Student Teaching edTPA Lesson Plan Template

Subject: 4th Grade Reading Central Focus: Main Idea

Essential Standard/Common Core Objective:
CCSS.ELA-LITERACY.RI.4.2
Determine the main idea of a text and explain Date submitted: Date taught: March 12, 2018
how it is supported by key details; summarize
the text.
Daily Lesson Objective:
Performance: “Today was are going to be determining the main idea of a text, and finding details in the text to
support the main idea.”
Conditions: Students will find 3 supporting details independently, and will fill out the given graphic organizer.
Criteria: Students are expected to find at least 2 out of 3 supporting details in the passage for a total of 2 out of
3 possible points.
21st Century Skills: Academic Language Demand:
Communication, Flexibility & Adaptability, Language Function: Analyze
Productivity & Accountability Vocabulary: Main idea, summarize, support.
Discourse: Class discussion, turn and talk
Syntax: Main idea graphic organizer
Prior Knowledge: Main idea, how to summarize, support a main idea.

Activity Description of Activities and Setting Time

We will talk about what a main idea is, and how it is found in a 2
passage. Minutes
- What is a main idea?
1. Focus and Review
- How do you find a main idea of a passage?
I will then talk to the students about the Kudzu plant, and ask if any of
them know what the plant is, and if they have seen it before.
2. Statement of “Today was are going to be determining the main idea of a text, and 10
Objective for Student finding details in the text to support the main idea.” Seconds
I am going to read “The Unstoppable Plant” aloud to the students. They 5
are instructed to follow along as I read. After each paragraph, I will Minutes
stop and call on students to explain what that paragraph was about. I
will also stop and explain vocabulary terms that may be new to them.
3. Teacher Input At the end of the passage, we will discuss as a class what it was about
and what the students learned from reading the passage.
- What was this paragraph about?
- What was this passage about?
- What are some things you learned after reading this passage?
Students will be given a graphic organizer where they have to 5
determine the main idea of the passage, as well as find supporting Minutes
details to prove that main idea. Together, we will determine the main
idea of the passage so all students are finding details to support the
4. Guided Practice
same main idea.
- What was this passage about as a whole?
- How can we turn the summary of this passage into a main idea?
- What do you think the main idea of this passage is?
 Students will find three supporting details for the main idea we came up 5
with as a class. The main idea is “Kudzu is a plant with both positive Minutes
and negative attributes” or something similar. Students have to include
at least one detail to support that Kudzu has positive attributes, and at
least one detail to support that Kudzu has negative attributes since both
5. Independent are included in the main idea. As they are completing the graphic
Practice organizer, I will walk around and ask questions to check for
understanding.
- What is one detail you found that support Kudzu having positive
attributes?
- What is one detail you found that support Kudzu having
negative attributes?
Formal: Students will complete the graphic organizer given to them where they
have to determine the main idea of the passage, then find supporting details to prove
6. Assessment Methods that main idea they chose.
of all objectives/skills: Informal: Students will answer questions and participate in the discussion during
review and guided practice. Students actively engaging and/or participating show
they understand the concept.
I will call on a few students to share with the rest of the class some of 5
the supporting details they found. After a student shares, I will have the Minutes
7. Closure class determine if that detail supported the plant’s positive or negative
factors. I will also have the class raise their hand if they included the
same supporting detail as the one their classmate shared.
All students were correctly able to identify at least 3 supporting details for the main
idea from the passage. Some students went beyond expectations, and wrote
8. Assessment Results
additional details on the back side of the graphic organizer. Students also asked
of all objectives/skills:
questions are were able to answer questions when I asked them. All students in the
class met the expectations, and appeared to enjoy the lesson.
Targeted Students Student/Small Group Modifications/Accommodations
Modifications/Accommodations Early Finishers: Students can find a bonus supporting
ELL: Students can be paired with a student fluent detail.
in both languages to help finish the assignment. Struggling Readers: Students can work in pairs and read
Students could also be given a graphic organizer the passage together.
and passage in their home language.
Autism Spectrum: Students can be given a piece of
paper to cover up the other two details they are not
working on to prevent them from getting
overwhelmed.
Materials/Technology: Graphic organizer, reading passage.
Reflection on lesson:

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______