edTPA Lesson Plan

Name Alexandria Chirico

Lesson #, Lesson Title Lesson 2, Key Details and Main Idea
Date and Day of the Week 2/7/17, Wednesday
Grade Level and Class 3rd Grade, Class 303
Period and Length Period 4, 45 minutes
Materials Needed Wonders textbook, Wonders notebook, Promethean Board,
computer, worksheet, and Wonder’s website
Standards and Objectives
Standards: CCSS.ELA-LITERACY.RI.3.2- Determine the main idea of a text; recount the key details and
explain how they support the main idea.
CCSS.ELA-LITERACY.RI.3.10- By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band
independently and proficiently.
Learning Objectives: Students will pull key details from the text to determine the main idea. Students will
answer the essential question by using key details from the text.
Central Focus: How was the Oregon Trail emigration a unique time in history?
Academic Language Demands:
Students will have to identify the genre of the text; therefore, they need to know and understand an “expository
text.” Students will also need to know what “summarize” means in order to complete this lesson. Students will
learn the following vocabulary words in order to understand the text, “agreeable,” “horse and buggy,”
“appreciate,” “boomed,” “descendants,” “emigration,” “pioneers,” “transportation,” and “vehicles.” The
vocabulary words will appear in the text therefore students need to understand the meaning of each word.
Instructional Strategies and Learning Tasks that Support Student Needs
Time Action Rationale

5 Launch (Motivation) Students will connect

experiences outside of the
The teacher will start the lesson with the question, “Do you know classroom to today’s lesson.
someone who moved to your town that was not originally from Unlike academic knowledge
there? Do you know why they moved away from where they experiential knowledge is
lived? Why would someone move from one place to another?” acquired to meet the needs of
Students can personally share if they know an individual who the learner to a real life task.
moved into their town and why they moved. The teacher will Knowing someone who moved
then ask “Do you know a unique historical event that involved from one place to another is a
people emigrating from their home to a new place? Students will real life experience outside of
can speak about unique historical events that involve emigration the classroom. This experience
to a new place from the past two texts we read this week. To links with the today’s lesson on
introduce today’s lesson, the teacher will explain to my students the text “The Long Road to
that we will be reading today “The Long Road to Oregon.” Oregon.” This relates to Carl
Rogers theory of Experiential
Learning.

20 Instructional Procedure (Explore) Students learned in past

lessons how to summarize a
The teacher will ask my students, “What genre is this text?” text as well as find text
Once a student responds the teacher will ask “How do you know evidence. By identifying and
that the genre of the text is expository?” The teacher will then understanding the pictures
ask a student to read the title. Where is Oregon” Once a student included with the text students
reads the title and answers where Oregon is located, the gain the knowledge to proceed
teacher will ask “Can someone tell me what the pictures are reading the text. The teacher
showing on the title page?” Students will identify that there is a will then enforce and support
 map of the United States of America with the path from Missouri the two skills by first modeling
to Oregon. The teacher will then ask “How do you think people how to summarize paragraph
traveled long distances without cars, trains, and airplanes?” one. The teacher will then find
There is a horse and carriage on the left of the title page. The details in the story to come up
teacher will explain to students how the horse and carriage with a main idea. Once having
worked before cars were invented. Students will understand that the main idea of the paragraph
the horse and carriage was a mean of transportation. The the teacher will then
teacher will then ask, “Do you think it took a long time to travel summarize the paragraph to
from Missouri to Oregon in 1843?” Once the teacher identifies the students.
and explains the pictures used in the text we will begin to read
“The Long Road to Oregon.” The teacher will model how to
summarize the first paragraph of the text by using evidence from
the text.

15 Structured Practice and Application As a class we will summarize

the second and third
We will continue to read the text to the third paragraph. The paragraph. Once reading the
teacher will then ask a student to summarize the second and rest of the text with the whole
third paragraph in the text. A student will share aloud his or her class, guiding questions to link
summary of the second and third paragraph. We will then read this lesson to tomorrow’s
the rest of the text. The teacher will then ask the class “What lesson. The teacher will model
sequencing words do we see in this text?” This will then to the class how to pull
introduce the topic for the lesson on sequencing tomorrow. The evidence from the text to
teacher will have one student read the essential question of the answer the essential question.
text. The teacher will then model to the class how to use text Students will then get the
evidence to to answer the essential question for the text, “How opportunity to share with the
the Oregon Trail emigration was a unique time in history?” The class the evidence they used to
teacher will write on the first line on the worksheet, “Life was answer the essential question
hard, crops died, businesses closed and many people couldn’t on the worksheet that was
find jobs.” The teacher will refer back to paragraph one to show handed out. This is informal
the class how to find the text evidence for the statement. Then assessment because students
as a class we will find two more text evidence to answer the are providing evidence from
essential question. The teacher will then assign for students to the text that answers the
work with a partner to look back in the text for evidence about essential question. This tells
how the Oregon Trail emigration was unique in history. Students the teacher that they
will give details from the story that show how the event was understand how to pull text
unique (special or unusual.) The teacher will walk around the evidence from a text to answer
room for informal assessment to see if students understood the the essential question.
lesson. Students will work in pairs to
provide more details in the
story to answer the essential
question. Students will use text
evidence to support their
answer to the essential
question. The teacher will walk
around the room to see how
the pairs are working as an
informal assessment to see if
all students understood the
lesson. For the gifted students,
 students will have to include 10
key details from the story that
answer the essential question.
For students on grade level,
students will have to include 7
key details in the story to
answer the essential question.
For students with IEP’s, all the
key details will be printed out
as well as other details that are
not important in the text and do
not answer the essential
questions. Students will have
to paste 6 correct key details
onto a piece of paper that
answer the essential question,
“How the Oregon Trail
emigration was a unique time
in history?”

5 Closure When students share the text

evidence and details, used to
Pairs of students will read their text evidence aloud to the class. answer the essential question,
The pair of students will compare and assess their worksheet students will self-assess their
with the answers of other students in the class. Students will work. Students will then either
write more text evidence from the text based on what other change their answer
students found or replace text evidence based on what other accordingly or realize that
pairs read aloud. The teacher will collect the worksheets as a since their detail matches the
formal assessment for this lesson on finding text evidence to one said aloud they understood
answer the essential question. the text and the essential
question. Students will then
see that they understood how
to pull key details from the text
to determine the main idea, as
well as, answer the essential
question correctly by using key
details from the text. The
teacher will then collect the
worksheets and this will be the
formal assessment for this
lesson.