Name: Taylor Appel Subject/Content: ELA/Main Idea Grade: 5 Date of Lesson: March 8, 2018

Group Size: Whole Group Supervisor Observation 2

Lesson Content
What Standards (national or
state) relate to this lesson? LAFS.4.RI.1.2: Determine the main idea of a text and explain how it is supported by key details;
(You should include ALL applicable
standards. Rarely do teachers use summarize the text.
just one: they’d never get through
them all.)

LAFS.5. L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words and

phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

 Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the

meaning of a word or phrase.

 Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning

of a word (e.g., photograph, photosynthesis).

Essential Understanding  How can I use key details of a text to find the main idea?
(What is the big idea or essential
question that you want students to  How can I use context clues to identify the meaning of a word I don’t know?
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)

Objectives- What students will

know or be able to do after the  Students will be able to accurately identify the main idea using supporting details from a passage.
instruction – the learning
outcomes  Students will be able to accurately define the meaning of an unknown word by using context clues.
Name: Taylor Appel Subject/Content: ELA/Main Idea Grade: 5 Date of Lesson: March 8, 2018
Group Size: Whole Group Supervisor Observation 2

Content (WHAT students are

learning- look to the standard)
Action (HOW students will show it-
there might be clues in the
standard)
Measure (HOW WELL they need to
do it)
(Note: Degree of mastery does not
need to be a percentage.)

Rationale  I am teaching this objective because the students in my class can always use the extra practice of
Address the following questions:
 Why are you teaching this main idea and identifying the meaning of unknown words using context clues. These are skills that
objective?
 Where does this lesson fit they consistently struggle with.
within a larger plan?
 Why are you teaching it this  This practice will act as a refresher for students in order to keep their main idea skills sharp for
way?
 Why is it important for FSA.
students to learn this concept?
 I am teaching this lesson in this format because it is an interactive way for students to learn what

seems to be a drawn-out skill.

 It is important for students to learn this concept because main idea is extremely important, and

they will be using it for the rest of their lives when reading anything. In addition to main idea,

identifying unknown words is also important because it will allow students to decode hidden

meaning of words they may not know, or especially if the word has more than one meaning.
Name: Taylor Appel Subject/Content: ELA/Main Idea Grade: 5 Date of Lesson: March 8, 2018
Group Size: Whole Group Supervisor Observation 2

Evaluation Plan- How will you  Students will be answers quiz questions, polls, and collaborative boards that I will be able to
know students have mastered
your objectives? monitor and see who is answering what.

Address the following:

 What formative evidence will
you use to document student
learning during this lesson?
 What summative evidence will
you collect, either during this
lesson or in upcoming lessons?

What Content Knowledge is Context knowledge that is necessary for me to know in order to teach this lesson is what a main idea is and
necessary for a teacher to teach
this material? how key details support that. In addition, I think it would be important for me to know the multiple

meanings the words can have so that I can be aware of possible student responses.

What background knowledge is Students need to know:

necessary for a student to
successfully meet these  Main idea
objectives?
 Understand that words can have multiple meanings
 How will you ensure students’
have this previous knowledge?
 Who are your learners?
 What do you know about them?
 What do you know about their
readiness for this content?

What misconceptions might Students might get main ideas and key details mixed.
students have about this content?
Name: Taylor Appel Subject/Content: ELA/Main Idea Grade: 5 Date of Lesson: March 8, 2018
Group Size: Whole Group Supervisor Observation 2

Lesson Implementation
Management & Environment  I will allow students to choose their seats in the computer lab. They usually behave well when
(integrated throughout your
step-by-step plan): doing so.
 How will you arrange
yourself and the students  The students are already fully aware of the rules and procedures in the computer lab.
(location in the classroom,
seating)?  I will have high expectations for my students such as, behaving appropriately, being respectful and
 What processes &
procedures will you use? following all computer lab procedures.
How and when will you
communicate those to  I will use the normal classroom strategies to address any behavioral issues such as giving out
students?
 What expectations will you checks in their PAWS folders.
have for the students? How
and when will you
communicate those to
students?
 What strategies will you use
if students do not meet your
expectations? Are there
specific students who
require a more extensive
management plan? What
will that consist of?

Step-by-Step Plan 1. Once in the computer lab, I will instruct students to sign on using their student login. I will walk
(What exactly do you plan to do in
teaching this lesson? Be thorough. around the lab to make sure all students are doing so.
Act as if you needed a substitute to
carry out the lesson for you.)

Where applicable, be sure to

address the following:
Name: Taylor Appel Subject/Content: ELA/Main Idea Grade: 5 Date of Lesson: March 8, 2018
Group Size: Whole Group Supervisor Observation 2

 What Higher Order Thinking 2. Once a majority of the students have signed on, I will write on the board that they are to go to
(H.O.T.) questions will you ask?
 How will materials be nearpod.com and use this code to sign on. They will then type in their name and wait for further
distributed?
 Who will work together in instructions.
groups and how will you
determine the grouping? 3. Once students are all signed onto nearpod, I will then begin the lesson. Since the students are
 How will students transition
between activities? always going to be on the same page that I am on, it will be easy for me to walk around the
 What will you as the teacher do?
 What will the students do? classroom and monitor their focus and engagement.
 What student data will be
collected during each phase? 4. The first slide on nearpod explicitly states the objective for the day. This is where I will tell
 What are other adults in the
room doing? How are they students what the objective is and what we will be learning and why.
supporting students’ learning?
 What model of co-teaching are 5. The next slide is a collaborative board that students will turn and talk with their neighbor about
you using?
what main idea is and they will post their responses. I will inform students that their post should

be on task because I can see who is posting what.

6. After the main idea collaborative board, I have a brainpop video that talks about main idea.

7. From there, I have included short passages for students to read then questions and post boards

that follow along to test their main idea skills. I also have videos that they are going to watch that

they can identify the main idea of.

8. After the nearpod presentation, I will wrap up the lesson and escort students back to the

classroom.

What will you do if… …a student struggles with the content?

Name: Taylor Appel Subject/Content: ELA/Main Idea Grade: 5 Date of Lesson: March 8, 2018
Group Size: Whole Group Supervisor Observation 2

If a student is struggling with the content, I will be able to work alongside them and assist if needed.

What will you do if… …a student masters the content quickly?

If a student masters the content quickly, I could ask them an extension question that they could also post

to a discussion board.

Meeting your students’ needs as If applicable, how does this lesson connect to/reflect the local community?

people and as learners N/a

How will you differentiate instruction for students who need additional challenge during this

lesson (enrichment)?

Enrichment that I could add to this activity would be enrichment questions that they could add to a

discussion board question. In addition, if it isn’t a discussion board question I could just ask the student

myself.

How will you differentiate instruction for students who need additional language support?

I do not have any students in my class that need additional language support, but if a student needs

clarification on something I will explain it in terms that they can better understand.

Accommodations (If needed) E.B- The technology is an accommodation itself because this student struggles to write legibly.
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
Name: Taylor Appel Subject/Content: ELA/Main Idea Grade: 5 Date of Lesson: March 8, 2018
Group Size: Whole Group Supervisor Observation 2

implement for these unique

learners.)

Materials Computer lab- I chose the computer lab because this is an interactive technology lesson and every student
(What materials will you use? Why
did you choose these materials? needs access to a computer and headphones.
Include any resources you used.
This can also include people!)