Elements of the Lesson Evidence that Documents the

Elements

I. Standard CCSS.ELA-LITERACY.RI.1.2
Common Core State Standards Identify the main topic and retell
Or Essential Elements key details of a text.

II. Objectives/Targets and I can statements
What am I going to teach?
What will the students be able to do at the
end of the lesson?
What formative assessments are used to
inform instruction?
What challenges might students
encounter?
The students will be able to identify the
main topic and retell key details of a
text.
I can identify the main idea and retell
key details.
Formative assessments used will be:
observing the students retelling the
main idea and key details of the
passage they read with their partner,
the ability of the students to give the
information to fill out a tree map.

III. Lesson Management: Focus and ● Specific Praise

Organization ● Calling attention to positive
What positive strategies, techniques and behaviors
tools will you see? ● Explicit instruction/ conversation
What ideas for on task, active and focused on expectations
student behavior? ● Partner Work
IV. Introduction: Creating Excitement and
Focus for the Lesson Target
What will you do to generate interest?
How will you access prior knowledge?
What will you practice/review?
The teacher will remind students that
we read through the magazine: A
Wampanoag’s Day last week and will
take a couple volunteer shares about
what students may remember learning
from the first read.
V. Input: Setting up the Lesson for Student
Success
Task analysis:
· What information does the learner need?
If needed, how will it be provided?
Webb’s Depth of Knowledge
· Recall/Reproduction
· Skills/Concept
· Strategic Thinking
· Extended Thinking
Accommodations: Differentiating to
meet students’ needs
· Remediation/Intervention
· Extension/enrichment
Methods, Materials and Integrated
Technology
· Instructional techniques
· Engagement strategies
· Materials and Integrated Technology list
Task Analysis
1. The teacher and students will
engage in a conversation about
expectations.
2. The teacher and students will
engage in the anticipatory set.
3. The teacher and students will
read the I can statement.
4. The teacher will revisit the
concept of Main Idea and
supporting details.
5. The teacher will explain the
procedure for partner work and
assign partner work and
passages.
6. The teacher will listen to the
partners and observe their
retellings.
7. The teacher will ask the teams
for the information to fill out the
tree map.
8. The teacher will pass out a
passage about Squanto. The
students will practice filling out a
tree map on their own from the
passage.

DOK Knowledge
Recall/ Reproduction: Identify the
Main Idea and supporting details.
Skills/ Concept: Collect and display
information on a tree map.
Strategic Thinking: Cite evidence from
the reading that supports the main idea.
Extended Thinking: Applies concept of
main idea and supporting details to a
cold read of a similar topic.

Remediation/ Intervention: Lower

reading ability groups will have the
passage read to them by the teacher.
Students will be encouraged to read
aloud any words they do know with the
teacher.
Enrichment/Extension: Highly
motivated students can complete a
thanksgiving word search.

Materials List
● Scholastic Reader A
Wampanoags Day
● Tree Maps
● Word Search
● Pencils
● Squanto Passage
VI. Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
HOW/WHAT (Questioning and Redirecting)
VII. Checking for Understanding
Samples of questions to be asked
Ways in which students will respond and be
engaged
Formative assessment strategies to be
implemented
VII. Guided Practice: We Do
What do the teacher and student do
together?
How will a gradual release of responsibility
be accomplished?
IX. Collaborative (You Do Together) and/or
Independent Practice (You Do)
What practices will be
demonstrated/modeled?
● Use attention grabber to get
students settled to listen quietly.
● Discuss expectations and
introduce the anticipatory set
with teacher want picture.
● Model procedure of retelling
main idea and supporting details
Explain how you know that is the main
idea
Does anyone agree/disagree with that
answer? Tell me why
Formative assessments used will be:
observing the students retelling of main
idea and supporting details with a
partner, treemap as a group, individual
treemaps with Squanto passage.
● Together with the teacher, lower
groups will read the passages.
● As a group, discuss and fill out
tree map after partner work.
● Together with a partner, each
student will tell main idea and
supporting details of a passage.
X. Closure ● Independently, the students will
How will the ‘I can’ statement(s) be read a Squanto passage and
reviewed? identify main idea and
How will students be involved? supporting details on a tree
What connections to future learning will map.
occur?

XI. Assessment The completion of individual tree maps

What evidence supports that the and teacher observations of the partner
objective(s) were met? retellings will serve as evidence that the
What do my students know, understand learning object was met.
and are able to do?
What formative assessments will be used
to inform instruction?
Reflection
How do you know that the ANSWER ON A SEPARATE
objective(s)/target(s) was met? What is your DOCUMENT
evidence?
Based on the data gathered, what will you
do next?
How well did the students perform/respond?
How did students show they
were engaged?
What evidence do you have?
What aspect of the lesson was particularly
challenging for students? What
will you do to help the student(s) who
struggled?
What will you do to extend the learning for
those students who met
target?
Were there any surprises? What would you
do if you taught this lesson
again?

(Edited by Elementary Team, 2014)

Revised July 2016