edTPA Lesson Plan Template

Central Focus: Main Idea

Subject: Reading 1 points

See #1 the ‘What do I need to write’ section of your edTPA

manual.
Essential Standard/Common Core Objective:
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.
1 point

Choose a Common Core State Standards for Date submitted: Date taught: Nov 19, 2019
 ELA/Literacy:
http://www.corestandards.org/ELA-Literacy/
 Math: http://www.corestandards.org/Math/

Or NC Essential Standards:
http://www.ncpublicschools.org/acre/standards/new-
standards/

Daily Lesson Objective: Students will be able to apply the Sketch in Chunks strategy independently with their own
nonfiction text as the source of information with 90% or greater accuracy.

5 points (must have all three parts)

Performance- Students will be able to apply the Sketch in Chunks strategy

The performance describes what the learner (audience) will be able to do after the instruction.
This is the heart of the objective and MUST be measurable AND observable. In addition, these verbs MUST be specific.
Verbs such as know, understand, comprehend, and appreciate are difficult to measure and are therefore not good
choices for objectives.

Conditions- Independently with their own nonfiction text as the source of information
Conditions are the circumstances under which the objectives must be completed.
What will the instructor allow the student to use in order to complete the instruction? What equipment or tools can the
student have access to such as a calculator, map, the book, class notes, etc? Obviously, it would be much more difficult
to make calculations without a calculator than with one.

Criteria— With 90% or greater accuracy

The criteria identify the standard that the learner must meet to reach acceptable performance.
In other words, what degree of accuracy does the learner have to achieve in order that his/her performance be judged
proficient? The degree of accuracy should be related to real-world expectations. Degree of accuracy can be related as a
time limit (in 20 minutes), or a number of correct answers (7 out of 10), or a range of accuracy (90%) or qualitative
standard.

Adapted from: O'Bannon, B. (2002). Planning for instruction: Writing objectives. Retrieved from http://itc.utk.edu/~bobannon/writing_objectives.html
21st Century Skills: Academic Language Demand (Language Function and
 Creativity- Students are expanding their Vocabulary): Determine, main idea, details, support,
creativity skills by drawing the main idea of nonfiction, etc.
each section or paragraph. 2 points
 Media Literacy- Students are able to
understand more about text and how it’s See #4 under the ‘What do I need to write’ section of your
used to convey information. edTPA manual. The verb you select for your Language
1 point Function should be
1. reflective of the expectation within the Essential
Standard/Common Core Objective and must be
Identify ways in which you teach or support students 2. repeated in the teacher input, guided practice,
development of 21st century skills. For additional independent practice, and assessment
information about skills:
http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf ALSO VIEW: http://www.passedtpa.com/tag/academic-
language/
Prior Knowledge: In second grade, students learn to:
CCSS.ELA-LITERACY.RI.2.2: Identify the main topic of a multiparagraph text as well as the focus of specific
paragraphs within the text.

CCSS.ELA-LITERACY.RI.2.6: Identify the main purpose of a text, including what the author wants to answer,
explain, or describe.

Prerequisite skills and concepts are clearly articulated, complete and are correct for the stated lesson objective(s).

Activity Description

The teacher will review what main idea is, why we need to know it, and
provide real life examples of how we use it. The teacher should remind
students of strategies they’ve already learned that help them find main idea,
i.e. the hand method.

In the Anticipatory Set section, you outline what you will say and/or present
to your students before the direct instruction of the lesson begins.
The purpose of the Anticipatory Set is to:
 Provide continuity from previous lessons, if applicable
 Allude to familiar concepts and vocabulary as a reminder and refresher
 Tell the students briefly what the lesson will be about
 Gauge the students' level of collective background knowledge of the
subject to help inform your instruction
 Activate the students' existing knowledge base
 Whet the class's appetite for the subject at hand
 Briefly expose the students to the lesson's objectives and how you will
get them to the end result
To write your Anticipatory Set, consider the following questions:
 How can I involve as many as students as possible, piquing their
1. Focus and Review interests for the subject matter to come?
10 points  How should I inform my students of the lesson's context and objective, in
kid-friendly language?
 What do the students need to know before they can delve into the lesson
plan itself and direct instruction?
Anticipatory Sets are more than just words and discussion with your
students. You can also engage in a brief activity or question-and-answer
session to start the lesson plan off in a participatory and active manner.
Examples:
 Remind the children of animals and plants they have studied earlier in the
year.
 Ask the class to raise their hands to contribute to a discussion of what
they already know about plants. Write a list on the blackboard of the
characteristics they name, while prompting them and offering ideas and
comments as needed. Repeat the process for a discussion of the
properties of animals. Point out major similarities and differences.
 Tell the children that it is important to learn about plants and animals
because we share the earth with them and depend upon each other for
survival.
Lewis, B. (2010). Lesson Plan Step #2 - Anticipatory Sets. Retrieved from
http://k6educators.about.com/od/lessonplanheadquarters/g/anticipatoryset.htm
 I will be able to use the Sketch in Chunks strategy with my own nonfiction
book.

The first component, then, is that the objective is stated. In other words, it
should be communicated explicitly to students, and made public in writing. It
should be visible and written in terms such that the students are able to
2. Statement of Objective articulate what it is they are supposed to be learning. If, after all, they can’t
for Student say exactly what they should be doing in class, how are they to do it?
10 points Clearly-stated objectives, according to Gagne, Briggs, and Wager, give
students students control over their own learning. They take the confusion
out of class activities.

Stowell, R. (2010). Creating Classroom Lesson Objectives That are SMART.Retrieved from
http://www.suite101.com/content/creating-classroom-lesson-objectives-that-are-smart-a237581

During Teacher Input, you are responsible for EXPLICITLY TEACHING the
objective you have selected.

The teacher will show this video: https://www.youtube.com/watch?v=-

2NDdGwpduA that shows a student using the chunking strategy step by
step. They will then use an article of their choice to do a think aloud while
demonstrating how to use this strategy.

Things the teacher may say in the think aloud:

 “Hmm… I think the main idea of that paragraph/section was ___. I’m
going to sketch a picture of it here.”
 “The main idea of that paragraph/section was ____.”
 “I’ve drawn all of the main ideas of my article! Looking at my
pictures, it seems that the main idea of the whole text was ___
because ___.”

Your methods of Direct Instruction could include reading a book, displaying

3. Teacher Input diagrams, showing real-life examples of the subject matter, using props,
discussing relevant characteristics, watching a movie, or other hands-on
10 points
and/or presentational steps directly related to your lesson plan's stated
objective.
When determining your methods of Direct Instruction, consider the following
questions:
 How can I best tap into the various learning modalities (audio, visual,
tactile, kinesthetic, etc.) to meet the learning style preferences of as many
students as possible?
 What materials (books, videos, pneumonic devices, visual aids, props,
etc.) are available to me for this lesson?
 What relevant vocabulary do I need to present to my students during the
lesson?
 What will my students need to learn in order to complete the lesson plan's
objectives and independent practice activities?
 How can I engage my students in the lesson and encourage discussion
and participation?

Lewis, B. (2010). Lesson Plan Step #3 - Direct Instruction. Retrieved from

http://k6educators.about.com/od/lessonplanheadquarters/g/directinstruct.htm
During Guided Practice, your students should have an opportunity to
practice the knowledge/skills you just taught during Teacher Input.with a
gradual release of responsibility.
4. Guided Practice
10 points The teacher will hand out a copy of an article to students. The students or
the teacher will take turns reading. One way to do it is to have students read
and choose the next reader. After every section or paragraph, the teacher
 will stop to ask questions about the main idea and how to represent that in a
drawing.

Questions the teacher may ask:

 What was the main idea of that paragraph/section?
 How can we represent that in a drawing?
 Looking at all of our drawings, what is the main idea of the entire
text?

In the Guided Practice section of your written lesson plan, outline how your
students will demonstrate that they have grasped the skills, concepts, and
modeling that you presented to them in the Direct Instruction portion of the
lesson.
While you circulate the classroom and provide some assistance on a given
activity (worksheet, illustration, experiment, discussion, or other
assignment), the students should be able to perform the task and be held
accountable for the lesson's information.
The Guided Practice activities can be defined as either individual or
cooperative learning.
As a teacher, you should observe the students' level of mastery of the
material in order to inform your future teaching. Additionally, provide focused
support for individuals needing extra help to reach the learning goals.
Correct any mistakes that you observe.
Examples:
 Students will split into pairs to work together on drawing.
 On a piece of paper, students will draw a picture of plants,
incorporating characteristics they learned about in this lesson (listed
on board).
 On the other side of the paper, students will draw a picture of
animals, incorporating characteristics they learned about in this
lesson (listed on board).

Lewis, B. (2010). Lesson Plan Step #4 - Guided Practice. Retrieved from

http://k6educators.about.com/od/lessonplanheadquarters/g/guided_practice.htm
During Independent Practice, your students should have an opportunity to
practice the knowledge/skills you just taught during Teacher Input.

The teacher will instruct students to get out their nonfiction books or articles
or provide them with a book or article to read and use the chunking strategy
by themselves. The teacher should walk around and help students as
needed.

In writing the Independence Practice section of the Lesson Plan, consider

the following questions:
 Based on observations during Guided Practice, what activities will
my students be able to complete on their own?
5. Independent Practice
 How can I provide a new and different context in which the students
10 points can practice their new skills?
 How can I offer Independent Practice on a repeating schedule so
that the learning is not forgotten?
 How can I integrate the learning objectives from this particular
lesson into future projects?
Independent Practice can take the form of a homework assignment or
worksheet, but it is also important to think of other ways for students to
reinforce and practice the given skills.
Get creative. Try to capture the students’ interest and capitalize on specific
enthusiasms for the topic at hand.
Once you receive the work from Independent Practice, you should assess
the results, see where learning may have failed, and use the information you
 gather to inform future teaching. Without this step, the whole lesson may be
for naught.
Examples: Students will complete the Venn Diagram worksheet,
categorizing the six listed characteristics of plants and animals.

Lewis, B. (2010). Lesson Plan Step #6 - Independent Practice. Retrieved from

http://k6educators.about.com/od/lessonplanheadquarters/g/independent_pra.htm
The teacher will provide a short passage to each student and instruct them
to use the chunking strategy to find the main idea. The student must
explicitly state what the main idea of the passage is to receive full points as it
shows understanding. The teacher will check for accuracy of the chunks and
overall main idea.

Learning goals can be assessed through quizzes, tests, independently

performed worksheets, cooperative learning activities, hands-on
experiments, oral discussion, question-and-answer sessions, or other
concrete means.
Most importantly, ensure that the Assessment activity is directly and
explicitly tied to the stated learning objectives.
Once the students have completed the given assessment activity, you must
6. Assessment Methods of take some time to reflect upon the results. If the learning objectives were not
all objectives/skills: adequately achieved, you will need to revisit the lesson in a different
10 points manner.
Student performance informs future lessons and where you will take your
students next.
Examples:
 Quiz
 Test
 Class discussion
 Hands-on experiment
 Worksheet
 Cooperative Learning activities
 Illustrations or Graphic Organizers

Lewis, B. (2010). Lesson Plan Step #8 - Assessment and Follow-Up. Retrieved from
http://k6educators.about.com/od/lessonplanheadquarters/g/lp_assessment.htm
The teacher will reiterate what the chunking strategy is, briefly review how to
use it, as well as when to use it.

The teacher may say things like:

 “Sketching in chunks is a strategy that helps us find the main idea of
a text.”
 “We use it when we need help figuring out the main idea.”
 “To use this strategy, you must first read a paragraph or section.
Then, you draw a picture of the main idea of the selection. Continue
doing this until you have covered the entire article or chapter.
Finally, you use your drawings to help you determine the main idea
7. Closure of the whole article.”
10 points  “Are there any questions?”

Closure is the time when you wrap up a lesson plan and help students
organize the information into a meaningful context in their minds. A brief
summary or overview is often appropriate. Another helpful activity is to
engage students in a quick discussion about what exactly they learned and
what it means to them now.
Look for areas of confusion that you can quickly clear up. Reinforce the most
important points so that the learning is solidified for future lessons.
It is not enough to simply say, "Are there any questions?" in the Closure
section. Similar to the conclusion in a 5-paragraph essay, look for a way to
add some insight and/or context to the lesson.
 Examples:
 Discuss new things that the students learned about plants and
animals.
 Summarize the characteristics of plants and animals and how they
compare and contrast.

Lewis, B. (2010). Lesson Plan Step #5 - Closure. Retrieved from

http://k6educators.about.com/od/lessonplanheadquarters/g/closure.htm

This section is not completed unless the lesson plan has been
implemented.

Students implemented the strategy very well. My clinical teacher even

8. Assessment Results of
all objectives/skills:
10 points
observed this. However, since I only taught the guided and independent
practice, I didn’t actually collect student work. I did check it before they
moved on to the next task. I had to help only a few students before they
went on to the next thing, meaning that most of the class got it on their first
try.
Measure how well students were able to achieve the performance/criteria
from the daily lesson objective.
 What percentage of your students achieved mastery (as outlined in your criteria)?
 Based on student performance, what strengths do students exhibit in regards to the
expected performance (as outlined in the daily lesson objective)?
 For students who did not achieve mastery, what kinds of errors did they make?

Targeted Students Modifications/Accommodations: Student/Small Group

Struggling Readers
4 points
 The text can be differentiated to fit the reading
level of the student. In this case, the text should
be appropriate to the student’s reading ability,
even if they’re on a lower reading level than their
peers.
 The main idea can be given orally.
 Students can be given more time to complete the
activity.
Plan for diverse student needs and indicate how student
needs will be accommodated (varying levels of
instructional intensity, scaffolding, rate of completion, peer
support, output, grouping patterns, time allocation, and/or
skill level). Accommodations are indicated in the plans for
all students who have IEPs, 504 plans or speak English
as a Second Language. Lesson builds in success for
students who have more difficult time learning.
Modifications/Accommodations:
Advanced Readers
4 points
 The text can be differentiated to fit the reading
level of the student. In this case, the text should
be more challenging to make students think
harder about what the main idea is.
 Students must write the main idea of each
paragraph or section as well as the entire
selection.
 Students must write a short paragraph about how
their drawings show the main idea of the entire
selection.
Plan ways in which instruction in the lesson can be
modified to meet the needs of individuals/small groups
who need additional instruction or require remediation in
order to master the objective of the lesson.

Materials/Technology:
1 point

Computer to show video, projector, four different types of text, paper, pencil

In the Required Materials section, consider:

 What items and supplies will be needed by both the instructor and the students in order to accomplish the
stated learning objectives?
 What equipment will I need in order to utilize as many learning modalities as possible? (visual, audio, tactile,
kinesthetic, etc.)
 How can I use materials creatively? What can I borrow from other teachers?
 Keep in mind that modeling and the use of hands-on materials are especially effective in demonstrating concepts and
skills to students. Look for ways to make the learning goals concrete, tangible, and relevant to students.
The Required Materials section will not be presented to students directly, but rather is written for the teacher's own
reference and as a checklist before starting the lesson.

Lewis, B. (2010). Lesson Plan Step #7 - Required Materials and Equipment. Retrieved from
http://k6educators.about.com/od/lessonplanheadquarters/g/reqd_materials.htm

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