UMF Unit-Wide Lesson Plan Template

Name: Taylor Burke Program: ELE Course: EDU 450

Lesson Topic / Title: Morning Work Pre-Assessment

Lesson Date: 3/25, 3/26 Lesson Length: 30 minutes Grade/Age: Grade 3/Age 8 & 9

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning

Teacher Objectives
Students will be able to determine the main idea and will  This is the pre-assessment to a
be able to describe what the main idea is in an unit on main ide and
informational text. Students will be able to identify details supporting details
that support the main idea and will be able to explain what  My mentor and I noticed that
the supporting details are in and informational text. our students were having
trouble finding the main idea
Student Objectives and supporting details of a text
and this lesson assesses if
1. I can determine and describe what the main idea students have gained that skill.
is in an informational text.  Students haven’t learned
anything yet and this is an
2. I can determine and describe which details assessment that will be used to
support the main idea in an informational text. see what they know.
 These objectives were chosen
because this is the major end
goal that my mentor and I
wanted students to reach.
 These skills are important
because they help students
with overall comprehension of
informational texts.

Content Standard(s) Instructional Decisions / Reasoning

CCSS.ELA-LITERACY.RI.3.2
Determine the main idea of a text; recount the key details CCSS.ELA-LITERACY.RI.3.2
and explain how they support the main idea.  Only determining the main
idea and supporting details
will be addressed in this lesson
because that was one of the
major goals that my mentor
and I wanted students to meet.
 The learning objectives push
students to determine the main
idea and supporting details of a
text which is the part of the

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 standard.
 Only addressing this part of the
standard sets a clear purpose
for the lesson/ assessment.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning

IEPs/504s: IEPs/504s:
No modifications need to be made to the assessments due Student 7 has an IEP for speech, but
to IEPs/504s. there are no assessment modifications
that need to be made in this lesson for
Pre-Assessment him.
Students will read a passage and then they will determine
the main idea and supporting details. Students will then Pre-Assessment
write down the main idea and supporting details on the  This assessment will be used to
worksheet where the spaces are provided. assess what students already
know about the content.
Grading scale for Detective Activity:  Giving no special instructions
There will be 4 places where students will need to record ensures that the assessment
the parts of the text that they have determined. will be easy for students to use
Students will get 2 points for doing that piece and 2more which will make the
points for correctly identifying and describing. assessments more accurate.
 I chose to split up the main
2 points = part attempted idea and supporting details
2 points = correct identification parts because I thought it
would give me a better idea of
I will be splitting up the results for main idea and where students were at with
supporting details which means that a maximum of 4 point each learning goal.
could be received for main idea because there is one space  This will be graded with a
to write the main idea. A maximum of 12 points could be “exceeds” – “not met” scale to
received for the supporting details because there are 3 give me an idea of who
spaces for students to record supporting details. understood the learning
targets and how they met
1.9 or below: Does not meet: Student is not meeting the them.
learning targets. The student either didn’t answer the  I chose to use an “exceeds” –
questions or did so incorrectly. The student didn’t show “not met” scale because the
that they could determine the topic, main idea, 3 concepts in this assessment
supporting details, and 3 clues that help them find the will be assessed in the
main idea. The student isn’t able to determine these parts summative assessment with
of an informational text by themselves yet. the same method.

2-2.9: Partially Meets: Student is showing beginning work Written Feedback:

and is attempting to achieve the learning objectives.  Written feedback will be
Student has answered at least some of the questions and is provided on the complete
somewhat accurate. The student has made attempts to worksheet. The written
determine the topic, main idea, 3 supporting details, and 3 feedback will give praise of
clues that help them find the main idea. The student can strengths and will provide
somewhat determine these parts but is unclear or suggestions for improvement.
somewhat inaccurate.
Possible Written Feedback:
3-3.4: Meets: Student is meeting learning targets. Student  “Trying to use colored pencils
has answered every question and is mostly accurate in or highlighters to highlight

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answers. The student is able to determine the topic, main information may have been
idea, 3 supporting details, and 3 clues that help them find helpful.”
the main idea. The student can mostly correctly identify  “What else was in this detail?
these parts on their own. This is only part of it.”
 “Does this detail support the
3.5-4: Exceeds: Student is meeting the learning targets. main idea that you
The student answered every question and is almost determined?”
always accurate. The student is able to determine the  “How does this detail support
topic, main idea, 3 supporting details, and 3 clues that help the main idea? What might be a
them find the main idea. The student can determine all of better detail to support the
these parts independently. main idea?”
 “It might be helpful to think
Ex. 2 ÷ 1 part = 2 (Partially Meets) about the topic and ask
12 ÷ 3 parts = 4 (Exceeds) yourself ‘what is the text
mostly saying about the topic?”
 “It might be helpful to think of
supporting details in a text like
reasons or evidence in your
opinion writing.”
 “I like your strategy of
underlining the supporting
details.”
 “I appreciate that you tried
your best even though we
haven’t gone over this
concept!”
 “Thank you for working hard. I
know this was challenging to
do by yourself, but you stuck
with it!”
 “Keep working at this! You’ll
get it!”

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning

Teacher Materials Teacher Materials

Portable marker board  The portable marker board
Dry-erase markers and dry-erase markers with be
used to write a to-do list on the
Student Materials board.
Main Idea & Details passage and organizer (Level A)  This is where students get
Main Idea & Details passage and organizer (Level B) directions for morning work
Pencil and this will tell students what
Highlighter* they are working towards.
Colored Pencils*  This is a familiar material for
students, and they use it every
Technology day.
No technology will be used for this lesson.  This to-do list allows students
to be more independent, but
the teacher is still around and
answer any questions and

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 support students.

Student Materials
 The Main Idea & Details
passage and organizer is the
sheet that students will be
reading and completing for the
pre-assessment.
 There are two passages at
different levels. This allows for
student 10 to be independent
with the passage while still
reading the same content.
 Students will be using a pencil
to complete the assignment.
 Highlighters and colored
pencils can also be used for
underlining and highlighting,
but they are not required.

Technology
 No technology will be used
because I want to keep
students’ morning routine a
similar as possible to the way it
usually is. This way the
assessment data is not affected.

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning

Prior to Lesson Prior to Lesson

The teacher will have created the Level B passage and  Being prepared prior to the
organizer. The teacher will have printed them and placed lesson helps the lesson run
them on the students’ desks. The teacher will make syre more smoothly and prevents
student 10 gets the level B text and everyone else will get unnecessary interruptions
the level A text. The teacher will also have the to-do list on during work time. The
the portable marker board. students will get some of their
own materials when instructed
Morning Work which will give them some
Introduction responsibility for their
As students walk in the teacher will greet them. As they learning.
get to their seats the teacher will direct them to the  Having materials ready allows
portable marker board to read their to-do list. The teacher activity to be done
will also let the students know that if they have any independently.
question to just raise their hand and the teacher will be
over. Morning Work
Introduction
Independent Work  Greeting students creates a
Once students sit at their seat, they will read the to-do list welcoming classroom
for their morning work. After they finish recording their environment.
math timing, they will begin completing the main idea &  Having students read a to-do

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details worksheet. list gives them appropriate
The teacher will be completing attendance and lunch responsibility for their
count but will be around to answer student questions and learning.
assist them.  Reading the to-do list for
As students finish, they will pass their completed work morning work is a familiar
into the teacher’s “in” box. If there is still time before math routine for students which
starts, at 9:30, students will have free time to read a book helps them feel more
or use Epic. comfortable with the pre-
assessment.
 Explaining that the teacher will
be available for any questions
that students have encourages
students to ask questions and
feel comfortable doing so.

Independent Work
 Students record their math
timing every morning which is
why it is included in this
lesson.
 Students always have morning
work after their math timing
which is why this is the next
thing that students will do.
 The teacher always completes
attendance and lunch count
during this time. This is not
time consuming which allows
the teacher to be available to
assist students.
 Students will pass their
completed work into the
teachers “in” box so it can be
assessed.
 Students may have free time
and allowing them to read or
use Epic gives them some time
to relax before they start the
day and rewards them for their
hard work on their morning
work.

Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning

modifications, accommodations)

Extensions: Extensions:
- There will be no extensions for this lesson.  No extensions will need to be
-Students will instead have some free time to either read a made because I’m just trying to
book of choice or go on Epic. see what students know.
 Giving students free time and a
Differentiation: choice rewards them for their
-Reading directions and words out loud hard work and shows that

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-Familiar morning work routine reading for fun is valued in the
classroom.
Accommodations:
-Check in with student 3, student 7, and student 10 to see Differentiation:
if directions need to be reread to them during independent  Reading directions and words
work. out loud will help student 10
-Providing a lower leveled reading passage to student 10 who has reading difficulties
-Offering to read the passage to student 10 and will help students like
-Prompting to stay focused student 3 who has told me she
comprehends better by
Modifications: listening.
There are no modifications that need to be made for  The similarity of this morning
students. work routine to the previous
Absent Student morning work allows for
-If a student were absent during this lesson, I would use students, especially student 3
the time during the next morning to get the student caught to stay composed and focused.
up.
-I would have the student complete this pre-assessment Accommodations:
the next day that they were there.  Re-explaining directions and
words to student 3 and student
7 allows them to have more
Technology: time and another way to
No technology is used for this lesson. process information.
 Giving student 10 a lower
Student Choice and Interest: leveled reading passage allows
-Student are able to choose whether or not they use her to access the content
colored pencils or any other strategy to determine the without changing the task.
main idea and supporting details of the text.  Student 10’s reading
-Visual tools like the ice cream cone organizer difficulties impact her
comprehension. Even though I
Misconceptions provided a more leveled text
-There will be no misconceptions addressed in this lesson. for her, offering to read the
passages and directions to her
allows student 10 to access the
content without changing the
assignment.
 Students 3, 6, 8, and 9 have
difficulty staying on task
sometimes. This requires
prompting to encourage them
to keep going. This type of
prompting will also be helpful
for any other student who
needs help staying on task.

Modifications:
There are no modifications that need to
be made for students.

Absent Student
 The morning work time will be
used because students aren’t
learning content during this
time and are practicing skills.

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 This way the review of the
lesson doesn’t take away from
the student learning new
content.
 The student will actually do the
assessment because it will
inform the teacher about what
they know already before the
unit starts.

Technology:
 I have chosen not to use
technology in this lesson
because I don’t want to add
more stimulation to the lesson.
I want to assess students
accurately and I believe adding
technology might be a
distraction or might not assess
the students’ true abilities
because of the added
technology component.

Student Choice and Interest:

 The choice to choose which
strategies to use allows
students to take ownership of
their learning and use the
strategy that works best for
them. This choice also prompts
students to stay engaged with
the activity because they get to
choose how they engage with
the text.
 The choice to underline with
colored pencils creates high
interest for those who learn by
doing. According to my CFA,
30% of my students like to
learn by physically doing
things. This is quite a large
number of students that I could
engage by incorporating a
hands-on activity.
 The visual tools, like the ice
cream cone organizer, creates
high interest for those who
learn visually. According to my
CFA, 70% of my students learn
by watching and through
visuals. With this activity I can
engage these learners and with
their learning style.

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 Misconceptions
 There will be no
misconceptions addressed in
this lesson because I only
assessing students and not
teaching any material.

Field Courses Only – Post lesson

Assessment Data
Student  Unit Pre-Assessment Unit Pre-Assessment
As you can see in this pre-assessment
(SD) (MI)
data, students were all over the place
when it came to proficiency with the 1 M E
learning targets. There was only one
2 PM NM
student reached the meets/exceeds for
both goals. This student is one of the 3 PM E
strongest readers in the class and I will
need to provide plenty of extensions for 4 Special Services Special Services
her in the unit. 5 Special Services Special Services
Only 4 other students met one of the
goals and the rest were partially meeting 6 PM E
or below. This means that students are 7 NM E
starting at very beginning levels of
understanding of the learning targets. 8 PM NM
This means that my lessons in the unit
9 E NM
will have to be scaffolded and begin very
basic, especially for supporting details 10 PM NM
which had mostly partially meets. I think
I’d like to make one of the learning goals about defining what a main idea and supporting detail is.
This would be a basic and appropriate starting point for students based on the assessment data.
Another thing I want to make a learning goal is understanding the relationship between supporting
details and the main idea. I think this is important because understanding this relationship can help
students determine which details are used to support the main idea and which ones aren’t. I noticed
on the assessments that students often gave details, but because they don’t understand the
connections between main ideas and supporting details, they ended up putting down details that
don’t support the main idea.

Reflection
Overall, this assessment went well and told me a lot about what students need in the unit. Students
were able to complete it mostly independently. I did choose to help student 10 write down the rest of
the parts that she identified. I chose to do this because time was running out and this modification
wouldn’t impair the assessment because I wrote exactly what she told me to write. This student
sometimes needs additional time to write, but I didn’t incorporate it into the lesson because she
would’ve had enough time if she arrived at school when she normally does. However, that morning

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she was about 15 minutes late which is why I provided this modification.
One thing that I might change is the wording on the actual activity. It says “key details” instead of
“supporting details” which I didn’t really think about until after I assessed students. These are the
same thing, but students may have done a little better because “supporting details” give the clue that
the details support something.
I think this assessment was really informative for me and will be useful as I plan for the lessons in
the rest of the unit. I really need to make sure that I’m starting with basics at the beginning of the unit
to help students appropriately reach the learning goals. Based on this data, I know that I want to
introduce main idea and supporting details in separate lessons. I think this will make the concepts
easier to grasp and chunk it into more manageable parts.

Teaching Standards and Rationale

Standard #6 Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own
growth, to document learner progress, and to guide the teacher’s on-going planning and instruction.

6 (l) Knows how to analyze assessment data to understand patterns and gaps in learning, to guide
planning and instruction, and to provide meaningful feedback to all learners.

The teacher is able to examine assessment data to look at students’ strengths and weaknesses and uses this
data to plan meaningful instruction and feedback for each student.

This lesson proves that I am proficient with the standard 6 under indicator 6 (l). In my assessment data
and reflection portion of my lesson I show that I am able to examine data. I put the data in a table and
described that the data showed that students were mostly starting at beginning levels of understanding. I
used this analysis to inform my next steps of creating the rest of my unit. This data informed me on how I
wanted to begin the unit and what types of learning goals I wanted to include. This made the unit very
student-driven because it was based on student assessment data.

In this lesson, I also show some of the written feedback that I gave my students. This feedback would be
given to individual students based on their assessment and their needs. This feedback is meaningful
because it provides constructive feedback that students can use in later lessons in the unit. It also provides
praise and encouragement for those who struggled on the assignment which will encourage their growth
mindset. These examples in this lesson prove that I am proficient with standard 6 under indicator 6 (l).

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