Lesson Plan Template

Name: Sara Kubiszewski Grade Level: 6th Grade

Target Content/Lesson Topic: Main Idea/Supporting Details Date: November 1st, 2020

Essential Question
What is the essential question that this
lesson addresses? What is the core
purpose of the lesson that includes the
strategies and skills necessary to
accomplish the deeper learning in the
standard? How does this lesson fit into
the larger unit of study?
Planning
The essential question that this lesson addresses is how does the details of a text help determine the central
idea? And what does the central idea of a text mean? The core purpose of this lesson is to continue to build
students’ literacy growth by providing the students with a new strategy that enhances comprehension.
Students will be learning the boxes and bullets strategy that encourages students to synthesize and determine
the importance of a nonfictional text. For this particular lesson, students will be engaging with a text about
slavery which allows for students to not only gain comprehension skills, but they will also be gain more
knowledge about US History. This multidisciplinary lesson fits into the larger unit of study because students
have not only been learning about slavery in US History, but they have also been gaining comprehension
strategies to help students better understand the text that they are reading.

State Learning Standards CCSS.ELA-LITERACY.RL.6.2

Identify relevant grade level standards Determine a theme or central idea of a text and how it is conveyed through particular details; provide a
and Learning Outcomes from the State summary of the text distinct from personal opinions or judgments.
Content Learning Standards, Common
Core Standards, and school learning
outcomes.
Learning Targets/Objectives -Students will be able to identify the central idea of the passage Slavery in the North using details from the text.
What should the students know or be -Students will be able to identify important details of the passage that relate to the central idea.
able to do after the instruction? Use a -Students will be able to construct a well-written paragraph that describes the central idea of the passage with
common format with a measurable verb supporting details as well as one thing that they have learned.
that matches the cognitive domain
standard. This should be a small piece of
the standard stated in measurable
terms.
Grouping Grouping: For this particular lesson, grouping is not necessary. Students will be working independently.
Describe how and why students will be
divided into groups, if applicable
(homogeneous, heterogenous, random /
based on ability, interest, social Co-Teaching Strategy: Not applicable.
purposes, etc.)

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 Co-Teaching Strategy
How did you collaborate with your co-
teacher to plan, instruct, and assess
learning? What Co-Teaching Model will
you employ?
-One Teach, One Observe
-One Teach, One Assist
-Station Teaching
-Parallel Teaching
-Supplemental
-Alternative (Differentiated)
-Team Teaching

Differentiation
Respond to your students’ needs and
adjust the content, process, product,
and/or environment to reach individual
learners based on their readiness,
interests, and learning preferences
(Tomlinson, 2014). Discuss planned
supports here.
Formative Assessment
How will you monitor student learning
throughout the lesson? Be specific
about how your chosen assessments
connect with the objectives above.
Does your formative assessment
have/need evaluation criteria? If so,
attach a copy of your evaluation criteria.
Content: To respond to the students’ needs, students have the option to have the passage read to them a loud
through headphones. This can be beneficial for students who have a visual impairment, have difficulty reading,
and/or have a language barrier. The audio can be adjusted into a different language if needed.
Process: To respond to the students’ needs, students can have the option to have a fill-in-the-blank graphic
organizer which eliminates some stress for the student as well as provides more guidance/structure for
students who may struggle finding the central idea or details.
Product: To respond to the students’ needs, students can have the option to complete their graphic organizer
digitally if writing is a physical challenge. Students can complete the graphic organizer on their Chromebooks
and/or paper.
Environment: To respond to the students’ needs, the environment can be adjusted to include bigger text of
the passage for students whom might be visually impaired as well as for students whom have a hearing
impairment. Not to the mention, the text can be audio for students with visual impairments and/or English
Language Learners.
Assessment
To monitor student learning throughout the lesson, I will be walking around the room as students are
independently reading and working on their graphic organizers. I will do a quick check-in with each student to
assess how they are doing and answer any question they may have. Students will also be turning in their
graphic organizers at the end of the lesson. This graphic organizer will not be graded; however, I will look over
each graphic organizer to check the students’ understanding of the passage and whether or not they have an
understanding of the central idea and details. I will also use this graphic organizer as a tool to guide my future
lessons and students need more practice of this strategy.

Summative Assessment Students will demonstrate mastery of the standard by writing a one paragraph essay that describes what they
How will students demonstrate mastery learned about slavery as well as what they thought the central idea of this passage was and support it with

September 1, 2020
 of the standard? Note: This assessment
does not have to occur during/after this
lesson but in upcoming lessons.
Evaluation Criteria
What material(s) will you use to
evaluate learning? Please attach a copy
of your checklist, rubric, observation
criteria, or other measure.
Describe the presentation of the overall
lesson.
Introduction and Connection to
Previous Learning
● Anticipatory Activity (Hook)
● Activate prior knowledge.
● Be sure students understand
procedures and instructions for
lesson.
● Establish clear expectations.
● Model concept
The Introduction, During, and Wrap-up
groupings/ instruction/ lesson
progression might look different!
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details. Students will be using their graphic organizer as tool to help guide the students while writing their
paragraphs. Since this paragraph will show the students interpretation of their understanding of the passage’s
central idea and details, I will be evaluating this paragraph with a checklist since there is no right or wrong
answer. The checklist would make sure the students include the following in their paragraph: students must
state what they believe the central idea is, students must give three details that support the central idea, and
students must include one fact that they learned from this passage. Students must have all three items checked
off in order to receive a “complete” for this assessment. Students who do not have all three items checked off
will receive an incomplete and will be asked to fix their paragraph.
Procedures (Teacher[s] will…, Students will…)
-To begin the lesson, I will first explain to the students what we will be completing in class today. The
introduction will go as followed: “Today we are going to be expanding our knowledge on US History,
particularly a time in US History where people unfortunately had slaves. Can anyone tell me what is a slave?
And/or what is slavery?” Here, I will activate the students’ prior knowledge about slavery, and I will write
their ideas down on the board so they can see if any of the ideas they remember come up in the passage as
they read. As I get the students’ actively thinking, I will tell the students “We are going to be reading and
analyzing a passage today about slavery. Slavery is a heavy topic in which might be uncomfortable for some of
you to talk about, but it is a crucial part in the development of the US which is why it is important to learn
about. Today, I want you all to be the investigators when it comes to finding out what the author really wants
you to know about the text. And do to that, I am going to be teaching you all a new strategy called the boxes
and bullets.”
-After the introduction, I will begin modeling the new strategy to the students. I will begin by reading another
short passage about slavery called, Tubman’s Early Years and Escape from Slavery by the Library of Congress to
the students. This passage will be projected on the screen so students can follow along. Before I begin reading,
I will be sure to cover up the title of the text until after I finish showing students how to find the central idea. I
want students to find the central idea from the reading the text rather than just looking at the title. While I
begin reading the passage, I will be sure to have the students help me address any unknown words, such as
“overseer,” to continue to build their vocabulary as well as deepen their understanding of the text. After I have
read the passage aloud to the students, I will have the graphic organizer projected on the screen and I will go
through the process with the students on how to fill out the graphic organizer. I will first read the passage in
its entirety. Then, I will look at the graphic organizer and tell the students “the Boxes refers to the central idea
and/or main idea of the text. The central idea of the text is the author’s main point and/or message they are
trying to tell the reader. It is the what the whole text is about. This central idea can be found in the beginning
of the text, the middle of the text, and/or at the end of the text, so it is our job as the reader to investigate. For
example, let’s take a look at the passage we just read. It appears that this text is about a woman named Harriet
Tubman, birth name Araminta Ross. Okay, but I think there is even a bigger idea that this text is about. Let’s
take a look at the sentence at the end of the first paragraph. It says, “From a young age, Ross was determined
 to gain her freedom [from slavery].” And the rest of the passage, describes her experience with slavery and
how she did eventually escape. So, I believe the central idea of this passage is Harriet Tubman’s (Araminta
Ross) experiences of slavery, and her determination and escape plan for freedom.” I would then write that
sentence on the graphic organizer in the box that is labeled “boxes.” After, I model to the students how to find
the central idea, I will model to the students how to find the “bullets” and/or supporting details. This would go
as followed: “Now since we have found our central idea, we need to find details in our passage that support the
central idea. These details are pieces of information that tell us even more about the central idea. For example,
we know our central idea of this passage is “Harriet Tubman’s (Araminta Ross) experiences of slavery, and her
determination and escape plan for freedom” so now we need to find specific details from the passage that
support the central idea. Like, Harriet Tubman experienced trauma to the head by her overseer and suffered
from seizures the rest of her life while being a slave.” I would find this section of the passage and underline it
and then I would write it on the graphic organizer in a box labeled “bullet.” After that, I would ask for the
students’ help to find two more details from the text that support the central idea. My hope is that the students
would describe Tubman’s fear of getting sold on the plantation and her plan to follow the North star to escape.
And then I also hope students would describe how she saved money to help other slaves escape since this is
another additional detail to her plan for not only freedom for herself, but others as well. I will write these
ideas on the graphic organizer for the other two “bullets” so students can see how this graphic organizer
comes together. I will go over once again what the central idea is as well as what are supporting details
referring back to my example. I will keep my example projected on the screen for students to refer back to as
they are independently working.
-After I model the strategy to the students, I will ask if the students have any questions about the new strategy.
From there, I will explain the two following task the students will be doing, and I will set expectations. I will
explain to the students the first task is for students to read the passage and fill out the boxes and bullets
graphic organizer. Then, I will tell the students they will be using their graphic organizer to write a short one
paragraph essay that explains their interpretation of the central idea and what details they thought support
their central idea as well as one fact that they learned about slavery while reading the passage. However, I will
go in more detail of the paragraph in the wrap-up of the lesson. I will tell the students for now I want them
focusing on the passage and their graphic organizer. After I explain the tasks, I will set expectations that will
go as followed: 1) Read the passage first in its entirety 2) Then, fill out the graphic organizer and be sure to
underline on the passage where you found your central idea and supporting details. 3) When you have
finished your graphic organizer, you may read the book you have selected for SSR until a majority of the
students have finished your graphic organizer. 4) This is activity is to be done independently, no talking
required unless you are asking me a question. 5) Wait patiently for further instructions on the next task.
-I will then pass out the paper copy of the passage and the graphic organizer. I will explain to the students that
they might come across words they don’t know such as abolitionist, discrimination, and emancipate. I will go
through each word and their definition with the students, so they do not struggle as they are reading. Students
will have a half hour to complete this task and begin reading.
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 During (Lesson Progression)
In this portion of the lesson, you will be
letting go and letting students engage in
productive struggle; engaging in gradual
release, inquiry, or other learning
methods. Please write what you are
looking for in terms of:
● Students’ thinking and how they
will start the lesson
● Provide appropriate support
(not explaining how to do it)
● Provide worthwhile extensions.
● Provide opportunities for
students to engage in using the
academic language.
This is where you will be suggesting or
modeling specific strategies and
helping students choose which strategy
makes sense to them. However, you
must make sure ideas come from
students.
Wrap-Up and Extension
This is where you have students talk
about their thinking and share strategies
with the whole class. It’s important to
name strategies and use academic
vocabulary here, extending the lesson to
broader ideas.
● Promote a community of
learners
● Listen actively and probe
thinking without evaluating or
telling them how you would do
it.
Summarize main ideas and identify
future problems that they would be able
to solve using the thinking you have
discussed.
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-During this time, students will be actively engaging with the passage and their graphic organizer. Students
should first read the passage in its entirety and then complete the graphic organizer. The students will be
finding the central idea and supporting details of the passage Slavery in the North by Readworks.org. Once
again, I will not have the title on the passage, so students can develop their own central idea through actually
reading the text.
-While students are engaging in productive struggle, I will be walking around the room checking in with each
individual student to see how they are doing and if they have any questions. Walking around the room will
allow me to monitor the students’ learning and better understand their thought process. Not to mention, if a
student is stuck trying to find the central idea and/or supporting details, I can help guide this student in the
right direction as well as make sure students are staying on task.
-To wrap up the lesson, students will be completing the post-reading activity that is the one paragraph essay.
Once again, I will explain to the students what this paragraph should include. I will tell them that they will
need to state what they thought the central idea of this passage was in their own words. Then they will need to
support their central idea with their supporting details, also in their own words. And finally, students will be
demonstrating further comprehension by expressing one that they have learned about slavery through
reading this passage. Students will be able to use their graphic organizers that they just completed as a guide
for this paragraph. I will also write these expectations on the board so students know what they should
include in their paragraph. Students will simply be writing this paragraph on a lined sheet of paper.
-Before students begin their writing, I will review the structure of a well-written paragraph. I will tell the
students that they should have more than five sentences, their paragraph should be indented, and they need to
have an introduction sentence and a concluding sentence. These are items that should be a review from fifth
grade. If a student is struggling with the structure of writing a paragraph, I will work with the student
independently.
-Overall, the main goal of this post-reading activity is to check if the students have an understanding of the
passage, they read whether it is right or wrong. I want students to develop their own understanding of the
central idea and provide particular details they think support the central idea that they have chosen.
-Students will have about 25 minutes to write this paragraph. If students need more time finishing the

Instructional Materials,
Equipment and Technology
Attach a copy of ALL materials the
teacher and students will use during the
lesson; e.g., handouts, questions to
answer, overheads, PowerPoint slides,
worksheets. List equipment or
technology that needs to be available.
Passages Below:
Slavery in the North Passage
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paragraph, adjustments can be made to the following days to fit in time so students can finish these
paragraphs.
- Slavery in the North passage from https://www.readworks.org/article/Slavery-in-the-North/f79b724a-
ea27-448d-a755-05e095d5730f#!articleTab:content/
- Tubman’s Early Years and Escape from Slavery passage by the Library of Congress also found by
https://www.readworks.org/article/Tubmans-Early-Years-and-Escape-from-Slavery/74ea976d-e313-474a-
bb5e-fc56e8010156#!articleTab:content/
-Boxes and Bullets Graphic Organizer
-Checklist for one paragraph essay
-Lined Paper
-Projector
-White board and/or SMART board
Tubman’s Early Years and Escape from Slavery passage

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