Lesson Plan for Observation

Name: Jaclyn Dolan School: Oneco Elementary School

Grade/Subject: 5th Grade ELA
Common Core Standards:
LAFS.5.RI.1.2: Determine two or
more main ideas of a text and explain
how they are supported by key details;
summarize the text.
LAFS.5.SL.1.1: Engage effectively in
a range of collaborative discussions
(one-on-one, in groups, and teacher-
led) with diverse partners on grade 5
topics and texts, building on others
ideas and expressing their own clearly.
LAFS.5.RI.1.3: Explain the
relationships or interactions between
two or more individuals, events, ideas,
or concepts in a historical, scientific, or
technical text based on specific
information in the text.
Date: 2/14/16
Overall Unit Goal and Placement of the
Lesson within the Broader Curriculum:
The students will use a variety of reading and
thinking strategies, including determining main
idea and supporting main idea with key details, to
understand a text. Students have been given
prior instruction on identifying main idea and key
details with a tree map thinking map. Instruction
on main idea and key details came after reading
and coding the text. In the lessons to follow
students will compare and contrast the overall
structure of events, ideas, concepts and
information in two or more texts. Students will
explain how an author's point of view affects the
development of text, including the connections of
ideas, reasons, and evidence used to support
points. By the end of the unit students will
compare and contrast, using details, reasons, and
evidence, how different authors provide varying
accounts of the same topic.

Objective: Essential Question:

By the end of the lesson, the students How can you use a thinking map to identify
will be able to identify main idea and the main idea and key details in informational
supportive key details in an text?
informational text using a tree map.
Materials for Lesson: Resources Used:
Manateeschools.net
Newsela
Informational text set Yardsticks: Children in the Classroom by
Readers Response notebook Chip Wood
Anchor Chart McDonald, Randlett
Student data
Fsaassessments.org

Learner Background:
The students in this class have a wide range of abilities. There are five students
with IEPs for specific learning disabilities related to reading and/or speech and
language. Two student are classified as gifted. Seven students are ELL (Spanish) and
are at various stages of language acquisition. Based on the Standards Mastery
assessment of main idea and key details one student scored 100% mastery, three
students scored between 97-80% mastery and seventeen students demonstrated a
lack of knowledge related to identifying key details and main idea.
Additionally, the current Manatee County Schools curriculum map for ELA states
that fifth grade students should currently be learning about informational text
structure and authors point of view during their reading instruction. However, in
order for students to identify text structure they must first identify the main idea and
key details in a text.
Assessment Evidence:
Formative Assessment:
Observations of the conversations taking place while the students turn and talk
with their partners.
The students reading response notebooks will be reviewed as a quick check to
determine who might need support while working independently.
The students reading response notebooks from the independent portion of the
lesson will be collected for review.
Formative assessments will be used to determine if more instruction will be
needed about determining main idea and identifying key details or whether the
students are ready to move on to text structure

Summative Assessment:
Wonders Weekly Assessments
District Unit Assessment
Differentiation:
Which students do you anticipate may struggle with the
content/learning objectives of this lesson?
Student initials or group:
JC, FD, OE, DG, RH, JL, GL, AO, AP, YR, LW
Lowest Quartile students as determined by the previous years state
assessment.
Evidence that the student needs differentiated instruction:
IEPs, ELL levels, State Assessment scores, Main Idea and key details standards
mastery, classroom assessments, iReady assessments, classroom observation.
How will you differentiate instruction in this lesson to support student
learning?:
Small groups will be used to differentiate with heavy scaffolding. Students
iReady lessons will be differentiated to meet the needs of the student
Extended time for the independent portion of the lesson will be provided as
necessary.
Which students will need opportunities for enrichment/higher level of
challenge?
Student initials or group:
JW, JD, CM, JS, JM, JB
Evidence that the student needs differentiated instruction:
Gifted, State Assessment scores, Standards Mastery, iReady assessments,
classroom observation, exit tickets.
How will you differentiate instruction in this lesson to support student
learning?:
 Students will be given more independence and student led discussions will
occur. Students will be pulled into small groups to extend learning. Students
extra iReady lessons will be differentiated based on reading level.
LESSON DEVELOPMENT/INSTRUCTIONAL STRATEGIES
Connection to previous lesson and/or hook:
Approx. 5 minutes

Nonfiction authors write to inform their readers about a topic. It is our job as a
reader to figure out what it is that the author wants us to learn about the topic.

I Do
Approx. 10 minutes
Anchor chart: Nonfiction readers think about the main ideas and supporting
details. We focus on one section at a time and ask ourselves: What is the one BIG
thing this part teaches?
Then, we think about the details that seem to connect. We jot down what the
section is mostly about. As we read on, we collect more key details and revise our
main idea.

Model by reading aloud and thinking aloud about the title and the first 4
paragraphs of Can Pokemon Go transform you from large Snorlax into a trim
Bellsprout
Create a tree map and list key details as benefits or damages.
Think aloud about what the details are all about- the author is teaching me about
the people that play pokemon go and the effects
Model underlining key details and add to chart.

People who play Pokemon Go

Benefits Damages

Lose weight Gain weight when

stop
playing b/c game was
repetitive
Microsoft report found physical activity
increased as a result of playing PG

We Do
Approx. 15 minutes
Now its your turn. As we read the next paragraph, remember to ask yourself
What are the effects of playing Pokemon Go in this section?
Read aloud the next three paragraphs Gamers with Fitness Trackers. Turn and Talk-
What are the effects of playing Pokemon Go in this section? How would you
classify these effects- are they benefits or damages? Underline at least one key
detail
 Add to your tree map. List key details from the paragraph by asking student to
share our and then teacher think aloud about the key detail.
Benefits (possible student answers)- Increase in physical activity, PG players
walked 192 extra steps each day, some added 1473 extra steps daily, sedentary
people more active
Students read Support Existing Physical Activity 2 paragraphs with their partner
and underline the key details. Is this a benefit of playing Pokemon GO? Or Is this a
damaging to people who play Pokemon Go? Share out and think aloud- Are these
key details benefits or damages of Pokemon Go? How do the details connect to
this? Add details to thinking map.
Benefits (possible student answers)- Ryan White- increase physical activity and
benefits for people with low activity, could affect life expectancy if continue to play
You Do
Approx. 10 minutes
Nonfiction readers think aloud about main ideas and supporting details. As we
read, we ask ourselves What are the effects of playing Pokemon Go? then we put
together the key details that connect. We add on to the details we collect and
revise our main idea as we read.

Your job as readers today is to read the rest of this text. As you read, stop and think
about what the author is teaching you and notice how the details connect. You will
add on to your tree map in your readers response notebook. We will come back
together in 20 minutes, be prepared to share your key details from the rest of this
text.

If you finish early, you may begin coding and underlining key details from the next
text Pokemon Go users are tripping and trespassing in search for Pikachu
Closing and Continuation
Approx. 5 minutes
Come together to complete tree map
Damages (possible student responses) popularity of game has decreased
Benefits (possible student responses)- Redesign to include challenges could keep
people playing for longer periods of time
Model how to add onto your original tree map for the second text or make a new
tree map. Students may choose what makes sense to them to organize their
thoughts in preparation for writing. Students will independently complete the next
two texts.
As students work independently teacher pulls small groups. Reread section
together, and check for understanding What are the effects of playing PG in this
section? How would you classify these effects- benefits or damages? Add to tree
map.