
-A lot of people were hurt
-Nina is dead
N- The war is getting worse.

Check for Understanding

Ask all students to do
briefly what you
modeled with a similar,
yet slightly different,
task
Figure out who cant do
it, who can do it, and
(maybe) re-teach or
make a note to reteach in next lesson

Guided Practice: (Component 1e: Designing

Coherent Instruction)
Using the following excerpt, teacher
will guide students in determining the
central idea by using the WIN strategy.
Stop & Jot:
Using the WIN strategy determine the
central idea of the following paragraph.
There are more than 400 different breeds
of dogs. There are spotted Dalmatians,
shiny black Labrador retrievers, and
brindle- coated boxersto name just a few.
But the most popular pooches of all are
non-pedigree dogs. Those include dogs
with hairy ears and shaggy coats. Those
dogs are considered one of a kind.

Practice/ Learning
Activity (Assessment)
Practice must be
aligned to instructional
outcomes
Activity must allow
students to attain the
defined instructional
objectives
Indicate how this
activity will guide your
students to the desired
outcome
Indicate how this
activity promotes
higher level thinking
hint: higher level
questioning

Students will begin reading Turkeys

by Bailey White (page 470-473.)
All Groups: Analyze the first paragraph on
page 473. Use the WIN strategy to
determine the central idea. How do the
details support the central idea?
Central Idea- Wild Turkeys are
becoming rare.
Red Group Questions:
1. A) Why are the ornithologists around
the authors home? Provide a
minimum of two details to support
your response. (DOK3)
B) How does the author feel about
the ornithologists? Provide details
from the story to support your
response. (DOK3)
Yellow Group:
1. Read the sentence below then use
context clues to define the word in
bold.
In those days, during the 1950s, the
big concern of ornithologist in our
area was the wild turkey.
Green Group:
1. A) From what point of view is the
story written? B) Develop a logical
argument in which you predict how
the story would change if it were
written from a different point of view.
Cite textual evidence to support your
response (DOK 3).

Instructional Student
Grouping
Why are students
grouped in manner
used?
What data was used to
design the group?
How will the group
structure all students
to meet learning
outcomes?
Ex

Wrap-Up/ Summary
Students should exit
every day with the
learning outcomes,
ideally elicited from
the students, clearly
written in their
notebook
Homework
Reinforce the lessons
instructional outcomes

Assessment
Multiple formative
assessments
Alternative methods of
assessment

The class consist of three groups, red,

yellow, and green.
Red- below grade level
Yellow- approaching grade level
Green- on grade level
Students were grouped homogeneously
based on data collected from the units pretest.
The group will structure all students to
meet learning outcomes because, the
grouping allows teachers to easily target
students that are in need of assistance. In
addition it helps promote higher thinking
and collaborative discussions among
students, which promotes learning.
There are 20 students total in this class, 4
of which have an I.E.P and 3 of ELL
students.
Why is the WIN strategy helpful in
determining the central idea of a nonfiction
text?
Exit ticket

Choose an article from this weeks Time

magazine and identify the central idea
using the WIN strategy and text evidence.
Teacher will assess student understanding
during guided practice and independent
work by circulating the room listening and
or reading student responses.
Special education teacher will help assess
specific groups during discussion and
independent practice.
Exit ticket will be assessed at the end of the
lesson to ensure understanding for all
students.
What did you learn today and how can it
help you improve your reading skills?

Evidence of Learning:
Students response during whole group
discussion and group task will be used to
measure their learning
Exit Ticket
Homework
Differentiated Instruction

Strategic Intervention
Hezekiah- Will listen to audio of grade
level text independently.
*Individual accommodation based on
students disability.
Red Group - Sidebar questions
*Students in this group are asked to read
and complete the sidebar in the text,
because the side bar questions are key
details and comprehension questions.
Students in the red group, as determined
by data in the form of classroom
assessments, are unable to identify key
details within the text. Students in the red
group also struggle with reading
comprehension.
ELLs Level 5-Advanced
-Adapted version of text (If needed)
-W-I-N strategy for main idea reference
sheet
-Vocabulary and talk about it (text p1)
-Summary, big question and preview
note-taking guide (text p2)
-Adapted text and sidebar questions (text
p3)
*ELL students will be presented with an
adaptive version of the text, if needed to
help them comprehend the story in their
native language, so that it may be easier
for them to apply the skill taught during the
lesson.
On Level Develop a logical argument in
which you discuss why scientist might be
interested in studying turkeys. Use
evidence from the text to support your
response.
*As well as differentiated independent task

questions, if students that are on level have

completed the task, they may move on to
this question.
Advanced Open Book test question 1.
*As well as differentiated independent task
questions, if students that are above level
have completed the task, they may move
on to this question.
Follow-Up