You are on page 1of 4

IMPORTANT: When you are finished entering all of your information into the template, any

information provided here to help you through the planning process (in RED) can be deleted.

EDUC 2220- Educational Technology Lesson Plan Template


Name of your lesson: Comprehension with Informational Text
Name: Jason Murnen
Grade and Subject: 9th Grade ELA

Common Core Standards:

RI.9-10.2
a. Determine a central idea of a text and analyze its development over the course of the
text, including how it emerges and is shaped and refined by specific details

b. Provide an objective summary of the text that includes the development of the central idea
and how details impact this idea.

Lesson Summary:

This lesson will be taught as both whole group and small group instruction. First, the teacher
and the students will read an informational text together as a class. The teacher may read with
the class orally, or the students may read on their own and then group back together as whole
group. Then, the teacher will work with the students using a main idea web on the smartboard to
determine the central idea of the text. Depending on the text chosen, the teacher may want to
do this for the beginning of the text, the middle of the text, and again differently for the end of
the text. In doing this, the teacher and students can discuss how the central idea developed
over time throughout the text. The class will then work together with the teacher as the teacher
demonstrates how to write an effective summary of the text using the webs the class created.
This will be the “I do” of the known teaching process of I do, We do, You do. This should be
done during the first day of the lesson. On the second day, the teacher will group the students
into groups based on class size. The teacher will present the class with another informational
text passage. The class will then have to complete the central idea web together as a group.
From there, the groups and the teachers will come together and write the summary of the text
together as a class, using the information taught in the day prior. This may take more than one
class period, and may last a couple of different days. This is the “We Do” step of the process.
On the last day or two of the lesson, the students will be presented with again a different
informational text passage. They will then be required to write their own web and summary
independently. This will be the “You do” portion of the lesson. To incorporate technology, the
passages will be shared with the students using Google Classroom. This way, each student will
have the passage on a device and will be able to type their responses into the web and into
Google Drive for their summary.

Estimated Duration:
This lesson will probably take about 50-60 minutes for each day, lasting about five or six days.

Commentary: I will get the students hooked on this lesson by beginning it with showing a ted
talk or Youtube video discussing the importance of understanding information and being able to
analyze information that is presented to you.

Instructional Procedures: (This will be one of the most detailed sections of this assignment).

Day 1:
First 10-20 minutes: Introductory activity- Students will watch a short video on the smartboard.
10 minutes given to students to read their passage that was given to them via Google
Classroom.
30 minutes to work through as a class on the smartboard or via Google Doc together as class
the web and the summary.
As the lesson unfolds, the students will be participating in conversation about the text and will
be working together with the teacher to analyze it and break it down.

Day 2:
10 minutes given to students to read their passage that was given to them via Google
Classroom.
20 minutes to work through the web as a group in Google Classroom or in a Google Doc.
30 minutes to work together as a class to create and write a summary of the text.
As the lesson unfolds, the students will be participating in conversation about the text and will
be working together with the teacher to analyze it and break it down.

Day 3:
10 minutes given to students to read their passage that was given to them via Google
Classroom.
20 minutes to work through the web independently in Google Classroom or in a Google Doc.
30 minutes to work alone to create and write a summary of the text.
As the lesson unfolds, the students will be applying the information they have learned in days
prior to show their knowledge.

Day 4 & 5:
These are overlap days. Lessons do not always go as planned and therefore it is smart to plan
for it to run longer than expected. Not everything from day 1,2,3 will run according to schedule.
Days 1,2,3 listed above is an ideal situation. However, it will more than likely be split up more
over the course of the five days.
Pre-Assessment
In order to pre-assess the students, I will give them a passage and ask them to summarize it in
writing. This will determine where the students are at and how much direct instruction I need to
give.

Scoring Guidelines:
The criteria will be outlined in a rubric and the teacher will grade the summary.

0 1 2

Determine a central idea of a text The student did The student could The student
and analyze its development over not identify the identify the central identified the
the course of the text, including central idea of idea but was not central idea and
the text. able to give details gave at least
how it emerges and is shaped and
to support. three supporting
refined by specific details details.

Provide an objective summary of The student The student wrote The student
the text that includes the could not write 8 sentences but wrote 8 full
development of the central idea at least 8 did not stay on sentences about
sentences to topic. the topic.
and how details impact this idea.
summarize.

Post-Assessment:
The post assessment for this lesson will be the final passage given for the students to complete
on their own on the last day of the lesson as mentioned above.

Scoring Guidelines:
The scoring guidelines will be the same as the pre assessment in order to fully collect student
data and growth from beginning to end of the lesson.

Differentiated Instructional Support


This instruction will be differentiated with different leveled passages. The students will also have
the ability to type or write depending on if fine motor skills are in issue.

Extension

Instead of offering a website for students for this activity, it would be more beneficial for them to
visit their local library if they are in need of help for expository text understanding. The library
offers resourceful tutors that are able to work one on one with students.
Homework Options and Home Connections
I will assign expository text readings on Google Classroom for the students to read and find the
central idea of and three supporting details. This will help them to practice gathering facts and
searching for the information inside of the text.

Interdisciplinary Connections
This lesson will easily be interdisciplinary. The expository texts will be science or social studies
based.

Materials and Resources:

For teachers
Expository Passages
-Smart board
-Computer to use google classroom

For students
-computer they can use at home and school

Key Vocabulary
Central idea, Key details, summary,