MSP

Daily Lesson Plan Template

Intended for use across MS Pathway Credential Program Courses.

Candidate Name: Riley Duff Date/Time: September 8, 2021 12:00pm

Grade Level: 3 Content Area: Language Arts Estimated Lesson Length: 30 minutes
Setting (choose one): ( ) whole class ( X) small group ( ) Individual
Co-Taught Lesson: ( ) yes ( ) no Co-Taught Strategy Used (if applicable): ______________________________

MAIN CONCEPT/BIG IDEA (Essential understanding you expect students to retain as a result of this
lesson.)
From this lesson, students will retain an understanding of the role of key details that
contribute to a main idea in literature that they read. Students will use their ability to recall
the events in a piece of text to support their comprehension of the text.
RATIONALE (Why is this concept and/or skill important for students to learn/be able to do?)
Recalling the key details in a story is essential to a student’s reading comprehension.
Understanding how to identify key details in a story that has many details guides students to
seeing what the main idea of a text is, an important part of understanding why we read what
we read and why the author writes.
STANDARDS (Use this link to access the Standards across all content areas. Include a content
standard and an ELD standard.)
CA Common Core State Standard: Recount stories, including fables, folktales, and myths from
diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed
through key details in the text.
ELD Standard: Contribute to class, group, and partner discussions, including sustained dialogue, by
following turn-taking rules, asking relevant questions, afUirming others, adding relevant
information, building on responses, and providing useful feedback.
OBJECTIVE/S (Students will be able to ……What will students do to demonstrate achievement of
content?) Webb’s Depth of Knowledge Resource Page
Students will be able to identify three key details from the story we read aloud and write a
sentence describing each one. They will be able to collaborate and discuss ideas about what
the main idea of the text is. Individually, they will write one sentence describing the main
idea of the story.
ASSESSMENTS (How will you know students met the learning objective? How will you assess student
learning during the instructional sequence? How will students self-assess?)
Summative: Students will be asked to write sentences in their own words correctly describing the
details and main idea on a three-tab foldable.
Formative: Students will be asked to identify important details from unimportant details in the
story while it is read aloud. They will participate in a discussion about what the main idea of the
story is.
Student Self-Assessment (if applicable to this lesson):
ACADEMIC LANGUAGE DEMAND (A brief narrative that visualizes how students will participate in
this lesson. What are students being asked to do in this lesson, and how are they using language to
accomplish that? How will students collaborate for meaningful interaction, interpret and/or spoken
text, and produce evidence of their learning? Consider all domains of language: reading, writing,
listening, and speaking.)
Reading: Students will be asked to read a story that that have previously read once before. They
will participate in a group read aloud and reference the text individually to complete the activity.
Writing: Students will write complete sentences describing details of the story and the main idea.
Listening: Students will listen to their classmates ideas about why certain events are important
and about what the main idea of the story could be.
Speaking: Students will share ideas aloud.
CONTENT VOCABULARY (List the key vocabulary and/or phrases students need to understand in
order to have access to the content.)
Genre: The type of text.
Setting: Where a story takes place.
Characters: The people/ animals that the story is about.
Detail: Something that happens in a story that drives the plot.
Main idea: The message that the author is writing about.
STRATEGIES/TECHNIQUES TO SUPPORT ACADEMIC LANGUAGE DEVELOPMENT (Given the
identiUied academic language demands, how is this lesson being adapted? How is it being scaffolded
for the targeted language proUiciency level of your students? List strategies for supporting students’
use of academic language such as word walls, sentence frames, realia, pictures, go kinetic, choral
response, etc.)
-Students will have access to the text and their word reference books to check spelling.
-This lesson will be scaffolded with sentence frames.
-The teacher will review challenging vocabulary when it comes up in the story and encourage
students to practice the vocabulary verbally.
-The teacher will model reading aloud and invite students to read aloud.
LEARNER ASSETS and FUNDS OF KNOWLEDGE (What assets do students bring to the classroom,
e.g., diversity of thought, culture, and traits? What cognitive and cultural resources do students bring
to the classroom? How can these be used to develop skill and/or concept development in this lesson?)
Funds of Knowledge Resource Page
The students in this class bring diverse literary and worldly knowledge. Students have
interests in reading a variety of genres, including fantasy. Students have experience in
gathering information from different forms of media. Some students cultural backgrounds
emphasize story telling and retelling of fables like the one referenced in this story. Some
students in this group have vocabulary strengths to support one another.
STRATEGIES FOR ENGLISH LANGUAGE LEARNERS (Which SDAIE strategies will you use? Include
mention of resources, materials, and/or use of educational technology.) Teaching Strategies for
English Language Learners)
-A low stress environment will be established at the beginning of the lesson.
-Students will be given the opportunity to collaborate before giving their answers.
-Information will be presented both auditory and visually.
-Students can show their knowledge in ways other than writing.
STRATEGIES FOR STUDENTS WITH SPECIAL NEEDS (List accommodations and/or modiUications
speciUied in IEPs, 504 Plans, etc. Include mention of resources, materials, and/or use of educational
technology.)
I will monitor student attention and energy level and allow stretch/ breathing breaks if necessary.
Students with trouble sitting still will be aloud to stand at their desks. If students are struggling,
they may work quietly in partners to complete the activity.
TASK ANALYSIS (What should students already know and/or be able to do BEFORE engaging in this
lesson?)
What students should already know and/or be able to do. What misunderstandings or alternate conceptions do you
expect students might have?
Students should be able to read a short story Students may rely on what the text explicitly
both silently to themselves and aloud in a says to summarize events instead of using
group. Students should know how to their own words. Students may have a hard
summarize the events of a story in their own time differentiating key details from
words. Students should be able to collaborate unimportant ones.
with each other in a respectful and positive
manner. Students should know what a detail
in a story is.
INSTRUCTIONAL SEQUENCE: (The components in the instructional sequence should be written as
explicitly described steps that clearly communicate the actions taken. Anyone reading through the
steps in the instructional sequence, such as a substitute teacher, should be able to execute the lesson
smoothly, including facilitating the transitions between components and applying formative
assessments. The instructional sequence should align to a direct or indirect instruction format and
may be speciUic to the content area selected for the lesson. Consider UDL in the planning of the
instructional sequence.)
Introduction: (How will you introduce the objective and rationale of your lesson? How will you
“hook” them?)
What is the teacher doing? What questions are being asked? What are the students doing? Considerations: learning
What strategies are being applied? activities, use of educational technology, instructional
strategies, academic language development,
I will ask students to open their books to the accommodations, modiUications, UDL, grouping, etc.)
story that we will be reading. As a group, we
will pre-read the story by looking at pictures. Students will look through the pictures of the
I will ask students to answer questions about story we will be reading and share
genre, characters, setting, theme, main idea, observations. They will answer questions
etc. about genre, setting, and characters. They
will answer these questions individually by
I will introduce the topic of key details and thinking quietly to themselves and raising
main idea. I will relate this information to their hands when they want to share ideas.
stories that the students are familiar with.
UDL 3.1 Students will listen to my de[initions of key
concepts that the lesson focuses on. They will
raise their hand to ask questions or share
comments. Students can draw connections to
life experiences or literature they have read.
UDL 7.2
Lesson Sequence: (How will you engage prior learning? How will you demonstrate or model skills,
strategies, or required understanding? What group and/or individual practice might be embedded?
How might students explore the topic, make sense of observations, and apply knowledge to other
situations? How will you check for understanding/formatively assess throughout the sequence? How
might students self-assess?)
What is the teacher doing? What questions are being asked? What are the students doing? Considerations: learning
What strategies are being applied? activities, use of educational technology, instructional
I will explain to students that as I read the strategies, academic language development,
story, I want them to pay careful attention the accommodations, modiUications, UDL, grouping, etc.)
details of the story. I will de[ine what
important details are.

I will explain to students that they will be

participating in an activity that asks them to
identify key details so they prepare
themselves before we read.

I will begin reading aloud.

I will pause the reading when we come to a Students will volunteer to take turns reading
vocabulary term to ask for a student to de[ine paragraphs aloud. They will raise their hands
it. UDL 2.1 to ask questions and share ideas as we read.

I will pause the reading at different key

details to model how to restate them in my
own words. UDL 3.2 Students will turn they attention to me when
I pause the reading to clarify and model.
When we are [inished reading the story, I will
hand each student a prepared blank three-
tab foldable. I will ask them to recall details
from the story. We will make a list of
important details as a group.

Students will individually choose the three

details that they think are most important Students will write key details from the
from the list we make together and write master list on their three-tab foldable.
them on each of the tabs. Students will work individually on this task.

I will monitor students as they work

individually. I will pace students to assure
that they all complete the task in about the
same amount of time. I will check for
correctness as a way for formatively
assessing students.

Next, we will discuss the concept of main Students will think individually and with
idea. I will provide examples. I will ask partners about what the main idea of the
students to discuss what they think could be story could be. When asked to share answers,
the main idea with their partners. they will participate in a group discussion.
UDL 8.3
Closure: (How will students revisit and review what they learned during the lesson, such as
paraphrase, whip around, summary paragraph, numbered heads together, sentence frames, the three
W’s of what, why and how, etc.? How might you connect this lesson to a subsequent lesson?)
What is the teacher doing? What questions are being asked? What are the students doing? Considerations: learning
What strategies are being applied? activities, use of educational technology, instructional
strategies, academic language development,
I will ask students to think about how the accommodations, modiUications, UDL, grouping, etc.)
main idea of the story would change if one
key detail was different. We will discuss the Students will answer this question
importance of understanding the key details individually. Students may volunteer their
that contribute to the main idea. answers to the question.

CONTENT EXTENSIONS (How will you challenge students who Uinish early? How will you meet the
needs of students who are identiUied as GATE or need an extra challenge?)
Students who [inish this activity early can draw pictures and symbols to represent the three
key details and the main idea on their three-tab foldable.
CONTENT INTEGRATION (How could you connect your lesson to other content areas?)
This lesson could be adapted for teaching about a main event in history. Students could write
details of the event such as people involved, the setting, etc. on the three tabs and explain the
main event on the inside.
SOURCES (Cite all sources used in planning and implementing this lesson. List sources in APA format.)
August, Diane. McGraw-Hill Reading Wonders: CCSS Reading/Language Arts Program, Grade 3.
McGraw-Hill Education, 2014.
MATERIALS AND SUPPLIES NEEDED
-Individual copies of the story for each student.
-One pre-prepared three-tab foldable for each student
-One pencil for each student
PERSONAL TEACHING FOCUS (List the area(s) you want your university supervisor to focus on
during the observation.)
I would like my supervisor to focus on my ability to help students reach answers without
explicitly telling students what the answers are.