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(Updated 4/17/15)
(edTPA Aligned)
Overview
The information included in this document is to support faculty in teaching about and supporting students with the
T&L (and edTPA) Instructional Plan. While there are many variations of lesson plans, this format meets
departmental requirements and is aligned with the 2014 edTPA as well.
SWBAT...Read Wonder in their reading groups and begin to develop an understanding for what the theme or
main idea of the story is. Students will discover what the author was trying to teach/tell them from this book.
In this lesson students will identify the main idea or central theme and provide a written summary of the
book based off of what they read. This lesson will be taught in the middle of a unit. About a month ago, at
the end of class, the students were introduced to Wonder. They were allowed to look at the front cover and
read the back and write down any questions that they might have about the book. For the past month,
students have been reading Wonder in their small groups trying to answer some of the questions they had
from the start of the unit. Tomorrow we will begin a new lesson that includes writing our own short stories
that have a main idea or message.
● Writing Standards
CCSS.ELA-LITERACY.W.7.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
CCSS.ELA-LITERACY.W.7.2.B
Develop the topic with relevant facts, definitions, concrete details, quotations, or other
information and examples.
CCSS.ELA-LITERACY.W.7.2.C
Use appropriate transitions to create cohesion and clarify the relationships among ideas and
concepts.
CCSS.ELA-LITERACY.W.7.2.F
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Provide a concluding statement or section that follows from and supports the information or
explanation presented.
1. SWBAT… Analyze the story in order to identify the main idea or central theme of the story. ( CCSS.ELA-
LITERACY.RL.7.2)
2. SWBAT… Write an objective summary of the text that shares the theme using relevant pieces from the text,
appropriate transitions, and includes a concluding statement that supports the information presented.
(CCSS.ELA-LITERACY.RL.7.2, CCSS.ELA-LITERACY.W.7.2, CCSS.ELA-LITERACY.W.7.2.B, CCSS.ELA-
LITERACY.W.7.2.C, CCSS.ELA-LITERACY.W.7.2.F)
Language Objectives:
1. SWBAT… Define the main idea of the text that students are reading.
(CCSS.ELA-LITERACY.RL.7.2)
2. SWBAT…. Write a summary using what they have read in their text.
(CCSS.ELA-LITERACY.RL.7.2, CCSS.ELA-LITERACY.W.7.2, CCSS.ELA-LITERACY.W.7.2.B, CCSS.ELA-
LITERACY.W.7.2.C, CCSS.ELA-LITERACY.W.7.2.F)
Language: SWBAT… Write an objective Formative: As students begin working on writing their
summary of the text that shares the theme using summary, teacher will walk around the room checking to
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relevant pieces from the text, appropriate see if students are on task and writing the summary.
transitions, and includes a concluding Teacher will also ask a few students to read their summary
statement that supports the information aloud to see if they are including all of the parts. If students
presented. (CCSS.ELA-LITERACY.RL.7.2, are meeting the requirements they will get a check mark by
CCSS.ELA-LITERACY.W.7.2, CCSS.ELA-
LITERACY.W.7.2.B, CCSS.ELA-LITERACY.W.7.2.C,
their name.
CCSS.ELA-LITERACY.W.7.2.F) Summative: Students’ summaries will be scored on the
rubric. (See Rubric)
Content: SWBAT...Discover the main idea of Formative: When students write their main ideas and use
the text that they are reading. (CCSS.ELA- evidence from the text to support it, teacher will be walking
LITERACY.RL.7.2) around the room using the checklist to check if each student is
finding a main idea or message.
Summative: Rubric will be used to score students’ main
ideas.
Language: SWBAT…. Write a summary Formative: Teacher will use the checklist to check off
using what they have read in their text. students as he/she walks around the room and sees that they
(CCSS.ELA-LITERACY.RL.7.2, CCSS.ELA- are writing summaries.
LITERACY.W.7.2, CCSS.ELA-LITERACY.W.7.2.B, Summative: A rubric will be used to score students’
CCSS.ELA-LITERACY.W.7.2.C, CCSS.ELA-
LITERACY.W.7.2.F)
summaries.
g. Student Voice: Student voice is a term used to describe students expressing their understanding of their own
learning process. For your lesson, respond to the three required components of student voice and identify how
students will reflect and/or communicate on their learning or progress toward meeting the goals. (Use the
following table.)
Student-based evidence to be Description of how students
K-12 students will be able to: collected (things produced by will reflect on their learning.
students: journals, exit slips, self-
assessments, work samples,
projects, papers, etc.)
1. Communicate their learning Exit Slip On the exit slip provided,
targets for the day and share students will write down one
their progress towards reaching of the learning targets from
them. that day and share why they
felt they met the learning
target. Students will also be
able to rate themselves from
1-5 sharing how today’s
activities went. Teacher will
then look at exit slip results
and modify future lesson
plans in the future for students
educational benefit.
2. Monitor their own learning Rubric Before turning in their
progress toward the learning summary, students will be
targets using the rubric provided with a rubric and
provided. will be able to make sure they
have all parts of the rubric
included in their summary.
This rubric will be the same
rubric the teacher uses for
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scoring purposes.
3. Explain how to access Classroom Resources: If students need more help on
resources and additional Students will be aware of classroom any given assignment, they
support when needed (and resources and how to access them. will know where they can
how/why those resources will access classroom resources.
help them). Classroom resources will be
available at all times of the
day and will be easily
accessible for students.
a. Introduction:
To hook the students interest and start our lesson, the students will be asked to discuss with their elbow
partners this question: What is a main idea of a story? This will get the students’ brains thinking about
the lesson that is to come. During this time, teacher will allow students to talk freely as long as they are
staying on topic and will prepare for what is next.
b. Questions:
● What message did you discover as you read Wonder? (Analyze)
● Why do you think the author chose to include these messages? (Evaluate)
● Looking at the messages you each discovered, what do you conclude to be the main idea of the story?
(Evaluate)
● Why do you think this is the main idea? (Understand)
● Are there other possible main ideas from the story? (Remember/Analyze)
c. Learning Activities:
b. Closure:
To close the lesson, teacher will direct attention to the front of the room and review the learning targets and
review what the class did that day to meet them. We will review what a main idea is as well as what they
main idea of Wonder is. Students will also be asked to review what things make up a summary just as a
refresher.
c. Independent Practice:
After learning about how to find the main idea in a story, students will be able to use this skills throughout
their reading lives. By reading about these main ideas of stories, they will be able to understand the message
and be able to learn from it as well as use what they learned from books into their everyday lives. Parents
may involve themselves in this instructional plan by encouraging their children to read and to ask what the
books main meaning is and what they can take away from the stories that they engage in.
. Whiteboard
. The Book, Wonder
. Pencils
. Paper
Exit Slip:
1. Do you feel more comfortable finding the main idea of stories after this lesson? yes/no
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2. Write down one of the learning targets from today.
3. How do you think you were able to meet the learning target?
4. Rate how you think the lesson went 1 being bad and five being great.
1 2 3 4 5
Teacher Checklist:
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
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Name:_____________________________________ Date:____________________
Directions: Read each section carefully. Assess your own main idea and summary according to the rubric below.
Circle the description that best explains your main idea. Please use a bright colored writing utensil so that I can
clearly see what you scored yourself. Staple this rubric to your summary when you turn it in!
1 2 3 4
Main Idea No main idea Main idea is stated Main idea is stated Main idea is stated
stated. not in sentence in complete in complete
format and does sentences but no sentences and
not include evidence is student includes
evidence from the included. evidence from the
text text to support
their ideas.
Summary No summary Some main events Main events from All main events
turned in to from the story are the story are stated, from the story are
teacher. stated but some but unorganized. included and follow
important events the same order they
are not included. occurred in the
story.