edTPA Lesson Plan

Name Nicholas Giordano (Mr. G)

Lesson #, Lesson Title Lesson number 2 of 3
“The Carousel of Passages”
Date and Day of the Week
Grade Level and Class 6th Grade, Class 602, ELA
Period and Length Period 2, Length 45 mins
Materials Needed Core Text: “Do you know Tofu?”- “A New Solution to an Old
Problem”-“Music for the mind”-“The Silent Start of Movies”- “Picking the
Perfect Flowers”-“Walking with Water” , graphic organizers, 6 post it chart
paper, tape
Standards and Objectives
Standards:
CCSS.ELA-LITERACY.RI.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text.
CCSS.ELA-Literacy.RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments.
CCSS.ELA-LITERACY.RI.6.6
Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own
clearly.

Learning Objectives:
1. Students will be able to define central idea using their WIN graphic organizers.
2. Students will be able to identify three supporting details of a passage and use their Prove it graphic
organizers.
3. Students will be able to identify the central idea using evidence that is used to support their claim
4. Students will be able to express and discuss their thoughts and evidence with their peers through group
work.
Prior Academic Knowledge and Experience : This lesson occurs in the middle of the learning segment;
therefore, this lesson builds upon the previous lesson that went over how to identify and prove an author
central idea and its multiple supporting details. To be successful with this lesson, students must be able to
support their claim with clear reasons and relevant evidence. Students must understand what makes evidence
relevant in order to make their central idea as strong as possible. Student’s must also knows how to cite
evidence and how to explain their evidence using supporting details. Students will need to use their close
reading skills to deconstruct a piece of text in order to pull evidence that they plan to use to support their claim
of the central idea. Students will be placed in groups to practice the skills and strategies they developed in the
previous lesson. Students may have misunderstandings about how to gather and organize evidence into their
graphic organizer. These students are given the opportunity to learn from their classmates as they all practice
their central idea strategies as a group. Students are familiar with this style of group work and have experience
in this style of applying what they have learned

Central Focus: Students will be able to identify an author’s central idea and cite supporting evidence to prove their claim.
In addition, at the end of the unit, students will be able to create their own paragraphs including a central idea and three
supporting details on the topic/hobby of their choice.

Academic Language Demands:

Students will discuss, read, identify, analyze, create, argue, and justify a central idea from multiple passage
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throughout the lesson. Students will continue to develop their listening, speaking, reading, and note taking
skills throughout the lesson in order for them to be successful. In order for students to be intellectually engaged
in this lesson, they will be divided into groups and must be able identify and create a central idea that they will
have to argue and support with strong supportive detailed evidence from each passage. Students must also be
able to use both WIN and Prove it graphic organizers for each passage during their group work instruction. The
content specific vocabulary that students will need to know in order to support their understanding of the
learning objectives is ‘Determine, Central Idea, Analyze, Development, Relationship, and Supporting Ideas”.
During the lesson, students will need to use their listening, speaking, reading, and writing skills during group
work in order for them to stay engaged in lesson. They will listen to whole class instruction and information that
is discussed by their peers during group work. They will also have to use their speaking skills to answer
questions and explain their thoughts and ideas with the teacher and the class. During group work practice,
students must also use accountable and talk strategies to stay engaged and to speak about their reasons and
evidence. Students have been introduced to the content specific vocabulary prior to the lesson that allows
them to discuss their findings with their peers.
Instructional Strategies and Learning Tasks that Support Student Needs
Time Action Rationale

Launch

Say: Today we are going to continue to work on identifying

the central idea of short passages.
The purpose of this part of the
Ask: What is the most important aspect of identifying the
central idea and why? (elicit and discuss student responses)
lesson is to have students
5 mins Say: Before we can begin to write and include a central idea understand the importance of
in our work, we must first be able to read other create our supporting details in
claim and gather three supporting details to support our identifying an author’s central
claim. idea
Say: It is important to select relevant supporting evidence
that helps make your claim of the central idea accurate.
Students will be given a graphic organizer that will be used to
help them gather evidence and identify the central idea of
passages.
A carousel of texts

For this next activity divide the students into six groups by what The purpose of this part of the
table their sitting at. lesson is to have students get as
35 min much practice as possible with
Students will work their table to read a passage, use both win and the strategies and skills they
prove it charts, and clearly identify the central idea of the passage. learned in the prior lesson.
Having this lesson incorporate
Tell students: There are six passages around the room that we will
group learning activity helps
switch around the room every six minutes. Each table is to fill in
keep students engaged and
both a WIN and Prove charts and attach it to the chart paper being
motivated while developing their
passed around the room. Each table monitor will take their passage
skills.
to the next table so that every “rotation” (Six minutes), your group
should receive a new passage to find the central idea.

Before you let them begin their instruction model directions and
expectations of movement with cooperating teachers. Each group is
accountable for both charts being completed. This includes
identifying the central idea and three supporting details of each
passage.

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 While the group activity is taking place.

Teachers should circulate and support students in their thinking

about the passages their reading. If students are struggling, do not
explain the passage; instead,

Ask: “Why do you think the authors uses these words? Or “What
does this make you curious or informed about?”

Teachers observations that are made during the group work to

Informal gage if students are able to identify and analyze the passage to Learning Objective(s)
come up with a central idea. The observations will also Assessed
Assessmen include students’ interaction and participation in the activity.
t 1,2,3,4

Closing

Have each table share their current passages central idea and This part of the lesson is used to
how they work together to form it. Have them elicit and share. reinforce the central idea and
give students a chance to share
Collect all six-chart paper with each table work attached to their work. It also provides a way
5 mins them. to formally assess each group
While collecting progress with forming and
proving the central idea of short
Say: Next lesson were going to be shifting our skills from reading passages.
and identifying an author’s central idea to writing your own
paragraphs that include a central idea with 3 supporting details.

Formal I will collect student’s graphic organizers (that were done in a Learning Objective(s)
group) at the end of the class and provide feedback for them Assessed
Assessmen at the beginning of lesson three. This will guide learning prior
t to composing their published piece. 1,2,3,4

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