EDR 317/318 Lesson Plan Template for SLO

(40 points)

LESSON PLAN TEMPLATE

Taylor Rutkowski
Name
September 18, 2017
Lesson Day
2
Grade Level
Main Idea
Subject
Whole Group/Small Group
Grouping

Essential Question: How do readers utilize key ideas and details to comprehend text?
How will this lesson support the learning goal?
(1c: Setting Instructional Outcomes)
(1 point)
I can ask and answer who, what, when, why, and how questions to show that I understand
Objective(s)
stories I read.
(1c: Setting Instructional Outcomes)
(2 points)
I can identify information and describe key ideas and details from texts read aloud or
Taking the learning goal into consideration, what is the objective(s) of this information presented.
lesson that will support progress toward the learning goal.
I can talk and listen with my peers about different texts and topics.
Objectives should be learner focused (not what the teacher will do or
accomplish), observable (use verbs that can be measured), and target a
specific outcome. Please refer to the SLO User Guide for the ABCD
method or I CAN statements that can be used as a guide.

PA Standards (2 points)
www.Pdesas.org/Standard/view or CC.1.3.2.B Ask and answer such questions as: who, what, where, when, why and how to
https://www.pdesas.org/Page?pageId=11 demonstrate understanding of key details in a text.

CC.1.5.2.C Ask and answer questions about what a speaker says in order to clarify
comprehension, gather additional information, or deepen understanding of a topic or issue.

CC.1.5.2.A Participate in collaborative conversations with diverse partners about grade 2 topics
and texts with peers and adults in small and larger groups.
RJM Fall 2017 SLO Lesson Plan Template 1
 ISTE Standards (if applicable)
Technology Materials/ Resources
(1d: Demonstrating Knowledge of Resources)
(2 points)
What texts, digital resources, & materials will be used in this lesson? How
do the materials align with the learning objective(s)? If appropriate, what
educational technology will be used to support the learning outcomes of this
lesson? How do the resources support the learning objectives?
Cite publications and any web resources.
Anticipatory Set
(1a: Demonstrating Knowledge of Content and Pedagogy)
(2 points)
__2__ minutes
How will you set the purpose and help students learn why todays lesson is
important to them as learners?
How will you pique the interest or curiosity regarding the lesson topic?
How will you build on students prior knowledge?
How will you introduce and explain the strategy/concept or skill?
Provide very detailed steps.
RJM Fall 2017 SLO Lesson Plan Template
N/A
I will use the projector to do the whole group lesson this way the students can see what
we are reading.
I will use two worksheets that have paragraphs with different main ideas. This will
allow the students to use the key details in the paragraphs to determine what the main
idea is.
1ST worksheet: Main Idea: www.superteacherworksheets.com
2nd worksheet: What is the Main Idea?: Erica Trobridge 2015 Teachers Pay Teachers
I will use paper cut outs with the main idea and subtopics of the main idea. The
students will have to figure out with a partner which one is the main idea out of the
strips of paper.
For example:
-Having a pet is a big responsibility
-Your pet will need a clean home
-Pets need lots of love and attention too.
-You have to give your pet fresh food and water daily.
-Pets need exercise
The main idea of these options is having a pet is a big responsibility.
The students will use their ELA notebook to write down what the main idea is from
their activity they do. This will then be shared with the class.
Good morning boys and girls! Today we are going to be learning about main idea. Lets put
on our thinking caps and think back to first grade. What do we remember about main idea,
raise your hand. Children give their answers. Great answers! Main idea is what the text is
about or what the author or writer is trying to tell us. It is important to know what the main
idea of a text is because it allows us to comprehend and understand what we are reading. The
teacher writes what main idea is on the board.
2

Instructional Activities
(1a: Demonstrating Knowledge of Content and Pedagogy;
1e: Designing Coherent Instruction)
(15 points)
_10-15___ minutes
Exploration (Model): How will students explore the new concepts? How will
you model or provide explicit instruction? You MUST include a teacher
think-aloud using student-friendly language here.
Guided Practice: How will you provide support to students as they apply the Hmm Im going to look back in the passage and see if I can find the answer. When I look back at what
new concept? How will you allow them to practice (with teacher support)?
Independent practice: How will students review and solidify these concepts
to be able to use this new knowledge? How will you monitor and provide
feedback?
Provide very detailed steps and include teacher talk where appropriate.
RJM Fall 2017 SLO
Exploration (Model): Ok friends first we are going to look at this Main Idea handout that has three
paragraphs with different main ideas. We are going to choose the best answer out of the four that we
think is the main idea of the paragraphs. I will read the first one to you and then we will do the last two
together as a class. I have a dog named Boots. I taught him lots of tricks. When I tell him to, Boots will
sit or lie down. He can also wave his paw to greet people. When I say, Dance Boots, he will stand up
on two legs and walk. I dont know of many dogs that can do such amazing tricks. Our options for the
main idea of this paragraph are
A. Boots is my dog.
B. Boots can sit.
C. Boots is very smart.
D. Most dogs cant dance.
I just read, I know that Boots can do a lot of things. Yes, he is someones dog and yes, he can sit. He is
also very smart and most dogs cant dance. I am going to underline these ideas. If I try to put these
options together to make it one idea, I think it would be that Boots is smart because a smart dog can sit
and he can dance so that makes him smart too. I dont think the main idea is that he is a dog because
there is so much more going on in this paragraph other than Boots just being a dog. My answer would be
that Boots is very smart. That is the main idea of this paragraph. Using just your thumb and not your
voice, give me a thumbs up if you agree.
Guided Practice: We are going to read the next two paragraphs together again. Once I am finished
reading each, we will answer the questions together using our context clues. The teacher reads the
second paragraph and underlines context clues. Now we are going to answer the question. If you think
the answer is A, you are going to put one finger up. If you think the letter is B, you are going to put two
fingers up. If you think the answer is C, you are going to put three fingers up. If you think the answer is
D, you will put three fingers up. The teacher reads the questions and answers. The teacher reads the
third paragraph and asks a friend to come up and underline context clues. They answer the questions the
same way.
Now that we have a better understanding and have refreshed our memory on main idea, we are going
to partner up and do an activity together. I am going to give you your partners and you both will get one
plastic bag full of little pieces of paper. You are going to read each slip of paper and try to figure out
what the main idea is. So, I will show you an example.
-Having a pet is a big responsibility
-Your pet will need a clean home
-Pets need lots of love and attention too.
-You have to give your pet fresh food and water daily.
-Pets need exercise
Hmm I am going to look back at these options and see if I can figure out which one tells me the main
idea. When I read these options again, I know that all these things are important when having a pet. Pets
need a clean home and exercise. They also need food and fresh water daily as well as love and attention.
I also know that having a pet is a big responsibility. If I put all these ideas together to make one, I think
that the main idea would be having a pet is a big responsibility. I think this because being responsible is
required to do all the things a dog needs. Using just your thumb and not your voice, give me a thumbs up
if you agree and understand. Pause. Now we are going pair up with partners that I have chosen. Once
you figure out what the main idea is I want you to write it down in your ELA notebook to share with the
class. The students read all their slips of paper and tell the class the main idea.
Independent Practice: Now that we are becoming experts on main idea, we are going to read an
Lesson
article on ourPlan
own Template
and write down what we think the main idea is. Remember to use your context3clues to
help you figure out what the author is trying to tell us. When you figure out what the main idea is, you
will circle the letter that you think it is on the slip of paper I give you. It will say A,B,C, and D. Circle the
one that you think is the best answer from the multiple choice options given to you.
 After the students have read the article, they will circle the answer they think is correct out of
Closure
the multiple-choice answers given to them. Once all the students are finished, they will hand in
(1e: Designing Coherent Instruction)
their slips of paper with their answers circled.
(2 points)
_5__ minutes Alright, so today we learned about main idea. It is important that we know what the main idea
How will students share or show what they have learned in this lesson? of a story is because it helps us to comprehend what we are reading better and understand
How will you restate the teaching point or ask students to do so and clarify what the author is trying to tell us. Today and every day, I want you to pay close attention to
key concepts? what the main idea is in what you are reading. This can be in your books from your book
How will you provide opportunities to extend ideas and check for baskets, articles, or even paragraphs like we did today. On Wednesday, we will talk a little bit
understanding? more about main idea so make sure you keep that fresh in your heads!
How will this lesson lead to the next lesson?
For students who are below grade level or struggling, the teacher will pair up a high
Differentiation
reader with a low reader based on their beginning of the year assessment in order for
(1e: Designing Coherent Instruction)
the high reader to scaffold the low reader.
(2 points)
For students who are above grade level or advanced learners, the teacher will ask the
What differentiated support will you provide for students whose academic students to put the events of the strips of paper in chronological order if they finish
development is below or above the current grade level? early.
What specific differentiation of content, process, products, and/or learning For students who are visually impaired, the teacher will make sure the letters are big on
environment do you plan to employ to meet the needs of all of your students? the strips of paper this way it makes it easier for the students to see.
How will your lesson be supportive for all students, including English
Language Learners, and build upon the linguistic, cultural, and
experiential resources that they bring to their learning?
How will your lesson promote creative and critical thinking and
inventiveness?
The teacher will give the students with visual impairment papers with larger print on
Accommodations ** (see note below)
them to help them read.
(1e: Designing Coherent Instruction)
(1 points) The teacher will have preferential seating based on the students IEPs.
The teacher will have active engagement to keep the students with IEPs on task and
What classroom accommodations do you plan to employ to increase interested. This will include using thumbs up and using their fingers to express their
curriculum access for students identified with special education needs or answers during instruction.
504?
Describe how these accommodations align with the current Individualized
Education Plan (IEP) for each student as applicable (avoid using actual
names of students).

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 N/A
Modifications**(see note below)
(1e: Designing Coherent Instruction)
(1 points)
What curricular modifications and/or changes in performance standards, if
any, do you plan to employ to facilitate the participation of students
identified with special education needs?
Formative Assessment: Through observation and questions during instruction and guided
Assessment (Formal or Informal)
practice, the teacher will make sure the students are understanding what main idea is. The
(1f: Assessing Student Learning)
teacher will make sure the students are using key details in the text to help them determine the
(3 points)
main idea.
How will you and the students assess where the learning objectives, listed
above, were met? Summative Assessment: The teacher will collect the paper with students answer to the
multiple-choice question from the article they read as an exit slip. This will help the teacher
Each formal or informal assessment should describe how it is aligned to the
determine who is still struggling with main idea.
above objective(s).

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Reflection on Instruction
(7 points)
At the conclusion of the lesson you should reflect on the lesson. The
reflection should go beyond simply answering the question Was this a good
lesson? Below are some questions to assist you in your reflective process
(Danielson, 2008):
o What evidence did you collect to demonstrate that your students
have met or are progressing towards the learning
outcomes/objectives?
o View student work samples. What do they reveal about the students
level of engagement and comprehension?
o What changes, if any, would you make to the lesson if you teach
this lesson in the future? What misconceptions, if any, do you need
to clarify before teaching the next lesson?
o Did you stray from your lesson plan? If so, how and why?
o Comment on your classroom procedures, student conduct, and your
use of physical space. To what extent did these contribute to student
learning?
o Comment on different aspects of your instructional delivery (e.g.,
activities, grouping of students, materials/resources utilized). To
what extent were they effective?
Overall, I think my instruction for my lesson went well. At the end of the lesson, I collected the
students responses to the paragraph they had to read individually. I also walked around and
observed if students were comprehending what main idea was while they were working with
their assigned partners. More students are comprehending what main idea is rather than not
comprehending it. Main idea is a difficult lesson to teach so I learned that not everyone is going
to comprehend it the first time. I talked to my mentor teacher about this and she said it is
normal. During my instruction and guided practice, I tried to guide them in the right direction if
they were struggling. I went around to all the groups to check if they were on the right track. If
they were not, I would ask them questions to make them think and lead them in the right path.
In all, the students were actively engaged, but at times were confused on what they were
supposed to be doing no matter how many explicit instructions I gave. I think they were
confused because some were not paying attention to the instructions and others were having a
hard time choosing the right fit for the overall topic. I chose to group the students with one high
and low reader because I thought the process would be easier for them. I knew that my lesson
would not have been effective if my students were not able to read certain words. This
scaffolded the lower readers and allowed everyone to be more successful. Overall, I think the
grouping was effective and helped those struggling readers. I also think the materials I used
were effective during my instruction. Using the overhead projector allowed for my students to
visually see when I introduced the topic. They were hands on with it and saw what was being
underlined rather than just hearing it. I think that my handouts were great as well because it got
the point across and most of the students did not have trouble understanding what was being
asked.

If I could make changes to this lesson, it would be to use the projector more. For instance, when
I was having the students read back their slips of papers that they did with their partners to
share with the class, I could have put the paper under the projector. This would have allowed
the students to visually see rather than just listen to their peers. I feel like a lot of the students
were distracted and not paying attention as much as they should have been. This is an area I
could have done better with. I strayed away from my lesson plan when doing guided
instruction. Instead of having the students come up and underline the context clues, I had them
raise their hand and tell me what they saw in the text and then I underlined it myself. I did this
because the carpet was cluttered and I felt that having the students step over each other would
have lead into a huge mess.

I think my classroom procedures and student conduct went well. I made sure to give explicit
instructions and if the students were having trouble or had a question, I was attentive to them. I
think being one on one with students who did not understand the first time around helped with
their learning because it clarified what main idea was. Sometimes students have a hard time
comprehending when hearing something once rather than twice. I also think that my use of the
projector in the beginning of my lesson was effective because it helped the students visually see
what main idea was rather than the teacher just talking to them. Having the students engage in
RJM Fall 2017 SLO Lesson
activities Plan they
before Template
went on their own was a great way to get them thinking about what6 main
idea was. In the end, majority of the students understood what main idea was and answered the
question for the exit slip correctly.
**Accommodations and Modifications
Students with disabilities may need accommodations or modifications to their educational program to participate in the general curriculum. Both are essential to
consider when planning an equitable educational experience for students with disabilities. Accommodations refer to changes in how a student learns the material
but they do not change knowledge content. With accommodations, a student receives the SAME education as other children, but the student can access content or
express knowledge in different ways. Modifications refer to changes of what is taught or what students with disabilities are expected to learn. This may include
adaptations made to instruction and assessment that change or reduce learning expectations. (Please refer to the SLO User Guide and SLO template for additional
explanation.)

When completing these two sections, you need to describe, if appropriate, how you will ensure that students will access the material based on the accommodations
or modifications listed within the IEP or 504 plan. There should be a direct connection within the Anticipatory Set, Instructional Activity, and Closure section of
the lesson plan template.

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