Student Teaching edTPA Lesson Plan Template

Subject: Comprehension Central Focus: Identifying main idea and supporting details

Essential Standard/Common Core Objective:

RI.4.2: Determine the main idea of a text and
explain how it is supported by key details; Date submitted: Date taught: 3/14/18
summarize the text.

Daily Lesson Objective:

Performance- The students will be able to correctly identify the main idea and supporting details of the paragraphs in The
Unstoppable Plant.
Conditions- The students will complete the objective through guided practice as a class as well as independently for the
independent practice portion of the lesson.
Criteria- The students will earn points through both guided practice and independent practice. Students should identify at
least one main idea and two supporting details from each paragraph. Identifying the main idea will be worth one point and
identifying each supporting detail will be worth one point a piece so each paragraph will be worth three possible points.
Students are expected to earn 10 out of 12 possible points.

21st Century Skills: Academic Language Demand (Language Function and

Critical thinking- Students will use critical thinking
to identify the supporting details in each of the
paragraphs. The students will have to defend their
choice if asked to do so.
Vocabulary):
Main idea, supporting details
Determine: Students will have to determine the main idea and the
supporting details in the paragraphs in the text The Unstoppable
Plant.

Prior Knowledge: Students will need to know the definition of main idea and supporting details.

Activity Description of Activities and Setting Time

1. Focus and Review
2. Statement of Objective
for Student
The teacher will start by reviewing the terms main idea and supporting details. 2 minutes
“The main idea of a test is the important information that tells us about the
overall idea of a paragraph or section of a text.”
“Supporting details include the information that support the main idea.”
“Today we are going to read The Unstoppable Plant and identify the main 30
idea and at least two supporting details from each paragraph in the text.” seconds
The teacher will start the lesson by reading the first paragraph from The 3 minutes
Unstoppable Plant aloud to the students. The students will follow along on
their own copy of the text.

“In America, the climate of the southern states is great for growing plants,
Plants love the warm weather and the occasional rains that frequent the area.
One plant that loves the South is Kudzu.”
3. Teacher Input
“I am going to circle or highlight the main idea of the paragraph and underline
the supporting details that lead me to find the main idea.”

The teachers copy of the document will be under the document camera and
the students will watch as the teacher completes a think aloud for identifying
the main idea and supporting details in the first paragraph.
 In America, the climate of the southern states is great for growing plants,
Plants love the warm weather and the occasional rains that frequent the area.
One plant that loves the South is Kudzu.

Next the teacher will read the next paragraph aloud to the class as they follow 5-8
along on their own copy of the text. minutes

“Kudzu is not a native plant to America. The vine was brought in to the
United States from Japan. In 1876, the United States celebrated one hundred
years as a country. To honor this event, the government help a celebration in
Philadelphia. Many other countries chose to celebrate with America and
brought gifts to the celebration. People from Japan came to honor America’s
one-hundred-year celebration as a country. The Japanese brought a vine,
kudzu, to America. The vine had beautiful leaves and a sweet-smelling flower.
Kudzu would be a perfect addition to America’s landscape.”

The teacher will put the teacher copy of the document back under the
4. Guided Practice document camera and ask the students to help find the main idea and
supporting details. The teacher will ask what the main idea of this paragraph is
and call on students to find the right answer. The teacher will then ask what
the supporting details of the main idea are and call on students until two
supporting details are identifies.

“Kudzu is not a native plant to America. The vine was brought in to the
United States from Japan. In 1876, the United States celebrated one hundred
years as a country. To honor this event, the government help a celebration in
Philadelphia. Many other countries chose to celebrate with America and
brought gifts to the celebration. People from Japan came to honor America’s
one-hundred-year celebration as a country. The Japanese brought a vine,
kudzu, to America. The vine had beautiful leaves and a sweet-smelling flower.
Kudzu would be a perfect addition to America’s landscape.”
10
The teacher will ask the students to identify the main ideas and at least two minutes
supporting details in the remaining paragraphs of the text. While the students
5. Independent Practice
are completing identifying the main ideas and supporting details the teacher
will walk around and observe what students are doing.

The teacher will grade the text that the students are using to identify the main ideas and
supporting details in each paragraph. The guided practice portion will also count towards
6. Assessment Methods of the student’s grade. Students should identify at least one main idea and two supporting
all objectives/skills: details from each paragraph. Identifying the main idea will be worth one point and
identifying each supporting detail will be worth one point a piece so each paragraph will be
worth three possible points. Students are expected to earn 10 out of 12 possible points.
The teacher will ask the students why being able to identify the main idea of a 3 minutes
7. Closure
text is important and call on two to three students for an answer.

8. Assessment Results of
all objectives/skills:

Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations

-ELLs and struggling readers will be monitored more -During small groups students will be prepared to discuss how
frequently and will have the option to read with a their selected supporting details support the main idea. Students
partner. will also identify the main ideas and supporting details of the
 paragraphs in another text selection.

Materials/Technology: The teacher will need a class set of The Unstoppable Plant as well as a copy for herself. The
teacher will also need a pencil and a document camera to show the students the work for the first two paragraphs of the
text.
Reflection on lesson:

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