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Student Teaching edTPA Lesson Plan Template

Subject: Literacy Essential Standard/Common Core Objective: Central Focus: Main Idea

RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Date submitted:

Date taught:

Daily Lesson Objective: Determine main idea of a text by using sequence of events to support your thinking. 21st Century Skills: - Explore - Create - Connect - Communicate - Collaborate

Academic Language Demand (Language Function and Vocabulary):

Prior Knowledge: Students need to know what main idea is. They need to know that books have a beginning and an ending, and that the middle of the story is composed of important details. Activity Description of Activities and Setting Students will review main idea, and what key details in a text through answering questions. - What is a main idea? - How can we find the main idea? - Do we have to read the whole book to figure out the main idea? I will be able to determine the main idea of a text by using sequence of events to support my thinking. Teacher will be reading Rosa – Nikki Giovanni to students, after reading the story she will emphasize the sequencing of key details through the text to make up the main idea. Teacher will model the sequencing of events after reading the book by 10 min. Time 5 min.

1. Focus and Review

2. Statement of Objective for Student

3. Teacher Input

pulling out sticky notes she used throughout her reading. (“…Boys and girls, while I was reading I jotted down some notes on a sticky note about key details in the text that could help me remember what happened in the story. What we will be doing next is putting key events of the story in chronological order. I can simply take my sticky notes that I used from the beginning to the end, and help lay out what happened in chronological order. Friends, Chronological order is a fancy word for “in order”!...For us to put events in sequence we need to use our transitioning words we learned prior to today. Who can tell me some of those really important words?”) 10 min.

4. Guided Practice

Teacher and students will create a sequencing-thinking map. Teacher will allow students to write on the anchor chart explaining what sequencing is, and what we need to look for in the text to find out the different transitions. (Transitioning words; first, next, then, lastly, finally). Teacher and students will begin the Bus Trail Sequence Activity. The activity is made up of 5 different bus stops, and they dignify the 5 different important stops throughout the reading, that will lead us to the main idea. Teacher will do one example with the students. Students will independently fill out the rest (4 more key details from the text) on the Bus Trail Activity.

5. Independent Practice 6. Assessment Methods of all objectives/skills: 7. Closure

5 min.

Students will be assessed on the 5 sequencing details (summative). Teacher questioning during guided practice (formative). Write a letter to Rosa Parks. How would you have helped her on the bus? 5 min.

8. Assessment Results of all objectives/skills:

Students will show 4 out of 5 sequential sentences for complete mastery of the skill/concept. (Sentences need to include; correct sequence of events, transition words, and correct/grammar punctuations).

Targeted Students Modifications/Accommodations For modified students they will have

Student/Small Group Modifications/Accommodations For small group accommodations teacher will gather

extended time to complete the hand activity. In addition they will be grouped with other students, to go over the story verbally with the teacher for extra support and understanding. Materials/Technology: - Smart board/Projector for anchor chart - Book: Rosa Parks – Nikki Giovanni - Pencil - Paper - Crayons - Writing Journal Reflection on lesson:

students and with prompting and support finish the Bus Trail activity.