Teaching Date: Thursday, March 17th, 2020

Indiana Wesleyan University

Elementary Education Lesson Plan Template
CAEP 2018 K-6 Elementary Teacher Preparation Standards
Reading Lesson
UNIT BIG IDEA
Differences allow New Perspectives

LESSON RATIONALE
Information can be represented through multiple perspectives. Students need to be
able to understand these representations so they can pull the main idea and supporting
details out no matter the format. This lesson will provide guidance and practice for this
skill to prepare for each usage in the future.

READINESS
I.Goals/Objectives/Standard
A. Goal---
a. Students will be able to interpret and identify the main idea and supporting
details through multiple types of expository texts utilizing different skills.

B. Objectives—
a. Students will represent textual main ideas through drawings or visual
descriptions.
b. Students will verbally explain the main idea and supporting details to a
partner.
c. Students will choose one of the five expository styles and explain where in
the format the main idea and supporting details would be found through
written format.

C. Standard:
a. 2.RN.2.2 Identify the main idea of a multiparagraph text and the topic of each
paragraph.

Management Plan-
a. Time per lesson element
 Anticipatory set will be 5 minutes long.
 Mini lesson will be 10 minutes long.
 Stations will be 15 minutes long (1 hour total).
 Closure/ Exit ticket will be 5 minutes long.
b. Use of space
 Anticipatory Set- Students will be sitting at their desks which will be grouped
into five sections.
 The students will move to the front carpet area to work on the mini lesson.
This will benefit the students by being closer to the content and away from the
distractions at their desks.

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Teaching Date: Thursday, March 17th, 2020

 The stations will be spread out around the room and at the students desks to
get them up and moving and keeping them spread out enough that there will
not be distractions between groups.
o The guided reading station will be back at the corner table so students
have a hard surface to work on.
 The closure/ exit ticket will be completed at their seats and turn-in at the front
of the room.
c. list of materials
 sticky notes
 mystery bags (items: 5 pictures for cause-effect, 5 pictures for problem-
solution, 5 pictures for description, 5 pictures for sequential, and 5 pictures for
compare-contrast)
 large paper chart
 5 smaller paper charts
 Expository term definitions (5 per each term 25 total for students; 5 for
teacher)
 Book Chat passages (6 total sets; multiple topics)
 Chromebooks with IXL site
 10 books with different expository styles and various topics
 Guided reading text- Inventors
 Paper to make connections (1 per students – 3 total)
 Paper to analyze the text structure (1 per students – 7 total)
 Paper to summarize the literature text piece (1 per student -8 total)
 Paper to predict the text information (1 per student- 8 total)
 Phone
 Tv screen
 Paper
 Pen
d. Describe expectations and procedures.
 The students have a list of expectations on the board in the front of the
classroom that they obey when a teacher or someone is talking. I will use this
list of expectations because it is familiar to them. The students also use a clip
system, so they understand that if they are misbehaving, they will clip down at
the end of the day by Mrs. Budde. I will keep track of disturbances on a sticky
notes and mentioning it to the student when something occurs.
 During the anticipatory set, the students will be expected to work together with
the other group member to determine quickly and efficiently what the mystery
bag content mean in relation to one another.
 During the mini lesson, the students will be expected again to work in their
groups to quickly determine which definitions match the terms. Students will
respect one another and value their opinions even if they disagree; they will
work together to resolve the disagreement and come to a conclusion.
 Between stations during the transition times, the students will move quietly
from one to the next, making sure to not disrupt other students. While they are
at each station, the students will work on the task at hand, not worrying about

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other work they have due. The students will use a whisper if talking to a
neighbor during the Book Chats or asking a question.
 During the guided reading, the students will participate and show engagement
to get the most out of the content. Students will use a respectable voice level
when speaking at the table as to not draw attention away from the other
stations.
 Finally, when the students are working on the Exit Ticket, they will quietly
work on the paper by themselves and move quietly when turning the paper into
the basket. Students will respect others and keep their voices low.

II. Anticipatory Set (5 minutes)

The students will be placed into five pre-selected groups, each group will represent a section
of expository text without the students’ knowledge (compare- contrast, descriptions, problem-
solution, sequence, and cause-effect). The students will have a mystery bag on the table that will
include five pieces of information that non-explicitly describe the section of text. The students
will get three minutes to look through the bag and try to determine what the overall topic of the
items. After the three minutes, each table will give their guess as to what the pieces meant to
their group.
“Quietly, look up at the board, you will see your name in group color. Find the color around
the room and sit down until the rest of your group arrives.”
Allow students time to find their groups and wait for their group members to arrive.
“Now, as you probably have noticed, I placed at bag at each one of your groups. On the
count of three, I would like you to open and look at the items inside. As a group you will try and
decided what these items have in common. Once you have your answer, write it on the sticky
notes and quietly wait until everyone else is done. One, two, three, explore!”
The students will be given three minutes to explore the mystery bag items and come to a
overall agreement with the topic of the bag.
“Eyes on me, time is up. Now, which group would like to share first what they thought their
mystery bag was about? Group 4, please share nice and loud so everyone can hear.”
Allow group 4 to share their response and place their sticky note on the paper in the front of
the room.
“Group 3, please share what you think your mystery bag was about.”
Allow group 3 to share their response and place their sticky note on the paper in the front of
the room.
“Group 5, please share nice and loud what your group believed your bag was about.”
Allow group 5 to share their response and place their sticky note on the paper in the front of
the room.
“Group 2, please share nice and loud what your group believed your bag was about.”
Allow group 2 to share their response and place their sticky note on the paper in the front of
the room.
“Finally, Group 1, please share nice and loud what your group believed your bag was
about.”
Allow group 1 to share their response and place their sticky note on the paper in the front of
the room.
“You all had great ideas and works so well together. I will give you the answers to the bags,
but I want to keep you in suspense just a little bit longer.”

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Teaching Date: Thursday, March 17th, 2020

• Purpose:
“The purpose of this lesson is to look at expository texts through multiple perspectives.
Just as there are many different ways to learn new information, there are five main
ways to represent expository texts so you as readers can understand the details.”

PLAN FOR INSTRUCTION

III. Adaptation to Individual Differences and Diverse Learners
 The students are divided into group based on their NWEA scorings (this is
a teacher desire; I did not have control over the grouping). Each group has
a set of skills they need to be working on, so these are covered in the
guided reading time.
 For the Book Chats, there are a variety of level text options and content
the students are able to choose from. The students can get multiple
perspectives of text content depending on who they chat with.
 During the guide reading station with me the students will be reading a
piece about inventors; this article is modified to accommodate to three
reading levels. Depending on the group of students and the support they
need will determine the level of text they are reading. The article presents
the same information, just the difficulty varies.
 I will also design each station around a multiple intelligence and learning
style so each student is able to benefit from all the stations, while truly
excelling at the one they are best at.

Lesson Presentation (Mini lesson- 7 minutes & Stations 15 minutes per)

“Now, I want you to listen to my instructions before you start moving. Quietly stay in
your groups and move to the carpet. I would like you to sit with the people you are already
with. Okay, you may move now. “
Allow students to move to the carpet in a quiet manner.
“You all moved so quietly, thank you! Now, in your groups I want you to work on this
chart, (The chart is located at the end of the lesson plan, but it is 5 columns and each one is
labeled at the top with a different form of expository type). I have provided each group
with a piece of paper that has each type of expository writing or Non-fiction types at the top;
along with five definitions that describe each of the sections. Who knows what expository
means? * Allow students time to respond* Yes, expository means the text is providing factual
information to the reader. As a group work together to place them in the right places. What
questions do you have? Once you have found all the answer, I want you to quietly give me a
thumbs up. Ready, set, match!”
I will provide the students two minutes to work in their groups to solve the chart.
Once they have found the answers they will quietly give me a thumbs up, signaling they are
finished.
“How many of the groups think they answered every question correctly? Raise your
hand if you think so. Now, since you guys filled out your chart mine looks empty. Can you help
me figure out where my definitions go? I want each group to tell me where one definition
goes. Group 1, which definition should I place first? Group 2, which definition should I place

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next? Group 3, which definition should I place next? Group 4, which definition should I place
next? Group 5, which definition should I place last?”
While the students are telling me where to place specific definitions to match the
terms, I will listen and place the options as they say even if they are wrong. At the end, the
whole class will check the list to make sure the answers are correct.
“Thank you for giving me input on how to complete my chart. Now, look and give me a
thumbs up if the descriptions are correct or a thumbs down if something looks wrong. One,
two, three, thumbs”
Allow students to look the poster and signal with their thumbs if the options are
correct or not. If something needs to be changed, ask the students what needs to be
changed and have them provide reasoning before moving the piece.
“My poster looks great, all the definitions match! We know that expository text is a
type of text that provides factual information in clear and direct format. Now we are going to
dig a little deeper into explain what these five types. First, cause-effect this is seen in books
when an event causes something else to happen. Let’s say Miss Teel missed her alarm to wake
up today, which is the cause. What would the effect be? *Students would respond with, ‘I
would miss being at school with them.’* Correct, by missing my alarm, I was late to school.
Next, is compare-contrast; this is when two or more things analyzed at to find similarities or
differences. So, are there things alike and different about Mrs. Budde and Miss Teel? Yes, we
are both your teachers in the classroom which is something we have in common. A difference
would be Mrs. Budde is a teacher, and Miss Teel is still in school to be a teacher. Next, is
description, this is when the piece of writing is telling you information about the object. If the
book talked about penguins, it would describe penguins as birds that live in Antarctica, they
cannot fly, and are black and white. This is giving you a description of what a penguin looks
and acts like. Problem-solution is the 4th types of expository text. This will state a problem like
Miss Teel got a flat tire on her way to school. What could a solution be? *Allow students time
to think of a solution to Miss Teel having a flat tire* Yes, a solution could be to call a car shop
and have them help me. So, these types of text show a problem and how someone could solve
the issue. Finally, sequence is the last type of expository text; this provides a list of events that
occur in order. If there was a book on my morning today, this is what it would say. ‘Miss Teel
woke up at 6:00am, got ready for school until 7:00 am, did homework until 7:45am, then ate
breakfast until 7:55am, and left for Northview Elementary at 8:00am.’ This shows you a list of
events that occurred in order of how my morning went. Each piece of expository text is trying
to teach the reader some new piece of information; so, there will be a main idea that is the
important piece along with details to support it. So, when you think of this picture a table; the
main idea is the flat part on top, but the supporting details are the legs that help hold the
table up. Keep this in mind when you are reading today during the stations. What questions
do you have about the five types of expository text?”
Allow students to ask questions if they arise.
“Before I explain the stations for today, I want you to close your eyes and give me a
thumbs up if you understand the content, or a thumbs down if you a completely lost, or
somewhere in the middle. Ready, one, two, three, thumbs.”
I will check over the students understanding by looking at their thumbs and making
a mental note to pay more attention to the students who are lacking in understanding
throughout the stations.
“Now, quietly stand up, and follow me to station #1.”

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I will move over to station #1 and explain the directions.

“This will be station #1 Book Chats; I have provided multiple short informational
pieces on lots of different topics. When you get to this station, you will choose on of the pieces
to read. While reading, I want you to look for the main idea (topic) and supporting details.
Once you have finished your reading, you will find a partner that read a different topic. This is
when the Book Chat happens, you and your partner will face each other and one person will
share the title, main idea, supporting details, and the expository type. *I will demonstrate
with another students how the style of the chat will look, so the students are able to see a
visual* Once both partners have shared, you read another short text and repeat the process
with another partner. What questions do you have for the first station? Since, I am wanting
you to talk at this station, keep your voice at a whisper, so only your partner can hear. We do
not want to disrupt other students who are not working at this station.”
Allow students to ask questions if they arise and answer appropriately.
While this station is occurring during the rotation, I will have a peer walking
around and monitoring the stations while I am at the guided reading. She will be asking the
students question to check for understanding. Some questions may include; ‘What is the
main idea you found?’ ‘What are some supporting details for the main idea?’ or ‘How are
the different expository styles different in the format while reading?’
“Now, we are going to move over to station #2, IXL (online learning game). First, you
will start with Y.3 which is Choose Topic Sentences for expository paragraphs. During this
section you will be looking at a passage and asked to determine the topic and main idea. If
you complete that piece, you will be able to work on V.1-Comprehension, W. 1-Text Features,
T.1 and 2- Cause and Effect, P.1 Sequence, and U.1- Compare and Contrast. These other IXLs
will be covering the forms of expository text styles and having you read passages and answer
the questions. Station #2 will be done independently at your seat, and I will write the list of
assignments on the board, so you are able to easily flow from one to the next. Note that I do
not want you to rush through these questions, I want you to score 90% at least, on as many as
possible. If you reach 100% there may be a reward at the end. What questions do you have
about the station?”
Allow students to ask any questions about the IXL station. The students are used
to IXL, they are required to do a certain amount each day, so they know how to work the
cite and easily find the assignment sections they need quickly. I will have my peer walk
around during this station as well, making sure that the students are on task and do not
have a problem.
“Follow me over to station #3, this station is going to be the Independent Reading
station. I have provided you with a variety of copies of various books that follow all five styles
of expository texts. During this station, you will be reading independently, and I will allow you
to sit on the floor if it is comfortable to you. While you are reading these texts, I want you to
think about the main ideas and details that support the information. There will be guiding
questions listed at this station to assist you in your thinking. *show students the list of
questions they should be thinking about while reading* ‘What is the main idea of the text?’,
“What are three supporting details?’, ‘ How does this expository text style differ from the
last text?’ Think about these questions while reading your book. Once you have answered
them, you may move onto the next book. I want you to explore a variety of text and learn new
information, so choose books that interest you!”

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“Back at the table, I will be doing a guided reading group. Each group will get to visit
me and work on skills on a piece of text that I have chosen. All you will need to bring back to
my station is a pencil and I will provide the rest of the materials. Now, are there any questions
for the stations before we start? Each station will be 15 minutes long, so make sure you stay
on task and are thinking deep about the main idea and details that you are finding in the
text.”

BDA Lesson #1- Connections: (15 minutes)

“How are you guys? I am going to place a couple of items in front of you and I want
you to look at them and tell me what they are and what they have in common with one
another. You can work as a group to solve, but you have one minute. Ready, go!” (The items
are a phone, the tv screen above my head, paper, and a pen.)
Allow the students one minute to look over the items and attempt to come to the
conclusion of “inventions”.
“So, what do you think these items have in common? *Allow for students to respond*
All these items are inventions that were created by someone. Alexander Graham Bell created
the phone. Philo Taylor Farnsworth created the tv. Laszlo Biro created the pen. Cia Lun
created paper. Each day, we interact with inventions whether we realize it or not. I want you
to silently think about a time that you used an invention, and then we will share them in the
group.”
Allow students time to think and share about the time they used an invention.
“Those examples were perfect to describe how you all have used inventions. What you
just did when you thought of a specific time, was called making connections. We make
connections without thinking most of the time. Connections occur when we learn something
new and relate it back to something we have already learned. In this short expository piece,
we are going to learn about inventions. What does expository mean again?”
Allow students to respond to what expository means.
“Now, here is the piece I want you to read individually about inventions. I want you to
think about the main idea and the details in each paragraph and make connections to the
events. After each section, I want you to pause and jot down some connections that you made
on this sticky note. There will be four sections of connections that you will be making to the
details. I will demonstrate for you how this should look. *I will read a passage about cats and
make a connection to my own cat*”
Teacher monitoring: While the students are reading, I will be watching to see the
connections that they are making and pay attention to see if they are matching the main
idea and supporting details. I will have demonstrated for students the task, so they
understand what is being asked of them.
“Okay, now flip the papers over and eyes on me. What was the main idea of the
story?”
Allow one student to answer.
“Now, I want each of you to tell me a supporting detail that was in the story to
validate the main idea.”
Allow time to each student to state one supporting detail.
“Now, I want each of you to share a connection you make to the expository text about
inventions.”

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Allow time for each student to share the connection they made.
“Those were great connections. Now flip the paper back over and take a highlighter. I
want you to point and highlight one of the supporting details in the text and think of a
connection you have. Then you will take this paper and colored pencils and create a visual to
demonstrate the connection. “
Allow students time to think and create their connection representations.
“If you complete this visual early, think about other books you could apply the strategy
of connection to.”

BDA Lesson #2- Analyzing: (15 minutes)

“How are you guys? I am going to place a couple of items in front of you and I want
you to look at them and tell me what they are and what they have in common with one
another. You can work as a group to solve, but you have one minute. Ready, go!”
Allow the students one minute to look over the items and attempt to come to the
conclusion of “inventions”.
“So, what do you think these items have in common? *Allow for students to respond*
All these items are inventions that were created by someone. Alexander Graham Bell created
the phone. Philo Taylor Farnsworth created the tv. Laszlo Biro created the pen. Cia Lun
created paper. Each day, we interact with inventions whether we realize it or not. I want you
to silently think about a time that you used an invention and why it was used, and then we
will share them in the group.”
Allow students time to think and share about the time they used an invention and
describe why it was needed in detail.
“Those examples were perfect to describe how and why you all have used inventions.
What you just did when you described the use of a specific invention, was called analyzing. We
analyze each part of the day without thinking. Whether to eat the school lunch or grab-n-go;
or whether or not to stay up late and play video games. Analyzing is looking at the event or
object and look at the details closely. In this short expository piece, we are going to learn
about inventions. What does expository mean again?”
Allow students to respond to what expository means.
“Now, here is the piece I want you to read individually about inventions. I want you to
think about the main idea and the details in each paragraph and analyze the information and
why the author decided to include those pieces. After each section, I want you to pause and
jot down some notes that you made on this sticky note. There will be four sections of
analyzing that you will be making about the details. I will demonstrate for you how this
should look. *I will read a passage about cats and analyze that cats are domesticated
animals that can purr and are small in stature. *”
Teacher monitoring: While the students are reading, I will be watching to see that
they are analyzing the main idea and supporting details. I will have demonstrated for
students the task, so they understand what is being asked of them.
“Okay, now flip the papers over and eyes on me. What was the main idea of the
story?”
Allow one student to answer.

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Teaching Date: Thursday, March 17th, 2020

“Now, I want each of you to tell me a supporting detail that was in the story to
validate the main idea.”
Allow time to each student to state one supporting detail.
“Now, I want each of you to share one piece of information and how you analyzed the
text.”
Allow time for each student to share the analyzes they made.
“Those were great analyzes. Now flip the paper back over and take a highlighter. I
want you to point and highlight one of the supporting details in the text and think of a how
you could analyze the piece to draw more information and meaning to support your
understanding. Then you will take this paper and colored pencils and create a visual to
demonstrate your analyses thought process. “
Allow students time to think and create their representations.
“If you complete this visual early, think about a nonfiction text you are reading right
now and how you could analyze a section to draw more information from the reading. “

BDA Lesson #3- Summarizing (15 minutes)

“How are you guys? I am going to place a couple of items in front of you and I want
you to look at them and tell me what they are and what they have in common with one
another. You can work as a group to solve, but you have one minute. Ready, go!”
Allow the students one minute to look over the items and attempt to come to the
conclusion of “inventions”.
“So, what do you think these items have in common? *Allow for students to respond*
All of these items are inventions that were created by someone. Alexander Graham Bell
created the phone. Philo Taylor Farnsworth created the tv. Laszlo Biro created the pen. Cia
Lun created paper. Each day, we interact with inventions whether we realize it or not. I am
going to tell you a story about the time I got my first phone. I want you to listen to the key
parts that I am explaining. *Explain story*”
Allow students time to think and share a one sentence statement about what my
story described.
“Those sentences were perfect to summarize my story. What you just did when you
retold my story in a specific details response is called summarizing. We summarize in life
when we want only the key details to be highlighted. Summarizing is specifically telling the
main points instead of all the details that expand on the story. In this short expository piece,
we are going to learn about inventions. What does expository mean again?”
Allow students to respond to what expository means.
“Now, here is the piece I want you to read individually about inventions. I want you to
think about the main idea and the details in each paragraph and summarize the information
and why the author decided to include those pieces. After each section, I want you to pause
and jot down some summarized notes that you made on this sticky note. There will be four
sections of reading that you will summarize. I will demonstrate for you how this should look.
*I will read a passage about cats and summarize in one sentence that cats are domesticated
animals that can purr and are small in stature. *”
Teacher monitoring: While the students are reading, I will be watching to see that
they are summarizing each paragraph and noticing the main idea and supporting details. I

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will have demonstrated for students the task, so they understand what is being asked of
them.
“Okay, now flip the papers over and eyes on me. What was the main idea of the
story?”
Allow one student to answer.
“Now, I want each of you to tell me a supporting detail that was in the story to
validate the main idea.”
Allow time to each student to state one supporting detail.
“Now, I want each of you to choose one paragraph of information and how you
summarized the paragraph.”
Allow time for each student to share the summarized paragraphs.
“Those were great summaries. Now flip the paper back over and take a highlighter. I
want you to point and highlight one of the paragraphs in the text and think of a how you
could summarize the supporting detail in relation to the main idea. Then you will take this
paper and colored pencils and create a visual to demonstrate your summary description. “
Allow students time to think and create their representations.
“If you complete this visual early, think about a nonfiction text you are reading right
now and how you could summarize the library book you are reading. “

BDA Lesson #4 – Predict: (15 minutes)

“How are you guys? I am going to place a couple of items in front of you and I want
you to look at them and tell me what they are and what they have in common with one
another. You can work as a group to solve, but you have one minute. Ready, go!”
Allow the students one minute to look over the items and attempt to come to the
conclusion of “inventions”.
“So, what do you think these items have in common? *Allow for students to respond*
All these items are inventions that were created by someone. Alexander Graham Bell created
the phone. Philo Taylor Farnsworth created the tv. Laszlo Biro created the pen. Cia Lun
created paper. Each day, we interact with inventions whether we realize it or not. I want you
to silently think about a time that you used an invention and how life would be without the
invention, and then we will share them in the group.”
Allow students time to think and share about the time they used an invention and
describe what life would be like without that specific invention.
“Those examples were perfect to describe how life would be without phones, tv, or
paper. What you just did when you described the absence of a specific invention, was called
predicting. Predicting is trying to explain how something might happen or be affected by
another event. A prediction may be right or wrong, but it is important to use content clues to
give an accurate guess. In this short expository piece, we are going to learn about inventions.
What does expository mean again?”
Allow students to respond to what expository means.
“Now, here is the piece I want you to read individually about inventions. I want you to
think about the main idea and the details in each paragraph and predict what life would be
like if we did not have the invention today. After each section, I want you to pause and jot
down some notes that you made on this sticky note. There will be four sections of predicting

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that you will be making about the inventions. I will demonstrate for you how this should look.
*I will read a passage about cats and predict that cats are created to keep humans company
with less noise than dogs. *”
Teacher monitoring: While the students are reading, I will be watching to see that
they are predicting about the main idea and supporting details. I will have demonstrated
for students the task, so they understand what is being asked of them.
“Okay, now flip the papers over and eyes on me. What was the main idea of the
story?”
Allow one student to answer.
“Now, I want each of you to tell me a supporting detail that was in the story to
validate the main idea.”
Allow time to each student to state one supporting detail.
“Now, I want each of you to share one piece of information and how you predicted life
would be like without the invention.
Allow time for each student to share the predictions they made.
“Those were great predictions, and the interesting thing is we may never know what
life would be like now without those inventions because they have been created. Now flip the
paper back over and take a highlighter. I want you to point and highlight one of the
supporting details that describes an invention in the text and think of a how you could predict
how life would be different. Make sure this is different than the one you shared to the group.
Then you will take this paper and colored pencils and create a visual to demonstrate your
prediction. “
Allow students time to think and create their representations.
“If you complete this visual early, think about a nonfiction text you are reading right
now and how you could predict the next event that will happen. “

IV. Check for understanding. How do you know students have learned? What strategies will
you implement if all students have not met lesson outcomes? Employ one or more
strategies to determine student learning.
a. I will check for understanding of the five types of expository text by looking at
each group’s chart during the mini-lesson. If the students understand the
types, they should be able to identify the definitions to the terms they match.
If they lack understanding, this will be noticeable in the confusion of
completing the task and I will cover the topics in more depth when we do the
whole class chart.
b. After the students have provided input to complete the whole group chart, I
will check for understanding by having them signal a thumbs up or down
depending on their comfort level with the content.
c. Each group at the guided reading station will complete some format of
evidence based on the strategy. So, the first group will be working on
connections to the main idea or supporting details by creating a visual aide.
The students will be making jottings of main ideas or details during the
chunked reading, I will be able to read these jotting and see if they are picking
out the key information. I will also be able to determine the level of
understanding by the visual they create and if there are connections between
the visual and the text.

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Teaching Date: Thursday, March 17th, 2020

VIII. Review learning outcomes / Closure (7 minutes)

“Eyes on me, quietly walk back to your seat. I have placed a paper at your seat.
I want you to choose one type of expository text that we learned about today and in
your own words describe what is means and explain how or what sections you would
find the main idea and supporting details within that specific piece. You can use words
or pictures; however, you would like to demonstrate your understanding is fine for this
piece. Make sure to write the name of the expository type and your name at the top of
the page so I know what you are writing about. Once you have completed the task, you
may turn the paper in up at the front in the green basket.”
Allow students five minutes to write about an expository text type of their
choosing and represent the material gained.
“Thank you for working quietly and efficiently during the stations and guided
reading today. One main thing to take away from today is there are multiple ways to
achieve a goal, and those new perspectives can add new insight. So, when we are
looking at information, whether it is in cause-effect or descriptions the information is
being today with new sides that add more details.”

PLAN FOR ASSESSMENT

Formative Assessment:
The formative assessments will occur when I walk around take notes on how
students are performing with the mini-lesson activity, and when my peer walks around and
checks on the students during the stations. I will have formative assessments at the guide
reading stations, when I ask the students questions or give directions for a task and listen
to their responses because that will show whether they understand the concept. I will use
formative assessment when the students are working on their visual aide responses
because this will show whether they are able to take a strategy and draw connections to a
main idea or supporting detail.

Summative Assessment:
The summative assessment will occur with the exit ticket. The students will be
asked to choose one of the types of expository texts (cause-effect, compare-contrast,
description, problem-solution, or sequence) and explain what the term means in their own
words. They can describe the term through visuals or words depending on their
preferences.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Were the students hooked from the beginning? If not, how could I adjust?
8. How could I provide more support to the students who were struggling with the
concept?

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Teaching Date: Thursday, March 17th, 2020

9. What part did the students enjoy the most, and how could I enhance for future lessons?
Book Chat Readings Mini-lesson Chart

Guided Reading Text:

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Teaching Date: Thursday, March 17th, 2020

Mystery Bag Items:

 Cause and Effect:

 Compare and Contrast:

 Description:

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Teaching Date: Thursday, March 17th, 2020

 Problem and solution:

 Sequence:

Each set of words will count as one object per mystery bag

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Teaching Date: Thursday, March 17th, 2020

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