UNT Lesson Plan Template
Pre-service Teacher:
Sarah Shaw
Subject area(s):
E-LAR
Relevant TEKS:
(13) Reading/Comprehension
of Informational
Text/Expository Text. Students
analyze, make inferences and
draw conclusions about
expository text and provide
evidence from text to support
their understanding. Students
are expected to:
(A) identify the details or
facts that support the main
idea
Lesson Objective(s)/Performance Outcomes
SWBAT identify the main idea and supporting details from nonfiction texts and can create a summary using at
least 3 supporting details.
Grade(s): School/Mentor Teacher (if applicable):
3rd Cottonwood Creek Elementary School Commented [1]:
Michelle Stutes
Unit Topic/Theme: Lesson Title:
Main Idea (Nonfiction) Supporting Strider Details
Relevant ELPS: Relevant TX CCRS:
Listening: 2(G) II. Reading A. Locate explicit textual information,
understand the general draw complex inferences, and analyze and
meaning, main points, evaluate the information within and across texts
and important details of of varying lengths:
spoken language ranging
from situations in which 2. Use text features and graphics to form an
topics, language, and overview of informational texts and to determine
contexts are familiar to where to locate information.
unfamiliar. 3. Identify explicit and implicit textual information
Speaking: 3(D) speak including main ideas and authors purpose
using grade-level
content area vocabulary
in context to internalize
new English words and
build academic language
proficiency
Reading: 4(C) develop
basic sight vocabulary,
derive meaning of
environmental print,
and comprehend English
vocabulary and language
structures used
routinely in written
classroom materials.
Writing: 5(B) write using
newly acquired basic
vocabulary and content-
based grade-level
vocabulary.
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Assessment (Description/Criteria)

SW type a summary paragraph (3-4 sentences) about the passage based on the information in their graphic
organizer. The paragraphs will be graded on the following criteria:

Paragraph has 3-4 sentences - 2 points

Paragraph has 2 sentences- 1 point
Paragraph has 1 sentence or is not written in complete sentences- 0 points

Summary contains 3+ details that support the main idea - 2 points

Summary contains 1-2 details that support the main idea -1 point
Summary contains information that does not support the main idea of the text - 0 pts

Materials and Resources

- Water Strider reading passage file:///C:/Users/wjack/Desktop/342NAP_sample.pdf (pg. 11)
- bingo cards
- reading cards
- graphic organizer handout
- ipads
- pencils
- highlighters
- Elmo document camera
- toy spiders
Management of the Instructional Environment
Instructions will be written on the board and provided orally multiple times. Students should ask three peers
if they have a question about what to do next before asking the teacher.
SW be held to classroom expectations raising hands, not interrupting others, giving speakers full attention,
etc.
SW be expected demonstrate appropriate cooperation skills within their teams such as delegating jobs and
giving all members a platform to express their ideas.
TW use the classroom economy as a behavior management strategy. Students who are demonstrating
appropriate behavior can be given bonuses in the form of artificial currency. Students who are not meeting
the classroom expectations will be fined and expected to give any given amount of their earnings to the
teacher.
Technology Integration
- TW use Elmo document camera and computer to display bingo sheet and reading materials
- SW use ipads to post their main idea summary on Schoology

Diversity and Equity (Accommodations, Modifications, Adaptations)

Special Education:
The classroom will be set up to provide students with the least restrictive environment possible by making
walkways clear and placing desks and materials in easily accessible locations.
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Ipads are included in the lesson to ensure that students who require assistive technology receive extra help
(language assistance, struggles with holding a pencil, etc).
Directions and objectives will be written on the board for the students to reference throughout the lesson.
Directions will be repeated as needed.
Additional time/ simplified questions will be given to students who require it.

Language Modifications:
Allow ELLs to use science dictionaries as needed
Introduce content vocabulary using labeled pictures and diagrams
Give instructions orally and in writing
Repeat instructions as needed
Allow ELLs to partner with native English speaker
Make sure concept map and instructions are visible at all times
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Activities/Procedures (Madeline Hunter Direct Instruction Lesson Plan)

Anticipatory Set (List specific statements or activities you will use to focus students on the lesson for the day.
This should activate student knowledge related to the objectives.):

TW call students to the carpet. TW be dressed in all black, from head to toe. TW ask What is that main thing
you notice about me today?Anybody notice anything? (youre wearing all black) Give me some supporting
details to tell me that you know Im wearing all black. (you have a black hat on, youre wearing black shoes.
etc.) TW reveal that she is wearing one item that is not black. Do you notice anything that does not support
the main idea that Ms. Shaw is wearing all black today? (ex: you have a green necklace,etc.). How do you
know that this necklace doesnt support my main idea? (It doesnt match all of the other black items that you
are wearing.

Objective/Purpose (For the student's benefit, explain what students will be able to do by the end of the
lesson and why these objectives are important to accomplish.):

That brings us to our objective for the day. What have we been talking about this week? (Main Idea).
TW read the objectives that are written on the board:

I can identify the main idea and supporting details from what I read and can create a summary using the
supporting details.

Its important for us to know how to be able to find the main idea of a non-fiction text because the main idea
will help us understand what is really important about the text we are reading.

Input (What information is essential for the student to know before beginning and how will this skill be
communicated to students?):

Earlier in the week, the class studied an anchor chart similar to the following and discussed the purpose of
several nonfiction text features:
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Now were going to do a close reading activity. Turn the paper on your desk over and highlight what you
think is important information about water striders.

Using the projector, TW read the article while showing it over the projector. SW follow along with the
teacher.

Guided Practice

Now that we are done reading, we will be answering some text-dependent questions. We will be playing a
game of bingo to help us with this process. TW explain rules of bingo, which are as follows:

- Students will work in table teams

- Teacher will announce what row or column the students should be focusing on.
- Each box as a question based on the text.
- To place a spider maker on a given box, the students must be able to answer the question correctly
and provide the paragraph and sentence number of where in the text they found their answer.
- When the students have placed spider markers on the 3 spaces in a given row or column, they will
shout STRIDERS! and wait for the teacher to check their work.
- TW check work by having team read the question, where they found their answer, and their answer.
- TW fill in answers on her bingo sheet on the projector for the other students to see.

TW walk around the room to monitor, offer assistance, and ask guiding questions whenever needed.

Independent Practice
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Now that weve looked at some supporting details of this text, we can use that information to write a
summary of the main idea.

TW show a three-pronged graphic organizer with the main idea: Water Striders Live On Water. SW fill out the
details with a partner based on their interpretation of what details support that idea.

Closure (What method of review and evaluation will be used to complete the lesson?):

TW call on a few students to share their work. As a summative assessment, the students will upload a picture
of their graphic organizer on schoology and will also type a summary paragraph (3-4 sentences) about the
passage based on the information in their graphic organizer.
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Reflections and Documentation/Evidence of Lesson Effectiveness
Overall, I am quite pleased with how this lesson plan turned out. I was able to try it out on another class
before my observation, which gave me extra time to work out any kinks. I was able to see what didnt work
and adjust accordingly for my next try. I reworded a few of the bingo questions to exclude some of the
extraneous information that only slowed me down the first time. Similarly, I also decided to get rid of the
reading cards, as the students hadnt had much practice with them. I also read more of the passage aloud the
second time, as I found that many of the students in the first class got overwhelmed or distracted during
reading time. I feel that my questioning and time management skills have dramatically improved since my first
observation, as evidenced by my feedback and the fact that I was able to get through the entire lesson in the
45 minute time frame without having to sacrifice anything from the original plan. My behavior management
skills have also improved, which I attribute to my strengthening relationships with the students and further
observation of the way Ms. Stutes handles various behavior scenarios. After looking at the summative
assessment schoology assignments, almost every single one of my students was able to provide supporting
details about a main idea from the text. The few who did not could be easily retaught, as they only had a few
minor mistakes present in their work.