Elementary and Early Childhood Education Lesson Plan Template

Name: Krystianna Lewis Date: 02/26/2019

Course: ECE3330 Lesson Plan #: 2
Subject Area(s): Language Arts Grade Level/Time Frame: 5th grade/ 30 minutes

Step 1: Learning Context Teacher will conduct the lesson at the back table where small
Identify group is conducted. The table is a rectangle table with chairs
Learners around it to conduct small group. In this area there are various
(Classroom resources the teacher may utilize in small group for math. The
Context) teacher has a library area with pillows for the students to use while
they read. There are also three computers on a desk for the
students to utilize during free time and iPads in a basket for
students to use as well. The teacher has anchor charts on the walls
for writing opinion pieces, large paper with the small groups
listed, and a word wall for the vocabulary they review.
Learner Description Number of students in class: 24
 Number of males: 13
 Number of females:11
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs 9 Extended time,
or 504 plans questions/answers read to
them, small group instruction,
use of calculators
Students w/ EIPs 0 N/A
English learners 5 -Extended time
-Instructions, questions, and
answers read to them
-Extra instruction with the
ESOL teacher

Gifted 0 N/A
Students with 0 N/A
gaps in academic
knowledge
Other learning 0 N/A
needs
Personal Assets,
Cultural, Assets,  Personal: When choosing the story that I would pair with
Community Assets my lesson, I took into account the student’s interest in the
(also referred to as Titanic. I chose a book on her reading level and her
Funds of Knowledge) favorite topic; Finding the Titanic by Robert D. Ballard.
 Cultural: This lesson relates to the student’s cultural
assets because the story covers a part of history that she is
familiar with.

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  Community: The lesson relates to the community because
the lesson is reinforced by her prior knowledge gained
from attending the traveling Titanic museum.

Step 2: Georgia Standard (s) ELAGSE5R12

Identify of Excellence, WIDA Reading Informational-Key Ideas and Details
Curricular Standard(s), etc. Determine two or more main ideas of a text and explain how they
Priorities are supported by key details; summarize the text.
Prior Academic This lesson will activate the student prior academic knowledge on
Knowledge and the history of the Titanic and activate reading skills.
Prerequisite Skills Student will need to know how to differentiate between the main
idea of a text and the supporting details. The student must know
what the main idea of a text is and how to summarize a text.
Central Focus,
Overarching Goal, Big What is the main idea and supporting details of a text?
Idea, or Essential
Question(s) The central focus of this lesson is for the student to be able to
identify the main idea of a text and provide supporting details that
support the main idea.
Learning The student will be able to orally summarize the text provided.
Objective(s) or The student will be able to identify the main idea of the text.
Learning Target(s) The student will be able to identify the key details in the text.
Potential The student may have a potential misconception with what the
Misconceptions main idea is and what is considered a key detail. If the student
and/or mixes up main idea with key details, then I will provide an
Developmental example of the two based on a familiar text and explain that the
Approximations main idea is the big picture and the key details are the small pieces
that lead up to the main idea.

Academic Language Academic Whole Class Differentiated

Vocabulary Language Supports Supports
 Words and Language function: I will introduce
phrases with -Summarize summarize and
subject specific -Identify identify when I
meanings that discuss the lessons
differ from objective with the
meanings used student. I will
in everyday life explain what those
(e.g., table, verbs are asking the
ruler, force) student to do and
 General provide examples.
academic Multiple meaning The student and I
vocabulary words: will evaluate the
used across -Stern meaning of the
disciplines word stern through
(e.g., compare, the use of context
clues and then
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 analyze, discuss what else
evaluate) the word could
 Subject-specific mean and give an
words defined example.
for use in the Academic I will introduce
discipline vocabulary: summarize and
-Summarize identify when I
Language Function: -Identify discuss the lessons
the content and objective with the
language focus of the student. I will
learning task (e.g., explain what those
activities, discussions) verbs are asking the
represented by the student to do. I will
active verb in the also use these terms
learning objective(s) or when I am
learning target(s) (e.g., introducing the
apply, evaluate, cause activity and
and effect, sequence, informing the
hypothesize, infer, student of my
summarize, describe, expectations.
explain) Subject-specific These terms will be
vocabulary: introduced at the
Language Supports: -Main Idea beginning of the
instructional supports -Key Details lesson by asking the
that help students student questions
understand and about the two. The
successfully use the terms will be
language function (e.g., continually brought
sentence starters, up throughout the
graphic organizers) lesson and have
examples given as
Syntax: set of to what a main idea
conventions for and key detail is.
organizing information Syntax: Sentences and
(e.g., sentences, -Sentences organizers will be
graphs, tables); -Graphic Organizers used throughout the
organizes language to lesson to organize
convey meaning the student’s
thoughts and correct
Discourse: how any misconceptions.
members of the Teacher will model
discipline talk, write, to the students what
and participate in is expected of them
knowledge with their sentences
construction using the and the organizer.
structures of written Discourse: The student will
and oral language; Student will complete the
discipline specific complete a graphic organizer and the
discourse has organizer with the teacher will scaffold

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 distinctive features or main idea and key the activity as
ways of structuring details found in the needed.
oral or written text.
language, or How will students demonstrate understanding of the academic
representing language in the different language demands (e.g., writing,
knowledge visually. speaking, reading, listening) in the lesson?

- The student will demonstrate academic language in

writing by completing the graphic organizer with the main
idea and key details of the text. The student will be
expected to provide their reasoning behind choosing the
main idea and specific key details. The lesson is a guided
reading lesson; so, the student will be required to read the
book, Finding the Titanic. The student will be expected to
listen to the teacher’s instruction and her examples on
what is expected.
Step 3: Assessment Plan
Design
Assessment Georgia Performance Corresponding Format of Assessment(s)
Framework Standard(s) Learning Objective(s)
or Learning Target(s)
ELAGSE5R12 The student will be Pre-Assessment: Checklist
Reading Informational- able to orally Formative Assessment: Filling out a
Key Ideas and Details summarize the text graphic organizer/ questions asked
Determine two or more provided. throughout the lesson
main ideas of a text The student will be Summative Assessment: Quiz on
and explain how they able to identify the Nearpod
are supported by key main idea of the text.
details; summarize the The student will be
text. able to identify the
key details in the text.
Type of Assessment Format of Supports, Evaluation
Assessment (e.g., Accommodations, Criteria
quiz, test, checklist, Modifications How will you
KWL chart, (Differentiated know or measure
performance task) Assessments, if the students
Culturally have met the
Relevant learning
Assessment) objective(s) or
learning target(s)?
Pre-assessment Checklist Guided questions Checking off the
with options to items she
steer responses understands on
the checklist
Formative Filling out a graphic -Labeled the -Completion of
assessment(s) organizer/ questions bubbles on the the chart
asked throughout the graphic organizer accurately
lesson with what went in -making note of
the bubbles the questions

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 -Demonstrated unanswered and
what was expected questions
of the graphic answered
organizer activity correctly

Summative Quiz on Nearpod Read the questions -Evaluated on

assessment(s) and answer choices correctness
to the student -Needs an 80% to
demonstrate
mastery
Pre-Assessment Data Summary
Summarize the results of the pre-assessment data and explain how it will drive your
instructional practices.

My pre-assessment results revealed difficulty with comprehension; when it came to

recalling events in order. The student also demonstrated difficulty with recalling details and
needed prompting to respond to questions regarding the story appropriately. My pre-
assessment data will drive my instructional practices by creating a lesson that focuses on
the main idea and key details of a text. During the lesson, I will ask the student to recall the
events in the story the order that they occurred. I will also ask the student questions that are
specific to highlight on key details. If the student needs to break down the reading into
sections to better recall detail; we will start off with smaller sections of the text and move
on to larger sections as she progresses.
Step 4: Materials Needed Teacher Resources (must include podcasts):
Create - Finding the Titanic by Robert D. Ballard
Learning -Laptop
Activities -Nearpod
-Back Table
-Graphic organizer

Student Resources:
-Paper
-Pencil
-Graphic organizer
-Nearpod Quiz
-Laptop
-Student copy of Finding the Titanic by Robert D. Ballard

Technology The teacher will create a Nearpod quiz focused on the

Connection comprehension of the book; Finding the Titanic by Robert D.
Ballard.

The student will use a laptop to complete the Nearpod quiz

created by the teacher.
https://share.nearpod.com/yTwlx3hoTU

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Supporting Diverse My tutor student has an IEP for OHI purposes. My tutor student
Learners has ADD and is on medication to help. Her IEP has sentence
frames listed in her accommodations along with directions and
questions being read to her. During my lesson, I will provide my
student sentence starters to assist in discussion. For the
summative assessment, I will read the directions, questions, and
answer choices to the student to ensure comprehension of what is
expected. I will also demonstrate what is expected for the graphic
organizer activity and have a model for display from another text.
Culturally Responsive  Personal: When choosing the story that I would pair with
Teaching my lesson, I took into account the student’s interest in the
Titanic. I chose a book on her reading level and her
favorite topic; Finding the Titanic by Robert D. Ballard.
 Cultural: This lesson relates to the student’s cultural
assets because the story covers a part of history that she is
familiar with.
 Community: The lesson relates to the community
because the lesson is reinforced by her prior knowledge
gained from attending the traveling Titanic museum.
Research and Theory, My lesson is centered around comprehension because the
or Principles of Child ultimate goal of reading is to understand what you read (Hougen
Development & Smartt,2012). Strategies are used to uncover meaning to gain a
new or deeper knowledge on a topic (Hougen & Smartt,2012).
The National Reading Panel acknowledged the effectiveness of
various strategies on comprehension (Hougen & Smartt,2012).
Some strategies that are recognized are summaries, self-
questioning, story maps, and graphic organizers. Graphic
organizers offer a visual display of information from the passage
for all learners.
Instructional I DO:
Strategies and To start, the teacher will have a checklist prepared with
Learning Tasks knowledge the student could know to potentially help them
(include activities, succeed in the lesson. The teacher will ask the student questions:
discussions, or other “What do you know about main idea?” “What are key details?”
modes of participation “Are key details and the main idea the same thing?” The student
that engage students to will respond to the questions and the teacher will check key
develop, practice, and points off if the student touches on them. After the teacher has a
apply skills and sense of what the student already knows, the lesson can begin. To
knowledge related to a start off the lesson the teacher will introduce the book; Finding
specific learning the Titanic by Robert D. Ballard. The teacher will ask the student
objective(s) or learning to predict what they think the book will be about. The student will
target(s). Learning respond with their prediction. The book chosen for the lesson has
tasks may be chapters. For the I DO portion of the lesson, the teacher will just
scaffolded to connect be focusing on chapter one. The teacher and the student will each
to prior knowledge and have their own book to follow along in when reading. The teacher
often include formative will have the student read the chapter aloud. After the student
assessments) reads the chapter aloud the teacher will tell the student what the
main idea is of the chapter and how it was found. The teacher will
then point out at least three supporting details that support the

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main idea of the chapter. The teacher will explain to the student
that key details support the main idea of the text and are the
smaller points that make up the main idea. Teacher will explain
that main idea is the most important point of the text. Once the
main idea and key details of chapter one have been established,
we will move on to chapter two for the WE DO section.

WE DO:
During the WE do section of the lesson plan; it will start off with
the student reading chapter two aloud. The teacher will follow
along in the book as the student reads the text aloud. While the
student reads, the teacher will assist in sounding out any words
the student cannot self-correct on their own. The teacher will also
explain to the student the importance of self-corrections because
they may miss out on important information that could affect the
comprehension of the story. Once the student has read through
chapter two. The teacher will introduce the graphic organizer they
will use to establish the main idea and supporting details of the
chapter. The teacher will ask the student to “analyze the text and
determine the main idea.” The student will reevaluate the text and
provide the teacher with what they think the main idea of the text
is of chapter two. The teacher will either accept the students
suggested main idea of scaffold the student into finding a more
appropriate main idea. The teacher will fill in the graphic
organizer with the main idea and then prompt the student to look
for supporting details by asking; “What from the text can you use
to determine the main idea?” The student will find supporting
details in the text and share them with the teacher. The teacher
will explain to the student why or why not their statement is a
supporting detail. The teacher will fill in the graphic organizer
with the supporting details that the student provides. After the
graphic organizer is complete the teacher will ask the student to
arrange the key details in the order they occurred by writing a
number next to them. After the student arranges the key details in
the order they occurred the teacher will ask the student to
evaluate the key details provided and explain how they relate
back to the main idea? The student will explain how the key
details relate back to the main idea of the text. The teacher will
now transition into the YOU do part of the lesson.
YOU DO:
For the you do portion of the lesson, the teacher will instruct the
student to read chapter three of the book. The student will read
chapter three and complete a main idea graphic organizer on their
own. The student will fill out the graphic organizer based on
chapter three. Once the student completes the graphic organizer;
the teacher will review what the student wrote and ask the student
to explain how the supporting details relate back to the main idea
of the text. After reviewing the graphic organizer, the teacher will
put the organizer off to the side and save it for the writing lesson.
Next the student will complete a comprehension quiz created on
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 Nearpod. The student will complete the Nearpod on my laptop.
Teacher will read the questions to the student and the answer
choices as the student goes through each question. After the
student completes the quiz it will be graded on correctness. The
student must receive an 80% or higher to demonstrate mastery.
The teacher will review any wrong answers with the student.
Connection to the N/A
Arts
Higher Order Analysis- Analyze the text and determine the main idea.
Thinking Questions Synthesis-Arrange the key details in the order that they occurred.
(HOTQs) Evaluation-Evaluate the key details provided and explain how
they relate back to the main idea.
Application-What from the text can you use to determine the
main idea?
Analysis- Examine the images in the chapter and predict what the
chapter is going to be about.

Re-teaching, Re- If re-teaching is necessary, teacher will have the student read a
Engagement, Practice page and then hold discussion about what information the page
shared and take notes and do that for every page. Then the student
will review their notes and find the main idea of their notes and
then pick out the key details. This will break the lesson down into
smaller chunks for the student and help them remember what they
read in order to find the main idea and key details.
Extensions To extend the lesson further, the teacher will have the student
find the main idea and key details of the whole book and not just
a single chapter.
I could also have the student compare the main idea of the text to
the main idea of the Titanic movie she watched.
Lesson Closure Teacher will ask the student to share two-three things they
learned today during the comprehension lesson on main idea and
key details. Student will share what they learned, and the teacher
could ask one or two higher order thinking questions to close.
Teacher can ask: “In what other lesson would finding the main
idea be beneficial?”

Step 5: The lesson went very well with my tutor student. The student was able to successfully
Post- identify the main idea of each chapter, organize key details in the order they occurred, and
Instruction identify key details that supported the main idea. The student was able to summarize each
Reflection chapter accurately and complete the graphic organizer on their own efficiently. The
Nearpod activity was a little bumpy because I always get confused with student view and
getting the Nearpod activity to tell the student the score. The student faced difficulty in the
beginning when the teacher asked what the main idea was of the chapter because the
student was choosing details instead of the big picture of the chapter. Conducting the lesson
at the back table was helpful in keeping the student focused and in a close proximity to be
able to hear instructions. The Nearpod activity went smooth when the student was able to
operate it because she is used to online tests. The student enjoyed the lesson and remained
engaged because she has a personal interest in the Titanic. If I taught this lesson again, I

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 think I would find another way to incorporate technology into the lesson. The Nearpod was
okay, but I need more practice with it and the free account does not have all the features
available to use. I learned that I need to slow down and relax when teaching. I get nervous
when I am teaching and talk fast or sometimes, I face difficulty finding a way to explain
something to the student. When I am explaining a concept to a student, my words
sometimes stumble and what I said made sense in my head and then out loud, I realized it
was not a good explanation. I learned I need to practice what I will say to the student and
different approaches to my explanations to help the student better understand.

The research that inspired my lesson plan was that strategies are used to uncover
meaning to gain a new or deeper knowledge on a topic (Hougen & Smartt,2012). The
National Reading Panel acknowledged the effectiveness of various strategies on
comprehension (Hougen & Smartt,2012). Some strategies that are recognized are
summaries, self-questioning, story maps, and graphic organizers. Graphic organizers offer a
visual display of information from the passage for all learners. This is why I chose a main
idea and supporting details graphic organizer to act as my formative assessment in my
lesson. The graphic organizer gave the student a visual of the chapters main point and key
details. The graphic organizer helped the student organize their thoughts and really think
about what they read in the chapter. The graphic organizer was used to guide discussion
and ask the student higher order thinking questions.
Assessment Analysis
The student was able to successfully complete the graphic organizer with minimal
scaffolding. I had to scaffold a little using guiding questions; but the student had a good
grasp on what needed to be done. The student received a 100% mastery on the
comprehension quiz created on the Nearpod activity. The student likes reassurance from the
teacher that she is on the right path. I also noticed when you ask the student to correct
something, she waits for you to state exactly what she needs to change; instead of thinking
on her own to correct her response. The feedback provided from the checklist and graphic
organizer will guide the direction of the lesson. The feedback from my pre-assessment and
formative assessment will tell me what the student knows and give me an idea of the
students understanding before proceeding to the summative assessment. The summative
assessment feedback will tell me if the student mastered the objectives laid out for the
lesson. If the student shows signs of misunderstandings, I will scaffold the lesson and try to
approach it differently for the student to better understand.

Appendix:
Formative Assessment

Student list Identifies the Identifies three Numbers the

main idea supporting detail details in the
order they
occurred

Cynthia 1 3 1

Summative Assessment

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 Student list Question #1 Question #2 Question #3 Question #4 Question #5

Cynthia 1 1 1 1 1

Technology Component: https://share.nearpod.com/yTwlx3hoTU

Graphic Organizer:

Students Work:

Summative Assessment

Student list Question #1 Question #2 Question #3 Question #4 Question #5

Cynthia 1 1 1 1 1

Student received a 100% on the comprehension quiz.

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 References

- Hougen & Smartt (2012). Fundamentals of Literacy Instruction & Assessment. Baltimore,
Maryland: Paul H. Brookes Publishing CO.
- https://share.nearpod.com/yTwlx3hoTU
- https://www.teacherspayteachers.com/Product/Main-Idea-Graphic-Organizer-for-Students-
597143

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