Revised 7/19/2022 for Fall 2022 Semester

Check here for most updated version [link]

Teacher Candidate Name: Kholood Muhsin School: Salina Elementary______________ Learners’ Age/Grade Level: 3rd Total time needed: 40 mins

Subject/Content Area of Lesson: ___ELA________ Lesson Identifier (title/unit) Important and Unimportant Information

LEARNING OUTCOMES
STANDARDS OUTCOMES ASSESSMENT
What standard(s) am I addressing? At the end of the lesson, what specifically do I How will I measure if outcomes are met? Will I
want learners to be able to do? use formative and/or summative assessment?
RI.3.5 Use text features and search tools (e.g.,  Students will be able to annotate  The teacher will use informal
the text to demonstrate assessment to assess the students’
keywords, sidebars, hyperlinks) to locate understanding of the text. engagement and participation in the
information relevant to a given topic efficiently.  Students will be able to class discussion.
distinguish between important  Students will work on an activity
RI.3.2 Determine the main idea of a text;
and unimportant information in where they identify what
recount the key details and explain how they information is important and what
the text by completing an
information is unimportant. (A
support the main idea. activity. rubric will be used to check the
activity)
INSTRUCTIONAL PRACTICE
INTRODUCTION
How am I motivating and engaging learners by tapping into their strengths, interests, and prior learning and experiences?
10 minutes
The teacher clearly states the teaching point and expectations.
 Review the author’s purpose, do we remember the three author’s purposes for writing that we have discussed?
 Review text features, the teacher will ask students to point out our different text features. Are these text features important? What do
they tell us?

The teacher will write students’ answers on the board.

 Teacher will present a picture on the board of items for a baseball game and students will look for the essential items for a baseball game
 and items that are nice to have at the game but not essential.

INSTRUCTIONAL SEQUENCE
How am I engaging learners in actively constructing deep and meaningful understanding? How do steps align with the identified outcomes?
20 minutes
The teacher will model how to distinguish between important and unimportant information in the text. “So, when we think about what the
authors are trying to tell us in the text, it helps us to figure out what information is important (I need to know this to understand) and interesting
details (this is neat to know, but not essential to my understanding). The teacher will refer back to the baseball game example, what information
is essential to the game (main idea) and what information is nice to have at the game (unimportant information).
 Teacher will model by reading paragraph one and point out the important and unimportant information. The teacher will annotate the
text with “I” for important and “U” for unimportant.
 Students will listen to paragraphs two and three and annotate important and unimportant information independently.
Activity: Students will work on this independently at their desks.
 Students will get a T chart handout with the cut-outs of the last two paragraphs of the text.
 Students will glue the text in the appropriate section of important or unimportant information.
CLOSURE
How am I checking for understanding, summarizing, and synthesizing learning?
10 minutes
The teacher will review the answers to the activity with the class.
Students will be given a 321 Reading exit ticket, “Now that we learned about the important information in the text, I want you to tell me what
you have learned.”
 Teacher will hand out exit ticket and students will write 3 things that they learned, 2 words they learned, and 1 question they have.
o Students will be expected to provide the main idea and two supporting important details from the text.
o 2 words they learned and 1 question will be different among the students as expected and they will be no specific answer
required.
MATERIALS & CLASSROOM ENVIRONMENT
How am I purposefully preparing the environment for the group as a whole?
Materials: Teacher laptop, hand-out, “Government for the People” benchmark booklet, hovercam, projector, glue sticks, and pencils.
Students will be at their desks in their assigned groups, the materials will be given to students by the teacher at the appropriate time for use.

STRATEGIES & SUPPORTS FOR INDIVIDUAL LEARNER SUCCESS

How am I ensuring all learners can actively participate in the lesson?
Modifications to content Modifications to process
 Teacher will look for details in the text with students.  Teacher will complete the activity with the students who need
  Frequent informal assessment. support.
Modifications to learning environment Modifications to assessment
 Students can change their working spots for better focus.  Provide different formal assessments to different students and give
them different opportunities to show their understanding.
Individualizing for specific learners
 Provide a translation for the EL students in the classroom as needed.
PROFESSIONAL RESPONSIBILITY (Teacher Reflection, InTASC 9)
 Explain whether each of the lesson outcomes was met. Provide quantitative and/or qualitative evidence from your assessment tool(s) to support
your claims.
I believe my outcomes were met by most students when assessing the activity, and exit tickets, and from my observations about 70% of the class
reached the outcome, and the other 30% have an idea about unimportant and important information but still had a hard time distinguishing
between the two.
 Describe how you will use the data you collected through your assessment tool(s) to inform future lessons. For example, describe what strategies you
will use if many learners did not do as well as expected in one or more of the assessments, or how you will select your next lesson topic based on what
was learned from the collected data.
I know that the students who did not reach the outcomes are my lower students, next time I would use a lower leveled text. The text I used is at grade
level so something that is easier for them to read and follow along with would help. Also, next time I can use a more relatable text to ensure better
engagement from the students.
 Describe the portions/aspects of the lesson that worked well and why.
I think the hands-on activity went well, the students love doing an activity rather than just sitting and listening to me talk. It also gave them an
opportunity to think critically when deciding if the sentence was important or unimportant.
 Describe the portions/aspects of the lesson that did not go as planned and why.
During my modeling some students were disengaged, I did give them a task to do but I think there are many factors to their disengagement. As I
mentioned the text was probably hard and they couldn’t follow along or it was simply boring to them. Providing a relatable text is important for student
engagement.
 Discuss what you would do differently next time to better support learning
Next time, I would ask more open-ended questions to get the students thinking at the beginning of the lesson. As well as slowing down and giving
students an opportunity to think before calling on students who already have their hands up. I would also try to help students connect with the text in
some way.