This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.

Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Jessika Stover Grade-Level: 2nd Lesson Date: 11/14-

11/18

Title of Lesson: Identifying main idea Cooperating Teacher: Kristin Greene

Core Components
Subject, Content Area, or Topic
Reading
Student Population
16, 1 ESL, 2 IEP
Learning Objectives
- Identify the main idea
- Preview a selection using nonfiction text features
- Ask and answer questions using the text for support

Virginia Standard(s) of Learning (SOL)

SOL 2.8f - TSW identify the main idea..
SOL 2.8a - TSW preview the selection using text features including table of contents, headings,
pictures, captions, and maps (ongoing).
SOL 2.8e - TSW ask and answer questions using the text for support (ongoing).

VDOE Technology Standards

English Language Proficiency Standards (WIDA Standards)

Materials/Resources
Reading slides, main idea graphic organizer, reading journals

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return
x Identifying Similarities & Differences 45%
x Summarizing & Note Taking 34%
x Reinforcing Efforts & Providing Recognition 29%
x Homework & Practice 28%
x Nonlinguistic Representations 27%
x Cooperative Learning 23%
x Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
x Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your students?
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Check if Used Strategy Return

x Teach Others/Immediate Use of Learning 95%
x Practice by Doing 75%
x Discussion 50%
x Demonstration 30%
x Audio Visual 20%
x Reading 10%
x Lecture 05%
Safety Considerations

Time
(min.) Process Components
*Anticipatory Set
Day one:
TTW display Reading Slides - Week 11 (Slide #1)). TTW read the slide, explaining that
this week we will be focusing again on the main idea in the passages and stories that we
read. TTW point out in the “Before You Read” section of the slide, it states to preview text
features before reading. TTW invite students to share text features they remember that
have been previously taught (bold print, captions, etc.).
Day two:
TTW display Reading Slides - Week 11 (Slide #3). TTW read the supporting details to
students, followed by the question. TTW invite students to state the correct main idea for
the given details.
Day three:
TTW display Reading Slides - Week 11 (Slide # 5). TTW read the paragraph to students,
followed by the question. TTW invite students to state the correct answer, reminding
students that knowing the main idea of a paragraph/passage can help us choose a good
title
Day four:
TTW display Reading Slides - Week 11 (Slide #7). TTW read the notes to students,
followed by the question. TTW invite students to state the correct answer, reminding
students that when provided these notes (details), we can identify the main idea.

*State the Objectives (grade-level terms)

I can identify the main idea.

I can preview a selection using nonfiction text features (ongoing).

I can ask and answer questions using the text for support (ongoing).

*Instructional Input, Modeling, or Procedures

Day one:
Read aloud: Orangutan mothers
I Do - TTW display the passage “Orangutan Mothers” (Reading Slides - Slide #2). TTW
invite students to preview the text features present in the passage, allowing students to
share the text features they see (headings, photograph, bold print, captions,
glossary). TTW remind students that text features allow us to learn more information
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

about what we are reading. 

TTW read the passage to students. Once finished, TTW remind students that the main
idea is a statement about the passage/story that we read. TTW inform the students that
the main idea of “Orangutan Mothers” is: There are many reasons that orangutans
make great mothers.

Day two:
I Do - TTW display the passage “Penguin Powers” (Reading Slides - Slide #4). TTW invite
students to preview the text features present in the passage, allowing students to share
the text features they see (headings, photograph, bold print, captions, glossary). TTW
remind students that text features allow us to learn more information about what we are
reading. 
TTW read the passage to students. Once finished, TTW remind students that the main
idea is a statement about the passage/story that we read. TTW inform the students that
the main idea of “Penguin Powers” is: Penguins must be great swimmers to survive in
the ocean.
Day three:
I Do - TTW display the passage “Owls at Night” (Reading Slides - Slide #6). TTW invite
students to preview the text features present in the passage, allowing students to share
the text features they see (headings, photograph, bold print, captions, glossary). TTW
remind students that text features allow us to learn more information about what we are
reading. 
TTW read the passage to students. Once finished, TTW remind students that the main
idea is a statement about the passage/story that we read. TTW inform the students that
the main idea of “Owls at Night” is: Owls have many features that help them survive at
night.
Day four:
I Do - TTW display the passage “Pigs for Pets” (Reading Slides - Slide #4). TTW invite
students to preview the text features present in the passage, allowing students to share
the text features they see (headings, photograph, bold print, captions, glossary). TTW
remind students that text features allow us to learn more information about what we are
reading. TTW read the passage to students.

*Check for Understanding

Guided practice, independent practice, assessment

*Guided Practice
Day one:
We Do - TCW share the ways stated in the text that orangutans are great mothers,
explaining that these are supporting details. 

TCW answer comprehension questions related to the passage, using the text for support
and the text features to assist with their answers.

TCW complete the main idea and supporting details Graphic Organizer.

Day two:
We Do - TCW share the ways stated in the text that help penguins to be great swimmers,
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

explaining that these are supporting details. 

TCW answer comprehension questions related to the passage, using the text for support
and the text features to assist with their answers.

Day three:
We Do - TCW share the ways stated in the text that owls survive at night, explaining that
these are supporting details. 

TCW answer comprehension questions related to the passage, using the text for support
and the text features to assist with their answers.

Day four:
We Do - TCW answer comprehension questions related to the passage, using the text for
support and the text features to assist with their answers.

*Independent Practice
Day two:
You Do - TCW complete the main idea and supporting details Graphic Organizer.
Day three:
You Do - TCW complete the main idea and supporting details Graphic Organizer.
Day four:
You Do - TSW state the main idea and supporting details of the passage using the Main
Idea Graphic Organizer. (CFA coinciding with Unit 4 PBA #1).

Assessment

*Closure
Day one:
TSW share their answers to the independent activity with the class.
Day two:
TSW share their answers to the independent activity with the class.
Day three:
TSW share their answers to the independent activity with the class.
Day four:
TSW share their answers to the independent activity with the class.

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

Audio, visual, graphic organizer
Classroom Management Strategies (To ensure a positive learning environment).
Positive feedback and reinforcement
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

*Denotes Madeline Hunter lesson plan elements.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Candidate Signature Cooperating Teacher Signature Date

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

Reflection

This unit specifically focused on 2.8 f,a and e which was identifying the main idea, text features,

and asking and answering questions using the text for support. The anticipatory sets for each day

activated students prior knowledge by using details to find main idea, reviewing how to find main

idea, and using text features to help us with that. Each day for modeling input a new passage was

displayed and read to students with the end goal being to state the main idea. Students got to point

out text features in each passage and think for themselves before sharing what the main idea was.

Some text features students saw were bold words, captions, headings, photographs, and glossary.

Guided practice took the passages we read and broke them down into main idea and supporting

details. Filling out a graphic organizer with these listed helped guide students in understanding how

to find supporting details for the main idea. Explaining why the supporting details are important and

link to the main idea also helped them grasp this concept more. Hearing the answers students

gave for supporting details helped me gauge if they understood what was important in the story

and what wasn’t. Three ways to help them understand which details are important include:

1. Decide which details help to further the story line. 2. Decide which details help you to

understand the main idea. 3. Answer question raised by the main idea (who, what when, why or

how). (University of Hawaii)

Working with main idea also carried over into small group time and gave students more one on

one attention with their needs. The independent practice used the graphic organizer from guided

practice on stories for the students and allowed them to figure out the main idea and supporting

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

details themselves. It also helped guide me in who to help more and focus on this concept in small

groups.

https://manoa.hawaii.edu/undergrad/learning/wp-content/uploads/2014/03/MAIN-IDEAS-AND-

SUPPORTING.pdf

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021