T&L Instructional Plan Template

(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: Madison Boeck and Madison Miller Date: March 26, 2018
Cooperating Teacher: Barbara Ward Grade: Fourth Grade
University Supervisor: Lori White
Unit/Subject: Reading
Instructional Plan Title/Focus: Reading to find the main idea and details

Section 1: Planning for Instruction and Assessment

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)

The purpose of this lesson is to help students understand how to find the main idea of a
short text, as well as the supporting details while reading. This lesson will help students
learn and understand the importance of reading to comprehend informational text. This
lesson will also teach students to understand that they can find information while reading in
various text types; ranging from textbooks to other students.

This lesson would be taught in the beginning of the year, to help students build on their
basic comprehension skills. The lesson that came prior to this one is understanding the
differences between main ideas and details, and the lesson that will follow is writing that
includes the main ideas and details within their writing.

State/National Learning Standards: Teacher candidates identify relevant grade level

concepts/content and align them to Content Standards—Common Core Standards or
Washington State EALRs, or National.

CCSS.ELA-Literacy.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
CCSS.ELA-Literacy.RI.4.2
Determine the main idea of a text and explain how it is supported by key details; summarize the
text.

Content Objectives (to be copied in Assessment Chart below) and alignment to State
Learning Standards:

1. SWBAT use details found in the text to support what the main topic and supporting
details of a short informational text.

Content Objective:

2. Students will be able to understand the meaning of the details and examples in the text to
determine the main idea.

Aligned standard:CCSS.ELA-Literacy.RI.4.2

Language Objectives:
1. SWBAT… write down the details of the story.
Aligned standard: CCSS.ELA-Literacy.RI.4.1

2. SWBAT... state what a main idea is, and be able to apply it to the story
Aligned standard: CCSS.ELA-Literacy.RI.4.2

Previous Learning Experiences: Teacher candidates should explain what students know
and have learned that is relevant to the current lesson topic and process.

Previous to this lesson, students have learned how to summarize a text, and understand
what details and main ideas are. Students will use this previous information to practice and
grow further in their understanding of the main ideas and details within an informational text.
To get started on this lesson, students will need to use their previous knowledge of these
topics. Summarizing a text is the foundation to this lesson, so students will have mastered
this skill before finding the main idea and supporting details, and understanding the
difference between the two.

Planning for Student Learning Needs (accommodations, student experiences, prior

learning and experiences):

Students who have hard time seeing will have to sit close to the board so that they can see
the teacher model the bubble story organizer. Every student will have their own copy of the
reading passage Magic Glasses. Students who are visually impaired will be able to see the
passage at their own desk.

Students who have a hard time hearing will also have to sit close to the board/ speaker. We
will also seek an interpreter if needed. We will also print out what the teachers are saying
during the lesson so that student can follow along. Students with disabilities or who tend to
work slower than others will receive more time to do their work. Students who are ELL will
be able to ask the teachers for help when needing clarification of a word. We will also
provide picture cues for words that ELL students are unclear about from the reading
passage Magic Glasses

f. Assessment Strategies (Informal or formal) (Formative or Summative)

Content/Language Objectives Assessment Strategies

Content: SWBAT use details found
in the text to support what the main
topic and supporting details of a
short informational text.
Formative: Students will read with a
partner the passage titled The Magic
Glasses. They will then follow the
instructions we have given them and will
find the main idea of the passage and
underline it in the text. Students will then
find five key details from the text that
support the main idea. The students will
write these details down on a piece of
paper provided to them. Students will
highlight these details within the text.
These papers will be collected at the end of
the lesson, the teacher will look over the
students work to make sure they are
understanding the instructions and
understanding how to find the main idea in
a text as well as the supporting details to
that main idea.

Content :Students will be able to Formative: Students on their own will be

understand the meaning of the
details and examples in the text to
determine the main idea.
given a worksheet that has a bubble
organizer. On this worksheet students will
write the main idea they found in the
passage The Magic Glasses in the middle
of the organizer. Students will then write
 the five supporting details they found in the
five bubbles connected to the main idea.

Language: SWBAT state what a Formative: Students will be defining what

main idea is, and be able to apply it the main idea and supporting details in
to the story their exit slip home.

Language: SWBAT write down the
details of the story.
(Add rows as needed)
Formative: Students will be working with
their partners to complete their bubble
organizers and write down the details that
they find from the story, The Magic
Glasses. Students will hopefully have the
entire bubble sheet filled with details from
the story.

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 be collected (things students will reflect on
able to: produced by students: their learning.
journals, exit slips, self-
assessments, work
samples, projects, papers,
etc.)

1. Explain student
learning targets and what
is required to meet them
(including why they are
important to learn).
After the lesson students
worksheets and story
bubble organizer will be
collected. There will also
be an exit slip.
For the exit slip
student will be asked
to write and reflect
about how confident
they feel about finding
the main idea and
details of the story.
 Students will also
define what a main
idea and supporting
details are.

2. Monitor their own
learning progress toward
the learning targets using
the tools provided
(checklists, rubrics, etc.).
Students will turn in their Students will be given
worksheets and the an exit slip to reflect
teacher will monitor their on their understanding
progress by looking between the
through the worksheets to differences of main
make sure students have ideas and details.
found the main idea and
supporting details. The
teacher will also listen to
partner communication to
monitor understanding.

3. Explain how to access
resources and additional
support when needed (and
how/why those resources
will help them).
Students will turn in the
worksheets and exit slip and
will have access to the
article to find the main idea.
Students have access
to the article and may
ask questions to the
teacher and their
partner classmate as a
resource.

h. Grouping of Students for Instruction: Describe why, how, and where in

the lesson students will be divided into groups, if applicable (e.g., "why" could be to
support language learners, for reciprocal teaching, and/or to use jigsaw, and "how"
might include random, ability-based, interest, social purposes, etc.). Recognize that
some lessons or parts of a lesson may call for grouped work or individualized work or
both.
Students will be working as a large group, in partner pairs, and individually. Students
will be placed into pairs by their own choosing. Students will work with who they
please because these usually are the people that they feel most comfortable working
with.

Section 2: Instruction and Engaging Students in Learning

 1. Introduction: Teacher candidates identify how they are going to introduce the
concept, skill or task in a way that gains students’ attention and gets them involved
(the lesson “hook”).

“Hello fourth graders, today we are going to be moving on into finding the main idea in a
story. Does anyone know what a main idea is?” -answer “The main idea is the subject of the
story. Does anyone know how to find the main idea in a story?” -answer- “To find the main
idea we look for details within the text that might explain to us what the main idea is. Today I
will be reading to you the book “Stellaluna”. As I read the passage I am going to underline
the main idea. *reads passage and underlines main idea to model to students. “I am then
going to highlight at least five key details that might help me understand the main idea.”
*highlights key details. “Now that i have finished the story i am going to put everything i
have found in this bubble organizer. In the middle i am writing down the main idea form the
story. Then with the five bubbles connected to the big one in the middle i am going to write
the five key details that explained the main idea”

1. 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)
1.) What do you think the main idea is in a story?
2.) What is a detail in a story? Why?
3.) How can you use the text to find the main idea?
4.) Why is the main idea important in a story?
5.) What would happen to a story if there was no main idea or details?

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?)

Example: Transition from introduction Supports multiple means of

by asking students to look at “inputs”
and in pairs, create a list of additional
community assets/contributions
(inputs) for social change diagram.
Circulate around groups to observe
students’ progress.
engagement, and allowing students
to generate their own inputs from
experience; is more culturally
responsive than teacher generated
ideas only.

Transition from the introduction: Within Piaget's Theory of learning

“Alright now that you’ve seen how to find
the main idea in a story, and the supporting
details, I am going to ask each of you to go
back to your desks and work with a partner
to find the main idea of the stories on your
desk. As you will find, the story on your
desks is named The Magic Glasses by
Rebecca White. I would like you and your
partner to read the passage either out loud
or silently and then work together to find
the main idea and supporting details. Once
you finish the passage, come up to my desk
for a bubble sheet to help you and your
partner find the main idea and supporting
details.”
schemas, the theory suggest that people
learn more efficiently by building off of
their initial schema. In the classroom,
this would look like the teacher building
off of student’s prior knowledge and
understanding. Students should be
somewhat familiar with this information
previously, and it is important for the
teacher to be comfortable with the
information presented in each lesson.

Students will be in reading workshop, According to constructivist theory,

working with their partners reading the individuals construct their own
passage. Once students have finished understanding by engaging active
reading the passage, students will work learning.
together to complete the bubble
organization sheet. During this time, the
teacher is roaming around the room
listening to students read to one another,
 watching fluency levels. The teacher will
answer any questions that students may
have during this time.

Transition from assessment: Next students According to Bloom’s theory of

will be given an exit slip to finish up the
lesson. Students will reflect and write on
the exit slip how they feel about finding the
main idea and details within a story.
Students will also define in their own
words what a main idea and supporting
details are within a text. They will reflect
and let the teacher know if they may need
more time and help with the concept.
taxonomic thinking, Blooms six
objectives can be used to different levels
of thinking through assessment. The exit
slip here help the reflective process within
students, while the group work tests the
“explain” level.

(Add rows as needed)

Closure:
To conclude the lesson we will say, “Today we practiced finding the main idea and
supporting details of the text. Give me a silent thumb about how you feel about finding main
ideas and supporting details in the text successfully. *students give a silent thumb*
Okay now I would like each of you to get out a half piece of paper and reflect about
your experience about finding the main idea and supporting details in a text, and how
confident you feel about it on a scale from 1 to 5, and please explain why.”

Students will be completing an exit slip in order to reflect on their experiences and abilities
to find the main idea and supporting details.

Independent Practice:
Students will extend their understanding and experiences from this lesson by reading
another book and finding the main idea and supporting details individually. Students can
use the bubble organizer if needed for help.

Instructional Materials, Resources, and Technology: Attach a copy of ALL materials the
teacher and students will use during the lesson; e.g., handouts, worksheets, multi-media
tools, and any assessment materials utilized.

https://www.education.com/lesson-plan/identifying-character-traits/
 1. Acknowledgements: Acknowledge your sources

https://www.education.com/lesson-plan/reading-to-find-the-main-idea-and-details/

https://www.readworks.org/article/The-Magic-Glasses/f20dbe5f-4469-4b0b-9694-
4369ad97608c#!questionsetsSection:415/answerKey:false/articleTab:content/

http://www.corestandards.org/read-the-standards/