Observation 2 - Ms
Observation 2 - Ms
Observation 2 - Ms
Target Content/Lesson Topic: Main Idea and Key Details Date: 11/29/2023
This lesson is for a(n) __x___ whole class _____ small group _____ individual
Planning
Essential Question Why is it important to never give up?
- 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?
Sequencing - Students have worked with main idea and key details in the past
- How does this lesson fit into the - Students know what the main idea of a text means
larger unit of study? - Students need the additional support to organize their thinking
- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
State Learning Standards EE.R.6.2 Determine details in a text that are related to the theme or main idea. (RI&RL)
List the complete, relevant grade-
level standard(s).
Learning Target(s) and Learning I can identify key details in the text to support the central idea.
Objective(s)
- Choose your learning target(s) and Students will be able to learn how to identify the central idea in an informational text.
objective(s) based on the relevant
state learning standard(s).
- Write focused targets and
objectives that describe the specific
1
September 2021
learning outcome (what students
should be able to do as a result of
the lesson).
- Be sure they are stated in
observable and measurable terms
(e.g., ABCD+T).
Grouping Whole class: reading and discussion will be done as a whole class.
Describe how and why students are Partner/Small group: students will have a choice of who to work with to fill out their graphic organizer.
grouped based on
- homogeneous, heterogeneous,
randomized
- ability, interest, IEP goals, social or
social-emotional, behavioral,
language acquisition
Co-Teaching Strategy N/A
Does this lesson involve co-
teaching? If not, state N/A. If yes,
identify the co-teaching model and
what role each teacher will play.
-One Teach, One Observe; One
Teach, One Assist; Station Teaching;
Parallel Teaching; Supplemental;
Alternative; Team Teaching
2
September 2021
Differentiation Content: The audio book will be played to have a modeled reading available for the students to listen to and
Describe how you will meet follow along with the text.
individual students’ needs by
adjusting the content, process,
product, and environment based on Process: We will be stopping during the reading to have a small discussion. This will allow students to use the
their readiness, interests, and learning information they are reading to participate in the discussion and encourage the comprehension of the text.
preferences.
Product: The students will begin their graphic organizer with the teacher, identifying the main idea. The graphic
organizer is to be filled out by each student by the end of class but they have the choice of who to work with.
Environment: Students can move around the classroom to find the best work area for them and their
partner/group.
Accommodations and/or Modifications Required for Students in Special Education (Add rows as necessary.)
3
September 2021
Assessment
Formative Assessment - The reading discussions during text will help monitor student’s understanding of the text
- How will you monitor student - Students will be filling out a graphic organizer to identify the key ideas that support the main idea of the text
learning throughout the lesson? - The writing activity at the end of the lesson will help demonstrate what the students understood from the text
- Be specific about how your practice
assessments connect directly with the
lesson objective.
Formative Evaluation Criteria 01 02 03
- What material(s) will you use to Student did not attempt to Student started but did not Students completed the graphic
evaluate learning? complete the graphic organizer complete the graphic organizer organizer.
- Attach a copy of your checklist, Student did not collaborate to Students collaborated with peers Students collaborated with peers
rubric, observation criteria, or other discuss the graphic organizer to discuss their ideas to discuss their ideas and complete
measure. the GO.
The writing activity will be graded partially on completion but mainly on the use of connecting to the text
based on the chronological events that happened in the story of Malala. They are expected to write at least 3
full sentences. No completing the work will be a 0. Completing the assignment but not using the correct details
and connections would be a 1. Completing the assignment and making justified connections in chronological
order would be a 3.
Summative Assessment The students work on tests during the quarter that as of them to “write a summary” or “write about a time..”
How will students demonstrate where they have to be able to practice the use of main idea and key details to create a rich statement and use
mastery of the standard? evidence from the text to support their connections in their writing.
Note: This assessment does not have
to occur during/after this lesson but
in upcoming lessons.
4
September 2021
Summative Evaluation Criteria N/A
- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
Procedures
Opening: Introduction and Intro:
Connection to Previous Learning Students will begin the class with their routine warm-up in their notebooks to practice plural nouns.
● Anticipatory Activity (Hook) ~ Have your notebooks and pencils ready and get started on your warmup. You have 4 minutes to find the
● Activate prior knowledge. plural noun that best fits the sentence.
● Be sure students understand
procedures and instructions for Review classroom expectations:
the lesson. ~ As always and by now you should know the classroom expectations and you know what will happen if they
● Establish clear expectations. are not met.
● Model concept.
The groupings/instruction/lesson Review learning goals:
progression may look different in different ~ Our learning intentions today: students will learn how to identify the central idea in an informational text.
parts of the lesson! Our success criteria: students will be successful when they can identify key details for the central idea.
Class Agenda:
~ Today we will begin by reviewing what we remember about Malala.
We will then continue reading the informational narrative and we will also be filling out a graphic-
organizer to gather our key details about the continued reading.
We will end the lesson with a writing activity based on the informational narrative.
During: Lesson Progression ~ You guys have briefly started reading “A Schoolgirl’s Diary” which is a small section of Malala’s biography.
In this portion of the lesson, you will - What can you recall about Malala?
be letting go and letting students - What do you know so far about her?
engage in productive struggle;
engaging in gradual release (“I do, we
do, you do”), inquiry, guided or
5
September 2021
independent practice, or other ~ We will continue to read “A Schoolgirl’s Diary” in our textbook. We will read the rest of Malala’s memoir,
learning methods. Please write what while reading we are thinking about the central idea and the key details that may support it. This is important
you are looking for in terms of: because we will be using what we read to complete our graphic organizer to help organize our thinking.
● Students’ thinking and how
they will start the lesson. Students will be played an audio recording of the reading from the literature book. As they read, I will be
● Provide appropriate support walking around to ensure they are following along. I will also be stopping during the reading to have small
(not explaining how to do it). discussion questions to engage students in the reading and monitor their understanding of what is being
● Provide worthwhile presented in the text.
extensions. ~ Follow along as we begin reading. I will stop to ask some questions as we go to make sure we are
● Provide opportunities for comprehending the text.
students to engage in using
the academic language. Questions and where to stop:
This is where you will be suggesting After (34) Why was Malala feeling defeated?
or modeling specific strategies After (37) Why were the girls savoring the days until January 15?
and helping students choose which After (46) Why did Malala’s parents not fear for her as Ayesha’s parents did?
strategy makes sense to them. After (53) Why would Malala want to help create entries for this diary that the world will see?
However, you must make sure ideas After (57) Why does Malala say “What you experience everyday is no longer news”
come from students.
After the reading, I will introduce the graphic organizer.
~ We are going to identify what the main idea was together and then you will be responsible for finding the key
details on your own, with a partner, or in a group.
Students will be given 8-10 minutes to complete the graphic organizer.
Closing: Wrap-Up and Extension Now that we have read the text, and used the information from the text to identify the main idea and the key
End the lesson with a final review of details that support that main idea, we will be doing a writing activity.
key ideas and knowledge. This is
where you have students talk about ~ Please take out your notebook, turn to a fresh page, and put today’s date on it. You will have to write 3 full
their thinking and share strategies sentences minimum to describe how you would feel if you were in Malala’s shoes, based on the events that
with the whole class. It’s important occurred in the text. Try to answer based on the chronological order of these events.
to name strategies and use academic How would you feel? What would you think?
vocabulary here, extending the lesson
to broader ideas.
● Promote a community of
learners.
● Listen actively and probe
thinking without evaluating
6
September 2021
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. Provide a brief
preview of what the next lesson will
include.
Curricular and Instructional 11/30 slides
Resources or Materials
- List and provide a brief rationale Graphic Organizer
for all necessary lesson resources and
materials. If not original, cite the
source.
- Attach/link a copy of all materials
the teacher and students will use
during the lesson; e.g., handouts,
questions to answer, slides,
worksheets, and so on.
7
September 2021
8
September 2021