SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence
Objective
A-B-C-D
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

DETAILS
CK
Kiley Morgan
Language Arts
3rd
45 minutes
R3.A.2.4.1: Identify and/or explain stated or implied
main ideas and relevant supporting details from text.
Note: Items may target specific paragraphs. Items
might ask about information in the text that is most
important or helpful for understanding a particular fact
or idea. Items may require recalling key information
stated in text.
R3.A.2.3.1: Make inferences and/or draw conclusions
based on information from text.
Formal Evaluation
Students picking and writing 2 supporting details on
their own.
Informal Evaluation
Discussion about the main idea and 2 supporting
details with the class.
In pairs, all third graders will take turns reading a text.
In pairs, all third graders will talk about the main idea of
the text.
As a class, all third graders will discuss the main idea of
the text.
As a class, all third graders will talk about 2 supporting
details for the text.
Individually, all third graders will write 2 supporting
details for the text.

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
The teacher will ask the students what a main idea of a
text is.
Hook/Lead-In/Anticipatory Set
The teacher will tell the students what a main idea is
and ask them about some main ideas they have
discussed and read about previously.
Explicit
Big Idea Statement
Instructions
A main idea is proven through supporting details.
Big Ideas
Essential Questions
What would happen if we didnt have a main idea and
Essential
supporting details?

CK

Questions

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

Materials
(reading,
technology,
equipment,
supplies, etc.)
Closure

Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature

Key Vocabulary
Main idea
Supporting details
Pre-Assessment of Students
The teacher will see who still needs clarification of what
a main idea and supporting details are from the
activating prior knowledge.
Modeling of the Concept
The teacher will tell the students they will read in
partners.
The teacher will ask the students to talk about what the
main idea of the text is.
Transition
The teacher will pick the students who will read together
and tell them to pick a place in the room.
Guiding the Practice
The students will read the text.
The students will discuss the main idea.
Providing the Independent Practice
After discussing the main idea as a class and 2
supporting details as a class, the students will provide 2
supporting details on their own on the graphic organizer.
Adaptations/Accommodations for Students with Special Needs
A student who needs extra attention with reading will
read with the Title 1 teacher or the general education
teacher.
Text book
Graphic organizer
Ziggy (projector)
Summary & Review of the Learning
The students will be asked to share some of the
supporting details they came up with to make sure they
align with the main idea statement.
Homework/Assignments
None
The teacher I was placed with told me what to write my lesson
plan on. I didnt have much wiggle room to make my own plan
except for choosing the graphic organizer. My teacher wanted
to make sure the students would understand the lesson and
make sure it was what they were doing in class.

Teacher
Self-reflection
What
worked?
What would
you
change?