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McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Teacher: Sarah Ingerson

Date:

2/17/15

Title of Lesson: Camouflage Walk-About

Cooperating Teacher: Jane Steyne

Core Components
Subject, Content Area, or Topic
Reading Whole-Group
Student Population

Students: 17
Learning Objectives

Students will learn to identify the main idea of a non-fiction passage
Students will learn to identify and summarize supporting details of a non-fiction passage
Virginia Essential Knowledge and Skills
SOL 4.6 The student will read and demonstrate comprehension of nonfiction texts.
d) Identify the main idea
e) Summarize supporting details
VDOE Technology Standards
English Language Proficiency Standards (ELPS)
Materials/Resources
Camouflage Walk-About Student Sheets
QR Codes
Document Camera
Ipads
Passages taped to the walls
Safety (if applicable)
Time
(min.)

Process Components
*State the Objectives (grade-level terms)
 We will learn to identify the main idea of a passage
 We will learn to identify the supporting details of a main idea

10
min

*Anticipatory Set
 What is the main idea of a passage?
o Partner Share
o Several students share out whole group
*Instructional Input or Procedure
 Main Idea: Usually one sentence that tells what the entire passage is about.
 Details: Support the main idea
 Camouflage Walk-About
o Explain the Graphic Organizer
o Middle circle=main idea Orbiting circles=details

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

o

Have paper passer hand out the organizers to the students.

5 min

*Modeling
 Model the first of seven passages for the “Camouflage Walk-About”
o Have students follow along and copy the example into the organizer.

10
min

*Guided Practice
o Dismiss the 6 students on lower reading levels to get an iPad and QR code
sheet
o Release the other students to begin the Camoflauge Walk-About by
reading the passages taped to the walls
*Closure
 Closing Question “What is the difference between the main idea and theme?”

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
 Whole class and partner discussion
 Accomadations: iPads
Classroom Management Issues (optional)

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

In the future, I would test out the QR codes with multiple iPads to ensure their functionality.

*Denotes Madeline Hunter lesson plan elements.

Intern Signature

Cooperating Teacher Signature

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Date