Lesson Plan Makeover Assignment

Directions: To complete this assignment, choose a lesson that you will likely re-teach in the next school year. You will
enhance the lesson by completing the lesson plan makeover template below. Your enhanced lesson will include abstract-
concrete connections, higher-order questions, and examples with practice. Include as part of your lesson re-design plans
for ensuring students retain key concepts from the lesson over time.

Questioning is a required enhancement for your lesson plan. Develop and include questions that require students to
APPLY, ANALYZE, or EVALUATE lesson content. For example - How did X occur? What if? How does X compare to Y?
Why do you think X?

Lesson
Title: Central Idea and Supporting Details Date: 11/5/2024
Standard(s): Grade 5
RI.CI.5.2. Determine the central idea of an informational text and explain how it is supported by key details;
summarize the text.

Classroom/Lesson Context (please check all that apply):

_X__Whole Group _X__Small Group ___One-to-One _X__Students with IEPs/504s ___ELL Students

___ Other (Please specify: )

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Students will understand how to identify the central idea of a text. Students will be able to communicate what
the central idea of a text is using a written or verbal response. Students will be able to cite (written or
verbally) evidence from the text which supports their claim.

Learning – Focus Strategies

Here are 3 questions which can be asked of the students to help spark discussion
Essential Question(s) and promote understanding.
1-3 BIG ideas! How can - What is the main thing that the author is trying to say in this passage?
these questions be used to - If you had to tell me what happened in the story in one sentence how
guide your instruction? would you do that?
- What is the difference between a central idea and a detail?
These questions get to the heart of the topic and, by their open-ended nature, will
hopefully spark discussion among the students. Through this discussion we will
be able to explore the differences between central ideas and details. This will help
as we discuss how to both identify the central idea and support it using text
evidence.
Given a text on the students’ instructional level, the student will be able to identify
Central Focus/ Lesson the central idea and provide citations of text evidence to support the claim.
Objective(s)
Objectives are measurable
and aligned with the
standard.

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 Academic Language Language Function:
What is the key language Students will participate in oral discussion and provide written responses. These
demand? can be modified as needed.
What academic language
will you teach or develop? Language Vocabulary:
What are the key Central Idea: The main topic of a passage, the main point the author is trying to
vocabulary words and/or make
symbols? Supporting Detail: Information or events which support the validity of the central
idea and often answer who, what, when, where, why, and how questions.
Text Evidence: References to the passage which help to support our claims
Cite: Using text evidence to prove that our claim is true by telling our reader what
the author wrote. This can be done through paraphrasing or a direct quote. It’s
important to tell our readers where in the text our evidence appears, such as “in
the 3rd paragraph, the author wrote...”
- Pictures of different activities such as birthday parties, construction crews,
Materials awards ceremonies, etc.
What resources can be - One-paragraph text
used to engage students? - Graphic organizer for recording the central idea and supporting details
- Modified graphic organizer with sentence starters
- Modified graphic organizer with multiple choice options
- Various short texts on the students’ reading levels with and without audio
- Smartboard
The “Hook” will be to use several engaging or humorous pictures to draw the
Introduction to Lesson/ students into a discussion about what’s happening in the pictures. This will help
Activating Thinking us to discuss how their thoughts of “what’s going on here?” are what we call the
What is the “hook” for the “central idea.” The different things we see the characters in the pictures doing are
lesson to tap into prior then the “supporting details.” Students should know how to discuss what they
knowledge and develop see, and we can tie this prior skill/knowledge into the lesson.
students’ interests?
This should tie directly into Accommodation(s)- (a change that helps a student overcome or work around the
the lesson’s objective and disability): Texts with audio can be used for students with dyslexia or lack of phonemic
standard and should awareness.
promote higher level
thinking. How will you Modification(s)- (a change in what is being taught or what is expected from the
introduce the content student): Instead of writing the responses students could be given multiple choice
specific vocabulary words? options to identify the central idea and supporting details.
***Use knowledge of
students’ academic, Differentiation- (tailoring instruction to meet individual needs; differentiating the content,
social, and cultural process, and/or product): Students could work on the lesson with a teacher in a small
characteristics. group for more support.

Language Syntax- (set of conventions for organizing symbols, words, phrases into
structures, sentences): Following English grammar rules, specifically: Capitalization,
punctuation, subject/verb agreement, and answering in complete sentences.

Language Discourse- (structures of written or oral language; how participants of the

content area speak, write, and participate): Students must raise hands during the class
discussion period, and written answers must be in complete sentences.

Management Plan: When selecting the pictures, an effort should be made to

ensure that the subject matter in the images is diverse and reflects scenarios
which will be familiar to the students in the room by taking academic, social, and
cultural characteristics into account.

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 Anticipatory Set: (Do Now)
Body of Lesson/
Teaching Strategies
Using a set of pictures and then a short, one-paragraph text, ask
What will you have the students to identify the central idea:
students do after you - Break students into small groups of 3-5 students (Be mindful of
introduce the lesson to the groupings to help students who may benefit from a more
learn the standards?
supportive environment)
What questions will you
ask to promote higher - Show engaging pictures (such as kids birthday parties,
level thinking? construction crews working, sports practices, awards
ceremonies, etc.) Have some of the images be humorous to
What opportunities will
you provide for students
increase engagement.
to practice content - Have the groups discuss to determine what they think the
language/vocabulary? central idea is
What language supports - Teachers circulate to assess understanding
will you offer?
- Groups share ideas
- Finally, read a one-paragraph text and use the same discussion
method.

This should allow teachers to understand the level of previous skills

present in the classroom and identify individuals who may need extra
help. It’s important for teachers to closely monitor group discussions to
identify students who may not be sharing and determine if the reason
for not sharing in the group is a lack of understanding or other reasons
such as shyness.

Vocabulary/Language Support:
There will be an anchor chart with the key terms (central idea, and
supporting detail) listed and illustrated using a simple picture. Each
student will also receive a handout with the terms listed and explained.

Teaching:
Modeling:
1. Read a simple text aloud to the class and model identifying the
central idea using the graphic organizer.
2. Next, ask the students what in the text supports the class’ claim
of what the central idea is. Using guided questioning, identify
three supporting details that will be entered on the graphic
organizer.
Student Involvement:
1. Students should be actively discussing the text and sharing
ideas of what they think are the central idea and supporting
details.
Questioning Strategies:
1. What could be the central idea?
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 2. Why do you think that this is the central idea?
3. What does the author tell us that supports our claim?
4. Where in the text does the author give examples or details about
the central idea?

Checking for Understanding:

Using the assessment done while circulating the room, identify
students who may need more help with understanding the concept.
Teachers should attempt to call on these students while modeling.
Use leading questions to help these students understand and to gauge
what they still need help with.

Guided Practice:
Students will read a short passage on their individual reading level and
fill in the graphic organizer on their own. Teachers will circulate and
assist students as needed.
(Ensure that there are versions available with audio or that there is a
teacher available to read texts to students who may require this
accommodation.)

Target Language Sentence starters will be displayed for use to help students use the vocabulary in
Support the proper context and to further enhance understanding.
Describe the instructional
supports that help “I think that the central idea is…”
students understand and “A supporting detail which supports the central idea is…”
successfully use the
language function and
additional language
demands (vocabulary,
syntax, and discourse)

Assessment/Evaluation Reminder: Assessment plan must align with objective(s)/standard(s).

Every standard listed
above must be assess and
included. Questions to Assessment Plan for Learning Objectives (This is a plan and should be written as such;
consider while planning: remember to identify both formative & summative assessments throughout the lesson):
o What type of
performance task will
you assign to insure Formative assessment:
that students are able Through group and whole-class discussions teachers will assess
to demonstrate their students’ understanding of RI.CI.5.2. Determine the central idea of
comprehension of
course content?
an informational text and explain how it is supported by key
o How will students details; summarize the text. Given a photo and progressing to a short
exhibit an paragraph, students will demonstrate the ability to identify the central
understanding of the idea and supporting details through class discussions.
lesson’s objectives?
● Provide feedback to the students by helping to correct their errors
o How will you provide
feedback? during the guided practice while walking around.

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 o What evidence will you ● Identify needed instructional adjustments through the oral questions
collect to demonstrate
students’
posed to students and responses to these question during the lesson’s
understanding/mastery Questioning Strategies, Checking for Understanding, and Guided
of the lesson’s Practice sections.
objective(s) include ● Motivation: Students will work in small groups and will share and
their usage of
compare ideas within groups and then share out their findings.
vocabulary?
● Conference with students during each stage of the lesson and after
they have completed the independent work to ensure understanding.
● Collect the student’s work for the analysis of the lesson goals

Summative assessment:
Evaluate student mastery of the skill by reviewing the students’
submissions of the independent assignment on the graphic organizer.
This assessment will use a text of the students choosing from a given
group of texts.

Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written
as such; remember to identify both formative & summative assessments throughout the
lesson):

Students with IEPs and 504s will be expected to be able to identify the central idea and
supporting details. We will assess this ability using a graphic organizer with the following
modifications which will be applied on an individual basis.
1. Sentence starters can be included.
2. Multiple choice options can be given.

Students who may benefit from working in a small group will be able to complete the
graphic organizer in the setting. If there is a need to accommodate students with
technology an electronic version of the graphic organizer is available.
Audio support is also available for students who may benefit from that accommodation.

Reflection: After the lesson reflect on all aspects of the lesson. Did
Reflection
the lesson achieve the stated goal? Were the students engaged?
What could be changed to ensure that all students were given the
information in the manner that suited their individual learning needs?
Accommodation(s) (a change that helps a student overcome or work around the
disability):

Are there additional accommodations which may be needed based on the students in the
room?

Modification(s) (a change in what is being taught or what is expected from the student):

What additional modifications should be considered?

Differentiation (tailoring instruction to meet individual needs; differentiating the content,

process, and/or product):

Was the differentiation sufficient to meet the needs of the students?

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 Language Syntax (set of conventions for organizing symbols, words, phrases into
structures, sentences):

What scaffolding may be needed to help students understand the vocabulary and
language used in the lesson?

Language Discourse (structures of written or oral language; how participants of the

content area speak, write, and participate):

Did the students understand how the information was intended to flow during the lesson?
Are there any additional steps that could be taken to better help students participate in
the discourse of the lesson?

Doing What Works, How to Organize Your Teaching.

Research/Resources https://dwwlibrary.wested.org/resources/631
What research did you
consult for the strategies Doing What Works, Mastery Over Time.
you referenced and https://dwwlibrary.wested.org/resources/612
implemented in your
lesson? Doing What Works, Bell Ringers, Pyramids, and Big Ideas.
https://dwwlibrary.wested.org/resources/616

Doing What Works, Key Concepts in Spacing Learning Over Time.

https://dwwlibrary.wested.org/resources/624

Pashler, et al. (2007). Organizing Instruction and Study to Improve Student

Learning. U.S. Department of Education.

Closure: Give students feedback as teachers visit each student and

Closure/Summarizing
Strategies:
evaluate their work.
How will the students
summarize and/or share Evaluate the results of the summative assessment to determine if the
what they have learned to students have mastered the topic.
prove they know and
understand the
standard(s) and its
vocabulary?
Will you provide
opportunities for students
to apply new knowledge
while making connections
to prior learning?

Which of the following ADDITIONAL enhancements have you made?

Check ALL that apply:

❏X abstract-concrete connections
❏X examples with practice
❏X quizzing for retrieval practice and spaced-exposure

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 Describe the use of additional enhancements below:

Abstract-concrete connections were made using open-ended questions about what the students think is going on in the
pictures and the passages. Discussions in general about what a central idea is demonstrated an abstract concept
which was then related to a concrete connection while we discussed what the central idea of a particular story was.

Examples with practice was added by including a completed graphic organizer to the students for them to use as a
model.

Quizzing and Spaced-exposure is practiced by revisiting this topic every 6 days for the next several weeks to ensure
that mastery of the topic lasts over time. Gaps in understanding can be addressed as needed.

Bell-ringers will be used by giving the students a task upon arrival to class. These will include reading a short passage
and completing a graphic organizer to identify the central idea and supporting details. These bell-ringers can be
completed individually or with partners.

Quizzing will be used to assess retention of the material. As we move on to other topics we will include a question
about this topic on future quizzes so that it stays fresh in the minds of the students.

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