Ed 308 Lesson 4
Ed 308 Lesson 4
Ed 308 Lesson 4
[Note: Delete all of the writing in italics as you complete each section]
[Note: All words and phrases in RED can be found in the EdTPA Glossary]
Lesson Goals
Standard(s) Addressed:
Indiana Standard 5RN2.2: “Determine two or more main ideas of a text and explain how
they are supported by key details; summarize the text.”
Content Objectives:
Student will be able to choose an article after previewing several options.
Student will be able to assess their understanding of each section of the article and
determine how the different sections fit together as a whole.
Language Objectives:
Journalist, article, preview, predict, understanding, main ideas
Lesson Considerations
Lesson Introduction - “Before”: Setting the stage, activate and build background
knowledge, introduce and explain
1. Read through the lesson objectives and agenda for the day (1 minute)
2. Review - prompt that student as necessary to answer the questions below. (3
minutes)
a. Why are previewing and predicting important?
i. The student should arrive at the conclusion that previewing and
predicting helps us understand what an article is likely about and select
the most relevant articles
b. Why is finding the main idea important?
i. The student should arrive at the conclusion that finding the main idea
helps readers understand the article better and take away the most
important information after reading
3. Next, play the youtube video “Malala Yousafzai | The Youngest Nobel Prize Winner |
#SeeHer Story” (2:40) to build the student’s background knowledge. (3 minutes)
4. The teacher should give the student a specific Journalist’s assignment. This
assignment should tell the student what they should be looking for in an article while
previewing articles and transition into the first learning activity. (1 minute)
a. “Imagine you are a journalist who has been assigned to write an article for
Scholastic News about Malala Yousafzai and how she has made a change.”
(8 minutes)
Learning Activities - “During”: Active engagement in meaning making, explicit instruction,
and practice (you should be checking for understanding throughout the lesson)
1. The student and teacher will preview three different articles about Malala. The student
and the teacher will examine titles, headings, pictures, and other text clues in order to
predict what both articles are about and determine if they are important and relevant.
The teacher should prompt the student to explain what the titles, headings, pictures,
and other text clues might be telling the reader about an article. The teacher should
use shared practice by asking the student what they think about the title, heading,
picture, or other text clues. Preview one article at a time. The teacher should prompt
the student to elaborate on her thinking by asking questions such as:
a. “What do you notice”
b. “what do you think this article will tell us?”
c. “What does thimage remind you of?”
d. “What are you thinking?”
2. After previewing each article the student should dictate to the teacher three predictions
she has about what the article will tell the reader. The teacher should type in the three
predictions for the student into the graphic organizer provided on the google slides
deck. The teacher should prompt the student to base her predictions on the text clues
and her background knowledge.
3. After previewing all three articles and writing three predictions for each, the teacher
should then allow the student to determine which article would better fit the journalist’s
assignment. The student should choose the Britannica Kids “Malala Yousafzai” article.
(15-20 minutes)
4. The teacher and the student should read the selected article together. While reading
the article, the teacher and student should stop after each section and determine one
main idea for the section. Determining the main idea after each section is a way for the
student to check her understanding after each section. Follow Regie Routman’s
Gradual Release of Responsibility Model during this activity:
a. Section 1 - Clear Demonstration
i. The teacher should demonstrate her thinking about what the main idea
of the section is. The teacher should be sure to explain why she thinks
that is the main idea and how she found the main idea
b. Sections 2 and 3 - Guided Practice
i. The teacher should ask for the student’s help in finding the main idea.
ii. The teacher should think aloud about what the main idea might be. The
teacher and student should co-construct meaning of the text
c. Sections 4 and 5 - Shared Practice
i. The teacher should prompt the student to begin sharing what she
thinks the main idea of the section was. The teach might ask questions
like:
1. “What was this section mostly about?”
2. “What do you think is most important to remember from this
section?”
d. The teacher should be offering the student specific praise for main ideas and
offer specific feedback on how to make sure the main idea captures the most
Closure - “After”:
1. Review - Ask the student these review questions:
a. How does stopping after each section help you better understand the text?
b. How did you find the main ideas for each section? For the article as a whole?
c. What is one thing you want to remember about Malala Yousafzai?
d. Since we are focussing on children who have made a difference, how is Malala
similar or different to Ruby Bridges and Anne Frank?
(5-10 minutes)
Extension:
Using the main ideas graphic organizer, work with the student to create a brief summary of
the article.
NOTE: Attach any Relevant handouts, activities, templates, PPT slides, etc. that are
referenced and utilized in this lesson.
Malala Yousafzai | The Youngest Nobel Prize Winner | #SeeHer Story
https://kids.britannica.com/kids/article/Malala-Yousafzai/610609
https://sn4.scholastic.com/pages/archives/articles/womens-history/malalas-
mission.html
https://www.timeforkids.com/g56/malala-graduation/
ED 308 lesson 4
Evidence and Formative Assessment of Student Learning: How will you know whether
students are making progress toward your learning goal(s) and/or how will you assess the
extent to which they have met your goal(s)? Use the chart below to describe and justify at
least 2 formal or informal assessment strategies that occur in your detailed plan above.
Student Feedback:
I will offer warm praise to the student for
making relevant predictions about the text. If
a student makes a prediction that does not
seem to be supported by previewing the text
I will ask the student to elaborate on her
thinking and to use the text clues in order to
make her predictions.
Student Feedback:
I will offer warm praise to the student for
successfully finding main ideas and offer
feedback to widen or narrow main ideas that
may be too narrow or too broad.
Student Feedback:
I will offer warm praise to the student for
explaining the main idea and offer specific
feedback on how to make sure the main idea
encapsulates the whole article.
Grouping Strategies:
Groups are not applicable for this lesson.
Planned Supports:
Closed captioning is available for the youtube video for those that might struggle
with auditory processing or have hearing impairment. If necessary, the article can
be accessed online and read aloud to the student through the computer. A google
slides presentation is provided to give the student the option to visually process the
objectives, agenda, and journalist’s assignment for those that might struggle with
auditory processing or have hearing impairment (provided in the “ED 308 Lesson 3”
Google Slides). The graphic organizers will be typed by the teacher and dictated by
the student to allow the student to focus on understanding the concepts rather than
spending time typing or writing.
Acknowledgements
Sources:
David Hyerele’s Thinking Maps
Reflection:
Unfortunately, I was unable to teach this lesson because I had food poisoning! I think that this
lesson was written well and I think that my student would have really enjoyed it. I really wish that