EDR 317/318 LESSON PLAN (40 points)

Lesson Plan Template

LESSON PLAN TEMPLATE

*If used independent of a Unit Plan or SLO*
Created by: Lauren Notorfrancesco
Lesson Day
Date: 3/28/18
Grade: 5th
Topic: Main Idea PSSA Prep.
Grouping: Whole Class
Time: 30 minutes
- What does “main idea” mean?
Goal Statement
- How do you determine main idea in text?
A description of the enduring understanding or big ideas that
- Why is determining the main idea important?
students will possess at the end of the Learning plan based on
grade level content standards and curriculum.
The teacher will explicitly model how to first find the topic then the main idea by showing
How will this lesson support the learning goal?
a BrainPOP video and doing an interactive quiz as a whole class. For Guided Practice, the
(1c: Setting Instructional Outcomes)
teacher will work with students as a whole class to underline supporting details and decide
the main idea of a text. The teacher will give students another text and release students for
Independent Practice.

Standard CC.1.2.5.A: Determine two or more main ideas in a text and explain how they
PA Standards
are supported by key details.
List the Pennsylvania Standard(s) relevant for this lesson.

- Topic
Academic Language
- Main idea
What language will students be expected to utilize by the end of
- Supporting details
the lesson? Consider Language function and language demands
(see Lesson Plan User Guide).
In the BrainPOP video, topic, main idea, and supporting details will be defined. The video
What key terms are essential?
will show that topic is what a paragraph, essay, or story is about. The video will show
What key terms are essential to develop and extend students’
main idea is the central point that relates to the topic. The video will show that supporting
academic language?
details are used to decide the main idea. The main idea sums up the supporting details.
What opportunities will you provide for students to practice the
new language and develop fluency, both written and oral?

1. SWBAT determine the main idea of a text.

Objective(s)
2. SWBAT find supporting details in order to support the main idea of a text.
EDR 317/318 LESSON PLAN (40 points)

(1c: Setting Instructional Outcomes)

Taking into consideration the learning goal what is the
objective(s) of this lesson that will support the progress toward
the learning goal?

The statement should be directly observable (use verbs that can be

measured).

Teacher Resources:
Technology Materials/ Resources
- Laptop
(1d: Demonstrating Knowledge of Resources)
- SMART Board
What texts, digital resources, & materials will be used in this
- BrainPOP video & quiz
lesson? How do the materials align with the learning
- ELMO
objective/outcomes? If appropriate, what educational technology
- Random name generator website & popsicle sticks for pairing
will be used to support the learning outcomes of this lesson? How
- Main Idea Practice #3 Answer Key (Click here to view)
do the resources support the learning objectives?
- Main Idea Practice #4 Answer Key (Click here to view)
Cite publications and any web resources.
Student Resources:
- Main Idea Practice #3 (Click here to view)
- Main Idea Practice #4 (Click here to view)
- Exit Ticket (Click here to view)

Today we will be reviewing how to find the main idea in a piece of writing in order to
Anticipatory Set
prepare for PSSAs. What do you know about the term “main idea”? Write down what you
(1a: Demonstrating Knowledge of Content and Pedagogy)
think is the definition of main idea. After about a minute, the teacher will ask students to
5 minutes share what they wrote down with a partner. After one minute of sharing, the teacher will
How will you set the purpose and help students learn why today’s ask students to share with another partner. After this, the teacher will ask for some
lesson is important to them as learners? students to share their answers out loud with the class.
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 detailed steps.

Modeling - The teacher will play the “Main Idea” BrainPOP video for students. At 0:43
Instructional Activities
the teacher will pause the video and ask students to do a turn and talk. The teacher will ask
EDR 317/318 LESSON PLAN (40 points)
(1a: Demonstrating Knowledge of Content and Pedagogy; 1e:
Designing Coherent Instruction)
20 minutes
Exploration (Model): How will students explore the new
concepts? How will you model or provide explicit instruction?
Guided Practice: How will you provide support to students as they
apply the 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 detailed steps.
what is the definition of “main idea”? Can you define this in your own words? At 1:50
the teacher will pause the video and ask what is the topic of this paragraph? The teacher
will pause and wait to call on a student. At 2:13 the teacher will pause the video. The
video says we should re-read the paragraph. What words are repeated and what idea is
the author trying to stress? What is the main idea? The teacher will have students do
another turn and talk with a different partner. At 2:30 the teacher will pause the video
again and ask students if they got the main idea correct. The teacher will ask for thumbs
up if they were correct and thumbs down if they were incorrect. At 4:08 the teacher will
ask what questions can you ask yourself to help find the main idea if you are stuck? The
teacher will call on students to answer out loud. After the video, the teacher will go to the
“10 Question Review Quiz”. The teacher will call on two students at a time to come up to
the SMART Board: one to read the question out loud and one to select the answer. The
teacher will use the popsicle sticks to draw two students’ names at a time.
Question #1 on Review Quiz
EDR 317/318 LESSON PLAN (40 points)

Guided: Students will be given a copy of Main Idea Practice #3. The teacher will ask
students to silently read the text and underline (or highlight) supporting details as they
read. Students will be given 4 minutes to do this. The class will then read the text out loud
together. The teacher will ask for a volunteer to read the first half of the text up until “. . .
a weaker one”. The teacher will ask students what they underlined from the first half and
why. This process will be repeated for the second half of the text. The teacher will follow
along with the paragraph on the ELMO and underline what students are underlining. The
teacher will then ask students to write down a main idea. The teacher will give the
students a chance to do a turn and talk. After a minute goes by, the teacher will ask
students to do another turn and talk with a different neighbor. As a class, we will share
main ideas out loud. We will decide on the main idea as a class. To check to make sure
our main idea is correct, I will ask students first for the topic of the piece. Students should
say, “inventions”. I will ask for a thumbs up/thumbs down to make sure everyone agrees.
I will then read one of my supporting details such as the sentence about sticky notes. I will
ask for students to volunteer read one of their supporting details to the class. I will ask for
thumbs up/thumbs down again each time a student reads a detail to make sure the detail
agrees with the main idea.

Independent: The teacher will give students a copy of Main Idea Practice #4. Students will
be allowed to do this in pairs. The random name generator website will be used to group
two students together. Students should underline supporting details and write the main
idea in one sentence on the bottom of the page. The teacher will circulate the room during
this time to provide support. The teacher may ask questions such as What is the topic and
how do you know this is a supporting detail? After 8 minutes, students will return to their
original seats. The teacher will display the answer key on the SMART Board (through the
ELMO). If students have the same answer for main idea on the board, they will put their
thumbs up. If they have a different answer, they will put thumbs down. The teacher may
ask students what they have written down if they do not have the same answer that is on
the board.

Closure
(1e: Designing Coherent Instruction) On an exit ticket, students will be asked to write down the definition of main idea in their
own words. Students will also be asked to write down one strategy (possibly from the
5 minutes
BrainPOP video) that can help them to determine the main idea if they get stuck. After
How will students share or show what they have learned in this
collecting exit tickets, the teacher will wrap up by asking what is one new thing you
lesson?
learned today about main idea that can help you on the PSSAs? The teacher will call on a
How will you restate the teaching point and clarify key concepts?
couple volunteers. The teacher will then thank students for their participation today.
EDR 317/318 LESSON PLAN (40 points)

How will you provide opportunities to extend ideas and check for
understanding?
How will this lesson lead to the next lesson?

Interpersonal – Students are working in pairs during the Independent Practice part of the
Differentiation
activity. Students also will do turn and talks. Through these activities, students get to
(1e: Designing Coherent Instruction)
practice communication skills and working in a group. Random partner pairing may help
What differentiated support will you provide for students whose pair students of different ability levels.
academic development is below or above the current grade level?
What specific differentiation of content, process, products, and/or Kinesthetic – Students will get to come up to the SMART Board during the Modeling
learning environment do you plan to employ to meet the needs Activity. This gets students in and out of their seats and allows for movement within the
of all of your students? classroom.
How does your lesson support student differences with regard to
linguistic, academic, and cultural diversity? Visual – The SMART Board and video will be used during Modeling to provide a visual
and interactive activity for students. The ELMO will be used during Guided and
How will your lesson actively build upon the resources that
Independent Practice to provide for more visual learning.
linguistically and culturally diverse students bring to the
experience?
For potential EL students in the classroom, definitions of words in the example texts may
How will your lesson will be supportive for all students, including
be provided.
English Language Learners, and build upon the linguistic,
cultural, and experiential resources that they bring to their
For students who may be above grade level and finish the Independent Practice Early, the
learning?
teacher will challenge students to find a sentence or two that are not essential to the main
How will your lesson is designed to promote creative and critical
idea. The teacher will challenge these students to highlight this sentence or these sentences
thinking and inventiveness?
in a different color and to write down why they are not essential to the main idea.
Students with special education needs may be given a three column chart to separate topic,
Accommodations
supporting details, and main idea. This will help students remember what information they
(1e: Designing Coherent Instruction)
need in order to determine main idea.
What classroom accommodations do you plan to employ to
increase curriculum access for students identified with special Students with special education needs may be allowed to access a laptop for typing instead
education needs or 504? of hand-writing; students with special education needs may be granted extra time to
Describe how these accommodations align with the current complete Independent Practice.
Individualized Education Plan (IEP) for each student as
applicable (avoid using actual names of students). Students with special education needs may have breaks between Modeling, Guided, and
Independent Practice. These students may be allowed to get a drink or walk to the
bathroom between activities.
EDR 317/318 LESSON PLAN (40 points)
Modifications
(1e: Designing Coherent Instruction)
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?
Assessment (Formal or Informal).
(1f: Assessing Student Learning)
How will you and the students assess where the learning
objectives, listed above, were met?
Each formal or informal assessment should describe how it is
aligned to the above objective(s).
Reflection on Instruction
What evidence did you collect to demonstrate that your students
have met or are progressing towards the learning outcome?
What changes or adjustments had to be made during the lesson
(justify those changes) to ensure students make adequate progress
in meeting the learning objective?
What changes will have to be made to the next lesson in order for
students to be on pace in meeting the overall goal of the Lesson or
Unit?
Taking good notes about each lesson will help as you develop a
formal reflective narrative at the end of the SLO.
Students with special education needs may only be expected to utilize one “Main Idea
Practice” instead of two.
Formative (Informal) – Thumbs up/thumbs down will be used throughout the whole lesson
to see how many students decided the correct main idea from the video. During Modeling,
this will give the teacher an idea of how much students know about the lesson before
Guided and Independent Practice. During Guided Practice, this will let the teacher know
how many students are grasping the concept of main idea. Thumbs up/thumbs down will
be used after Independent Practice to gauge for understanding of the lesson.
Formative (Informal) – Exit tickets will be collected. This will let the teacher know how
well the students understood the lesson and whether or not students have understanding of
a strategy to find main idea.
Overall, I was happy with how my lesson went. I was the most comfortable I’ve ever been
while teaching a whole class lesson. As soon as I came back to the 5th grade class,
students were excited because this was the first time I was teaching completely by myself
(my own lesson) in their class. They were asking me, “You’re teaching us today?!” and
“What are you teaching?!”. This made me happy before I even started. My mentor teacher
moved to the back of the room without giving me any kind of direction or settling the class
down, which I actually really liked. I felt completely in control, and I felt confident.
Throughout the whole lesson, students were engaged and wanted to participate. Students
really enjoyed the quiz because they were allowed to get out of their seats and select the
answers with a partner. I was able to get the entire class involved in this because I asked
for input from the audience for some of the questions if the two students at the board were
taking too long to select the answer.
My mentor teacher took notes during my lesson and gave me some good feedback. She
first said I had a “friendly demeanor” throughout the whole lesson and that the students
genuinely like me (which made me happy!!!). She complimented my delivery and said I
spoke loud and clear. This was something I wanted to work on from my first formal
observation. My mentor teacher also said that I had good prompting. I paused the
EDR 317/318 LESSON PLAN (40 points)

BrainPOP video at appropriate points and asked good questions. She liked how I asked
questions such as, “How do you know this supports the main idea?” when asking students
what they underlined during Guided Practice. She said I kept track of my time well since I
was glancing at the clock throughout and managed to fit (what she thought was) a decent
amount of material in 30 minutes. One thing she noted that I could have done was print
out a copy of all the interactive quiz questions for the students so that everyone could
follow along while students came up to the board. She also said that loved my use of turn
and talks but said that I should have “assigned” turn and talk partners. I should have said,
“Talk to the person on your right” or “Talk to the person directly behind you”. My mentor
teacher said that I did not circulate the room enough when students were working in pairs.
I stayed towards the front of the room and didn’t check on the students in the back enough.
I think this may have been the case because the lesson was really SMART Board and
ELMO oriented, so I was subconsciously trying to stay around the technology.

I collected the exit tickets as a formative assessment. I asked students to define main idea
in their own words then to give a strategy they can use if they are stuck on finding the main
idea. Most students answered both of these questions successfully. I had a couple students
raise their hands during the exit ticket to ask what I meant by “strategy”. I told them to
think back to the BrainPOP video because the character in the video gave many examples
of questions students could ask themselves to find main idea. This helped the students
answer this second part.