Documenti di Didattica
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Documenti di Cultura
(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.
Background Information (When doing the actual edTPA, leave out identifiers)
Teacher Candidate: Rachel Doran & Simon Jongekryg Date: March 26, 2018
Cooperating Teacher: Grade: 4th
School District: Pullman School: Jefferson Elementary
University Supervisor: Lori White
Unit/Subject: Reading and Comprehension
Instructional Plan Title/Focus: Identifying a Theme and Summarizing
a. Instructional Plan Purpose: Teacher candidates explain how this instructional plan
develops students’ conceptual understanding of overall content goals. This is sometimes
also called a “rationale” and includes a “what, why, how” general statement (see also
Central Focus in edTPA)
Students are building on their foundational skills of knowing how to summarize a
piece of writing, while also exploring how to identify the theme. We want students to share
their thoughts on a piece of writing, and be able to tell it in their own words. Understanding
theme is important so students are seeing the main idea, and bigger picture behind that
piece. Using these two skills together will help students to comprehend what they are
reading and make further connections. These skills will help the students in the future to find
the meaning or bigger picture in anything they read or watch. They can use the skills of
identifying theme to help them further understand a hard reading selection that they are
having trouble understanding. Students can use summarizing in all different content areas.
They can summarize a math problem with using the key details from that problem, or in
history to summarize what happened in the 1920’s. Having the fundamental skill of
summarizing can help students to understand any content area in the future. For this lesson
we will read two short stories, one to practice together as a class and one in our reading
groups. We want to practice all together so students see, and understand our expectations
for them. Once we have gone over the expectations, students will have a chance to practice
summarizing and identifying theme with their reading groups. We will come together as a
class at the end to recap, and be sure everyone is on the same page.
Additionally, explain where in a unit this lesson would be taught. What lesson topic came
prior to this one (yesterday) and what related lesson will come after this one (tomorrow)?
This lesson will be taught at the end of the unit of 4 lessons. One lesson each week on our
classroom book. Previously we have focused on identifying main characters, setting, and
events in stories. The students understand these topics, so now that we are approaching
the end of our class book, we want to wrap up and focus on how to summarize and how to
identify a theme. The next lesson we would use the skills practiced today to summarize and
identify the theme of our classroom book. We will finish reading the classroom book, and
use the skills learned today in the next lesson.
CCSS.ELA-LITERACY.RL.4.2
Determine a theme of a story, drama, or poem from details in the text; summarize
the text.
Language Objectives:
1. SWBAT… Understand the concept of “theme” to identify one within a story they’ve read.
Students have a solid understanding about characters, setting, and events in a story.
We have practiced those throughout our classroom book. They can now take those skills
and knowledge to create a good summary of the book. Now that we are approaching the
end of the classroom book, we want to understand where the students are in summarizing
and identifying themes.
SWBAT… Understand the concept Informal: Before the lesson starts students
of “theme” to identify one within a will be asked to write down what they think
story they’ve read. of when they hear the word “theme”. What
do they believe theme means? And how
does theme relate to a piece of writing?
This will be written down on a piece of
paper that they will reference periodically
throughout the lesson and make revisions
to. At the end of the lesson students will
use what they’ve wrote to create an exit
slip discussing how their ideas of theme
have changed.
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 Description of how
K-12 students will be able be collected (things students will reflect on
to: produced by students: their learning.
journals, exit slips, self-
assessments, work
samples, projects, papers,
etc.)
Students will be sitting in their reading groups during this time. For the first part of the
lesson we will all be working together as one big group, then after we set the students
free to work, they can work as a group or individually to get their work done. Working
together promotes collaboration and helps those students who might be confused or
need a push to get started. When students are allowed to bounce ideas off each
other, their learning is a lot better than when it is quiet individual time in a lesson like
this one. Reading groups are broken down into different reading and ability levels so
they are in a more diverse setting.
Good morning readers! As you all may know, we are coming to the end of our
classroom novel. You all have done so well identifying different characters, settings, and
events in our story but today we are going to practice a new skill! Raise your hand if you
know what a summary is? (pause for participation) Student A can you tell me what you think
a summary is? (student might respond with retelling a story) that is great! Does anyone else
have any ideas? (student might respond with retelling, but in your own words) That is
perfect! We are going to be practicing creating a summary later on. But, we have one more
thing to cover. Who knows what a theme is? This can be a little tough. (pause for
participation) calls on student B (student might say understanding a big idea) that’s is a
great thought! So today, we are going to be reading two short stories and practicing using
these skills. Can i have everyone get into their reading groups and we will get rollin!
b. Questions: Questions teacher candidate will ask during the lesson that drive
thinking and learning and engagement (5 or more questions) and in parentheses, indicate
Bloom level and/or question type to ensure that you are posing questions that push critical
thinking and engagement (e.g. Analysis/Divergent)
What is theme?
How does theme relate to reading and literature?
What is summary?
How does summary relate to reading and literature?
Who can identify the theme in this story? Why do you think that is a good theme for this
story?
What key details should be included in a summary so a reader really understands what the
story was about?
1. Learning Activities: Describe what the teacher will do and say and students will
do during the lesson. Write it as a procedural set of steps in the left column of table
below. On the right, refer to a supporting learning theory or principle driving that
activity and/or your rationale for doing what you are doing.
Prompts for right hand column—supporting theories/principles. In the right column, use
references from texts, research/peer reviewed journals, or other learning theories to support
your choice of activities. You might draw from your 301 and/or your methods courses here.
o Connections between students’ own lives, experiences, cultures, interests and the
content.
o Active learning over passive learning (e.g. SCI Learning Experiences ladder—simulation
over verbal)
o Theoretical support for learning activities (e.g. Culturally responsive strategy, or
processing)
o Multiple means of representation for the K-12 students (UDL principle)
o Multiple means of engagement for the K-12 students (UDL principle)
o Multiple means of expression of learning by the K-12 students (UDL principle)
o Accommodations and modifications for students with diverse needs, including those with
disabilities (as stated in their IEPs)
o How the teacher candidate will assess the learning of the students (from table above)
Learning Steps and Activities Supporting Theories/Principles
(Why are you doing what you are
doing?)
1. Closure: Closure is the signal to students that the lesson is now coming to an end.
In closure, teachers review the learning targets (what was taught) for the day and
refocus on what is important.
We did such a great job today readers. You all did wonderful in identifying theme,
and your summaries were spot on. As we wrap up this lesson i want us to take some time to
reflect on how our thoughts have changed from the beginning of this lesson on both theme
and summary. We wrote some of these down but I want us to have a few minutes of quiet
thinking. (wait 2-3 minutes) alright, who can share their thoughts. (call on students to share)
okay! Good thinking readers! Turn in your slip of paper to the inbox and line up for
specialist! Good job today!
1. Independent Practice: Describe how students will extend their experiences with
the content and demonstrate understanding in a new and different context (perhaps
even outside of the classroom). Include possible family interaction (identify at least
one way in which you might involve students’ families in this instructional plan.)
Students can take this information and use it in so many different contexts. Summary
is found in all subject areas, and they are learning how to get to the point rather than just
dragging on and on. When they talk to their family about a book they read, or a movie they
know how to take the main ideas and only talk about the points that will interest the
reader/listener. Theme can also be discussed with family because a lot of stories have
many different themes. Students can use this as a talking point with their families and
demonstrate how much they have learned on the subject. We could send home a
worksheet that requires students to talk to their families about theme and summary and
have them describe the similarities and differences between the parents thoughts and their
own on summary and theme.