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T&L Instructional Plan Template

(Updated 4/17/15)
(edTPA Aligned)

The information included in this document is to support faculty in teaching about and supporting students with the
T&L (and edTPA) Instructional Plan. While there are many variations of lesson plans, this format meets
departmental requirements and is aligned with the 2014 edTPA as well.

Teacher Candidate: Charli Greene____________________ Date:March 24, 2018______

Cooperating Teacher: Maddelyn Skeen________________ Grade:_7th____________
School District: Pullman School District_________________ School: ___Lincoln Middle School____
University Supervisor: Lori White
Unit/Subject: Central Theme/ Main Idea
Instructional Plan Title/Focus: I WONDER what the main idea is

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose:

SWBAT...Read Wonder in their reading groups and begin to develop an understanding for what the theme or
main idea of the story is. Students will discover what the author was trying to teach/tell them from this book.
In this lesson students will identify the main idea or central theme and provide a written summary of the
book based off of what they read. This lesson will be taught in the middle of a unit. About a month ago, at
the end of class, the students were introduced to Wonder. They were allowed to look at the front cover and
read the back and write down any questions that they might have about the book. For the past month,
students have been reading Wonder in their small groups trying to answer some of the questions they had
from the start of the unit. Tomorrow we will begin a new lesson that includes writing our own short stories
that have a main idea or message.

b. State/National Learning Standards:

● Reading Standard
Determine a theme or central idea of a text and analyze its development over the course of
the text; provide an objective summary of the text.

● Writing Standards
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.

Develop the topic with relevant facts, definitions, concrete details, quotations, or other
information and examples.
Use appropriate transitions to create cohesion and clarify the relationships among ideas and


Provide a concluding statement or section that follows from and supports the information or
explanation presented.

c. Content Objectives and alignment to State Learning Standards:

1. SWBAT… Analyze the story in order to identify the main idea or central theme of the story. ( CCSS.ELA-

2. SWBAT… Write an objective summary of the text that shares the theme using relevant pieces from the text,
appropriate transitions, and includes a concluding statement that supports the information presented.

Language Objectives:
1. SWBAT… Define the main idea of the text that students are reading.

2. SWBAT…. Write a summary using what they have read in their text.

d. Previous Learning Experiences:

Students will have previously learned what components make up a summary as well as what information
from the story is included and what parts are left out. Students will have had the opportunity to read a
different genre of book where they were required to find the main idea/central theme and actively engage in
discussion questions regarding the book they read.

e. Planning for Student Learning Needs:

For this lesson, students will be split into reading groups of various reading levels. Groups will consist of
some advanced readers, some ELL or SPED students, as well as some struggling readers. We chose to create
our groups this way in order to allow our ELL and SPED students the opportunity to work with students who
might have a better understanding and will be able to ask questions when they are struggling. We have also
included struggling readers in our groups in order to have the opportunity to hear what strong reading should
sound like when reading aloud. Students in these groups will be able to converse, collaborate, and ask
questions when needed in order to improve comprehension of the story.

f. Assessment Strategies (Informal or formal) (Formative or Summative)

Content/Language Objectives Assessment Strategies

Content: SWBAT… Analyze the story in Formative: As students finish reading Wonder and begin
order to determine the main idea or central writing their summaries, teacher will walk around the room
theme of the story. (CCSS.ELA- asking students what the main idea or central theme of the
LITERACY.RL.7.2) story is. If students are on target and have a strong
understanding of the main idea, they will get a check by
their name. If students are still struggling to understand the
main idea, teacher will pull them aside later for remediation
and a one on one discussions.

Language: SWBAT… Write an objective Formative: As students begin working on writing their
summary of the text that shares the theme using summary, teacher will walk around the room checking to
relevant pieces from the text, appropriate see if students are on task and writing the summary.
transitions, and includes a concluding Teacher will also ask a few students to read their summary
statement that supports the information aloud to see if they are including all of the parts. If students
presented. (CCSS.ELA-LITERACY.RL.7.2, are meeting the requirements they will get a check mark by
their name.
CCSS.ELA-LITERACY.W.7.2.F) Summative: Students’ summaries will be scored on the
rubric. (See Rubric)

Content: SWBAT...Discover the main idea of Formative: When students write their main ideas and use
the text that they are reading. (CCSS.ELA- evidence from the text to support it, teacher will be walking
LITERACY.RL.7.2) around the room using the checklist to check if each student is
finding a main idea or message.
Summative: Rubric will be used to score students’ main
Language: SWBAT…. Write a summary Formative: Teacher will use the checklist to check off
using what they have read in their text. students as he/she walks around the room and sees that they
(CCSS.ELA-LITERACY.RL.7.2, CCSS.ELA- are writing summaries.
LITERACY.W.7.2, CCSS.ELA-LITERACY.W.7.2.B, Summative: A rubric will be used to score students’

g. Student Voice: Student voice is a term used to describe students expressing their understanding of their own
learning process. For your lesson, respond to the three required components of student voice and identify how
students will reflect and/or communicate on their learning or progress toward meeting the goals. (Use the
following table.)
Student-based evidence to be Description of how students
K-12 students will be able to: collected (things produced by will reflect on their learning.
students: journals, exit slips, self-
assessments, work samples,
projects, papers, etc.)
1. Communicate their learning Exit Slip On the exit slip provided,
targets for the day and share students will write down one
their progress towards reaching of the learning targets from
them. that day and share why they
felt they met the learning
target. Students will also be
able to rate themselves from
1-5 sharing how today’s
activities went. Teacher will
then look at exit slip results
and modify future lesson
plans in the future for students
educational benefit.
2. Monitor their own learning Rubric Before turning in their
progress toward the learning summary, students will be
targets using the rubric provided with a rubric and
provided. will be able to make sure they
have all parts of the rubric
included in their summary.
This rubric will be the same
rubric the teacher uses for
scoring purposes.
3. Explain how to access Classroom Resources: If students need more help on
resources and additional Students will be aware of classroom any given assignment, they
support when needed (and resources and how to access them. will know where they can
how/why those resources will access classroom resources.
help them). Classroom resources will be
available at all times of the
day and will be easily
accessible for students.

h. Grouping of Students for Instruction:

The beginning of the lesson will start with whole group instruction in order to reach each and every student
at one time. Teacher will explain today’s tasks and assign groups to students. While students are reading
Wonder they will be placed into groups of various reading levels in order to allow students to collaborate and
discuss areas that they might be struggling with. This will allow students to discuss what they think the main
idea is and why while hearing other points of view from their peers. When students begin writing their
summary and identifying the main idea, they will be writing independently in a quiet classroom setting.
Students will complete the student voice portion of this lesson independently in order to assess each students
learning progress as an individual rather than a group.

Section 2: Instruction and Engaging Students in Learning

a. Introduction:
To hook the students interest and start our lesson, the students will be asked to discuss with their elbow
partners this question: What is a main idea of a story? This will get the students’ brains thinking about
the lesson that is to come. During this time, teacher will allow students to talk freely as long as they are
staying on topic and will prepare for what is next.

b. Questions:
● What message did you discover as you read Wonder? (Analyze)
● Why do you think the author chose to include these messages? (Evaluate)
● Looking at the messages you each discovered, what do you conclude to be the main idea of the story?
● Why do you think this is the main idea? (Understand)
● Are there other possible main ideas from the story? (Remember/Analyze)

c. Learning Activities:

Learning Steps and Activities Supporting Theories/Principles

(Why are you doing what you are doing?)
1. Teacher will ask students to get out their Students will be able to look back at their text
copies of Wonder. while they are discussing and for when they have
to write their summaries.
Theory: Ausabel and Mayer
2. Teacher will write the introduction question Students will be able to collaborate with their peers
on the board and instruct students to talk with in order to understand the text in a deeper meaning
an elbow partner about their answers. as well as learn from others opinions.
Students must use evidence from the text to Theory: Vygotsky
support their answers.
3. Teacher will model what the students are By modeling, students will be able to see how to
supposed to be doing. Teacher will say “As I look back through the text for specific examples as
read, I noticed that on Halloween Jack Will well as digging deeper into finding the messages in
said hurtful things about Auggie which the story.
resulted in Auggie having hurt feelings. I Theory:Bandura
think the message the author was trying to
tell us was to be kind to everyone and be
mindful of their feelings.” When doing this,
teacher will open the book and find the
specific page where this event happened and
use what the book says to support her
4. Teacher will tell students that they have 5-10 Students will have the opportunity to discuss with
minutes to discuss the question with their their peers and share ideas about what they think a
elbow parter. Teacher will remind students main idea is and possibly what the main idea of
that discussions should stay on topic. At the Wonder might be.
end of the 10 minutes, teacher will signal Theory: Vygotsky
class to turn their attention back to the front
of the room.
5. Once the attention is back onto the front of Students will have the opportunity to share their
the class, the teacher asks the students what ideas that they had thought of in terms of what a
answers that they had concluded to in main idea is within a story.
accordance to the introduction question. Theory: Vygotsky
6. Once students have a strong understanding of By discussing with their peers about the book,
what a main idea is, they will be asked to get Wonder, students will be able to formulate their
into their groups once again and discuss what opinion of what the main idea of this story is.
the main idea of Wonder is. After 10 minutes Theory: Vygotsky
of discussing the main idea of Wonder,
students will return to their desks and write a
short paragraph stating what they think the
main idea of the story is and why using direct
evidence from the text. Teacher will be
walking around the classroom offering
assistance for students that need extra help.
7. After students have decided on what they feel Students will execute what they know about main
the main idea is, they will begin writing their ideas in summary form. They will be able to
summaries. Teacher will remind students express what main idea that they have about the
what parts make up a summary. As students story that they have read.
write, teacher will walk around the room and Theory: Constructivism
monitor student progress. Teacher will be
able to assist students in writing their
8. As students begin finishing their summaries, Same as above
teacher will hand out the rubric to the
students. Students will be able to grade their
own work based on the rubric and make
changes before they turn in a final copy.
Once they have made the necessary changes
to their summaries they will turn in their final
9. After students finish the final copies of their By completing the exit slip, students will be able to
summaries and turn them into the teacher, reflect on their learning and this will be a way for
they will be given an exit slip that they will the teacher to assess student understanding through
complete independently. Once exit slips are gathering materials.
completed, students will be dismissed from Theory:

b. Closure:
To close the lesson, teacher will direct attention to the front of the room and review the learning targets and
review what the class did that day to meet them. We will review what a main idea is as well as what they
main idea of Wonder is. Students will also be asked to review what things make up a summary just as a

c. Independent Practice:
After learning about how to find the main idea in a story, students will be able to use this skills throughout
their reading lives. By reading about these main ideas of stories, they will be able to understand the message
and be able to learn from it as well as use what they learned from books into their everyday lives. Parents
may involve themselves in this instructional plan by encouraging their children to read and to ask what the
books main meaning is and what they can take away from the stories that they engage in.

d. Instructional Materials, Resources, and Technology:

. Whiteboard
. The Book, Wonder
. Pencils
. Paper

e. Acknowledgements: Acknowledge your sources

● CCSS Website
● Wonder by R. J. Palacio

Exit Slip:

Please answer the following questions:

1. Do you feel more comfortable finding the main idea of stories after this lesson? yes/no

2. Write down one of the learning targets from today.

3. How do you think you were able to meet the learning target?

4. Rate how you think the lesson went 1 being bad and five being great.

1 2 3 4 5

Teacher Checklist:

Student Name Main Idea Summary

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10

Student 11

Student 12

Student 13

Student 14

Student 15

Student 16

Student 17

Student 18

Student 19

Student 20

Name:_____________________________________ Date:____________________

Directions: Read each section carefully. Assess your own main idea and summary according to the rubric below.
Circle the description that best explains your main idea. Please use a bright colored writing utensil so that I can
clearly see what you scored yourself. Staple this rubric to your summary when you turn it in!

1 2 3 4

Main Idea No main idea Main idea is stated Main idea is stated Main idea is stated
stated. not in sentence in complete in complete
format and does sentences but no sentences and
not include evidence is student includes
evidence from the included. evidence from the
text text to support
their ideas.

Summary No summary Some main events Main events from All main events
turned in to from the story are the story are stated, from the story are
teacher. stated but some but unorganized. included and follow
important events the same order they
are not included. occurred in the