edTPA Lesson Plan Template

Central Focus:
Subject: Literacy
Students will be able to correctly state two or more main
ideas from a text with supporting details.
Essential Standard/Common Core Objective:
CCSS.ELA-LITERACY.RI.5.2
Determine two or more main ideas of a text and
explain how they are supported by key details;
summarize the text.
Daily Lesson Objective:

Date submitted:

Date taught:

Performance- Students will be able to correctly state two or more main ideas of a text and support their claims
with key details from the text.
Conditions- Students are able to use their TIME For Kids A Day On Mars Edition 5-6 October 21 2016 Vol. 7
No. 6 magazine.
Criteria Students are expected to receive 7 out of 9 possible points available on their Independent practice
activity.
21st Century Skills:

Academic Language Demand (Language Function and

Vocabulary):

CRITICAL THINKING AND PROBLEM

SOLVING
Make Judgments and Decisions: Interpret
information and draw conclusions based on the best
analysis

1. Justify and persuade- Students will justify their

opinions on the main idea of a text by using key
details from the text to support their claims.
2. Analyze- Student will analyze the given
information to form their opinions on the main
idea of text.

Prior Knowledge:
Students will need to have prior knowledge of the words: habitat, encountered, engineers, facility, hardship,
achievement, numerous, and psychologist as well as a general understanding of what an astronaut is. Students
will also need to have prior knowledge on how to quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.

Activity
1. Focus and Review

Description
"With a show of hands, how many of you have ever been to Mars? No
one? Not even one of you? Well okay. How many of you would like to
go to Mars if you had the chance? Teacher raises her hand I think
i'd like to go, but I don't know enough about Mars to know for sure. I
do know that you have all been working on finding the main ideas of a

2. Statement of Objective
for Student
10 points

3. Teacher Input
10 points

text and using key details to support your findings.

So today I thought you might be able to help me decide if I should
go to Mars! How are you going to do that, well your going to use the
skills you know in finding the main ideas of the text and using your
supporting details to summarize the information -and- give me your
opinion on if -you- think -I- should go to Mars! Teacher draws on the
board the word Mars with a line under it followed but a vertical line
dividing it into two sections. In one section the teacher will mark
Yes and the other No When were done we'll see which has more
marks. If Yes does, then i'll go. If no does, then I wont.
Teacher tells students to turn to page 4 in their Time for Kids
magazine. Teacher will place the Time for Kids on the projector
opened to page 4. Lets see, I'll read the first section and see what
main idea I come up with. Follow along in your magazine and
highlight every key detail I highlight, okay? Teacher begins to read
the first paragraph on page 4. Teacher paused after reading the word
lava tube and says Lava tube? I wonder what that is. I'm not sure
what it is but I know its important to the text because he took 10
minutes walking just to get to it. So i'm going to highlight it. Teacher
continues to read. Teacher pauses after reading helmeted head and
slides there finger over the pictures, finding landing on one of the two
photos illustrating the helmeted astronaut. Oh okay, so that's what it
looks like Teacher pauses after reading the word basin and points to
the Power words definition on the side to read aloud the definition
listed for basin. Teacher asks the class Who would like to read the
definition of the word basin for me? After a student reads the
definition the teacher says A depression, hm, so.. maybe like a dip in
the ground like a hole? Teacher restarts the sentence containing the
word basin. At the end of the sentence the teacher expresses
enthusiasm on how large this basin must be. Wow, thats really really
big. That sounds like a pretty big detail to me. Teacher highlights the
portion of the sentence which contains basin about four stories deep
and atleast as wide across. Teacher continues to read and stops after
reading geological drain Teacher says Geological drain? I wonder
what's down there, he makes it sound so dangerous. This detail sounds
important. Teacher highlights the words I could tumble straight
down the geological drain. Teacher continues to read and stops after
reading In Hawaii Teacher says with expression Oh I get it now,
well that makes sense. He was talking about lava and a volcano. That
must've been what he was talking about when he said basin; and the
geological drain was the like falling in the lava. Yikes! Teacher
finishes reading final sentence. Now that I have my key details from
the paragraph I can try to figure out the main idea. Lets see Teacher
points to each highlighted portion and recalls each idea behind that
portion Well, I see that all the details I have highlighted are all about
the volcano that the man visited. He describes how big it is, and
dangerous it is. Hmm, so I could say that the main idea of this
paragraph is about the volcano that the man visited. And I know he
isn't talking about just any volcano because he names it for us, and its

the one he visited. This doesn't sound very safe to me. Maybe going to
Mars is a bad idea. Teacher marks one line under No in her chart.

4. Guided Practice
10 points

5. Independent Practice

6. Assessment Methods of
all objectives/skills:

Let's see what else we find out. Maybe i'll change my mind about
going to Mars. Each of you will now get to pair up with a partner.
Together I was you both to highlight the key details of the next section
in this article and come up with the main ideas. Remember you need
to use your key details to support your findings. I expect all of you to
work together. After a few minutes we will share our ideas together.
Teacher walks around the room and monitors students to make sure
they are on task, understand what is being asked of them, and are
highlighting key details from the proper section of their article. The
teacher will assist any students who need further explanation.
The teacher will then ask the students who would like to volunteer to
state what they feel is the main idea of the section of reading, asking
them to give at least 1 key detail from the text they used to support
their claim and follow up with a question as to if they think this
should be a reason for me to go to Mars or not. The teacher will then
ask if anyone else has a different idea. If no one answers the teacher
will mark the Mars chart depending on if the group believes visiting
Mars is a good or bad idea. If multiple groups voice their opinion on
whether they believe visiting Mars is a good or bad idea the teacher
will put it to a vote, and mark the appropriate area on the Mars chart.
If chart is tied between yes and no teacher will say Now we have
one paragraph left. And its important because it will break the tie! Am
I going to Mars? I would like each of you to now work on your own to
read the section The Power of Pretending and highlight the key
details that will help you find the main idea. After you are done, I
would like you to write down what you found on your paper, and
summarize the whole article by telling me whether or not you think I
should go to Mars or not. I would like you to use at least three or
more key details. Teacher will then circulate around the room and
monitor the students to make sure they are on task and understand
what is being asked of them, Along with making sure students are
recording their reasoning on their paper and citing key details from the
text to support their claims and opinions.
Students be assessed with the following rubric and graded on a 10
point scale:
Key details
1 point- 0-1 key detail is given
2 points- 2 key details are given
3 points- 3 or more key details are given.
Opinions
1 point- opinion is given with no supporting details to back it up.
2points- opinion is given with 1-2 key details or the summary as
support.
3 points- opinion is given with all three key details and or the
summary to support it.

Summary
3 points- Summary of article is present and accurate.
2 points- Summary of article is present.
7. Closure

Ask the students Do any of you have a new opinion on whether you
would like to go to Mars or not if you had the chance?

8. Assessment Results of
all objectives/skills:
Targeted Students Modifications/Accommodations
ELL students will be places with a partner who is a
native english speaker as we as any additional
support necessary from the teacher.

Student/Small Group
Modifications/Accommodations
For students who have difficulty during the guided
practice the teacher will revisit the teacher input. If is
is evident that a large portion of the class need
further explaining and practice the teacher will go
back to the teacher input for the class as a whole.

Students who require further assistant will receive

one on one attention during the guided practice and
Independent practice as necessary. Additional
remediation will occur as needed to further
Materials/Technology: TIME For Kids A Day On Mars Edition 5-6 October 21 2016 Vol. 7 No. 6 magazine,
Projector, highlighter, chalkboard or dry erase board.

CT signature: ________________________ Date: ______ US signature: ___________________Date: ____