edTPA Lesson Plan Template

To be implemented on Day #1 of the 4th Grade Main Idea lesson

Teacher Candidate Name: Allie Sipple

Grade & Subject Area: 4th Grade, Guided Reading
Date for Planned Lesson: 9/25/23
*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Lesson Title Main Idea
MN/CC State Standard(s) MN Standard: Reading 4.1.4.1: Refer to details and examples in a text when
- direct quote from MN standards explaining what the text says explicitly and when drawing inferences from the
documents text; summarize the text.
- if only focusing on one part of a
given standard, underline the part MN Standard: Reading 4.1.4.2: Determine a theme or central idea of a story,
being focused upon drama or poem from details in the text.
MN Standard: Reading 4.1.4.3: Describe a literary element in detail, drawing on
specific details from literary text.
MN Standard: Reading 4.1.4.4: Explain events, concepts or steps in a procedure,
including what happened and why, based on specific details, in informational text.

Central Focus Read critically to comprehend, interpret and analyze themes and central ideas in complex
- derived from standard, literary and informational texts.
- communicates general goal

Learning Target for this Lesson Students can read and comprehend central ideas in informational texts.
- concisely says what students will be
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. Main idea, Central idea, informational, summarize, details, topic
a. Domain-specific Acad vocabulary
b. Identify, comprehend, analyze, interpret
b. General Academic vocabulary
(words used in school across many c. The topic is X, and these supporting details show that Y is the main idea.
subject areas)
c. Syntax Sentence Frame: Example d. Students will have the opportunity to demonstrate their knowledge through small group
sentence that students can use conversation as well as a worksheet or reading passage.
to accomplish target
d. Point in lesson where students will
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports Each small group is placed by academic levels.
a. Identify how some form of High group will have support for questions.
additional support will be Above grade level will have support for questions as well as a quick demonstration.
On grade level will have support for questions as well as demonstrations in beginning.
provided for some aspect of the
Below grade level will follow “I do, We do, You do”.
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
Resources & materials needed Google slides, Anchor chart, Pencil, Highlighter, colored pencils, Wonder of Water
passage/graphic organizer, Main Idea word list worksheet

Lesson Part Activity description / teacher does Students do

Phase 1 Read “I can read and comprehend the main idea of a text” Students will read the
State Target & Activate Prior to the students and repeat a second time in chorus learning target in chorus
with students.
Knowledge with the teacher.
a) Post the learning target Ask students what a Main Idea or Central Idea is, call on
statement and indicate whether one or two students.
the teacher or student(s) will read
it aloud Bring Anchor Chart to smartboard and discuss how to find
b) Engage students in activity to the Main/Central Idea.
elicit / build prior background
knowledge
Phase 1 Assessment Read mini passages on Smartboard as a whole group, Students will move
Explain the plan to capture data have students move to corner A if the answer is A, corner around the room to the
from this phase of the lesson B if answer is B, and corner C if answer is C.
appropriate corner to
answer which option
they feel is the main or
central idea.
Phase 2 Teacher Input / Inquiry Go over directions for students spelling packets, Students will listen to
- Explain procedures they will fill in the blank with the appropriate expectations about the
- Demonstration the task spelling word. checklist and ask
- Teacher think aloud Will pull up students’ checklist onto the questions if they have
smartboard and explain the expectations and any.
ask if there are any questions.
Phase 2 Assessment Students will be released by table to collect their writing Students will work
Explain the plan to check for packets and reading folders and then work independently independently at their
understanding of steps / at their spots.
table spots.
procedures demonstrated in
this phase

Phase 3 Guided Practice Move Anchor chart over to small group table. Small group students
- Paired/collaborative work will bring a pencil to the
- Teacher(s) may roam & assist Call one group back at a time to the kidney kidney table.
table to work in a small group.
Students not in small
-Highlighters needed for groups one and two, group will work
have them bring their pencils. independently at their
-Colored Pencils needed for groups three and table spots.
four, no pencils needed.

Group 1: Hand students their Wonders of Water

passage flipped to back and pencils down.
Group 2: Hand students their Wonders of Water
passage flipped to back and pencils down.
Group 3: Hand students their Main Idea wordlist
worksheet.
 Group 4: Hand students their Main Idea wordlist
worksheet.

Students not in small group will continue to

work independently.

Other teacher may also call groups back to

work in an additional small group. (Be sure to
check which students she is working with before
calling next group to make sure students are
available).
Phase 3 Assessment Ask students what a Main Idea or Central Idea is. Call on Students will listen to
Explain the plan to check for one or two students. Point to anchor chart for those who instructions and work
ability to apply demonstrated are struggling.
independently on the
steps/procedures during worksheet in the small
Briefly go over anchor chart again to explain how to find
guided practice the main idea in a text. group

Group 1: Students should have papers flipped Students will ask

upside down so they can’t read the passage. questions if they have
Have students listen for the main idea of the any.
passage while reading the article to them. Allow
students to then turn their passage over and
read the passage to themselves while
highlighting sentences that support their main
idea. Teacher will observe students working to
check for understanding.

Group 2: Students should have papers flipped

upside down so they can’t read the passage.
Have students listen for the main idea of the
passage while reading the article to them. Allow
students to then turn their passage over and
ask them what they think the main idea might
be. Call on three or four students. If there are
different answers, point out on the anchor chart
how to find the main idea and see if this gets
them on track. Walk them through what the
main idea is and have them read the passage
to themselves while highlighting sentences that
support the main idea. Teacher will observe
students working to check for understanding.

Group 3:Students should have papers flipped

over. Explain the directions of the worksheet.
Have students pick out three different colored
pencils. Do the first row together. Allow
students to continue completing the worksheet.
Teacher will observe students working to check
for understanding.
 Group 4: Students should have papers flipped
over. Explain the directions of the worksheet.
Have students pick out three different colored
pencils. Do the first two rows together. Allow
students to continue completing the worksheet.
Teacher will observe students working to check
for understanding.
Phase 4 Independent practice Students are to complete their checklist Students will complete
- Individual student work independently throughout the week. One of the Main Idea task
their assignments on the checklist is to go Cards from their check
around the room and answer their Main Idea list.
task cards.
Students will complete
Students are also to complete 3 Main Idea IXL their Main idea IXL
standards that are assigned to them at an 80% standards to 80% or
or higher completion. higher completion
Phase 4 Assessment Task cards are checked as handed in to ensure Students will complete
Explain plan to check for ability to understanding. Teacher is also walking around the Main Idea task
apply demonstrated the room in-between small groups to help Cards from their check
steps/procedures during answer questions and to keep students on task. list.
independent practice
IXL standards can be watched through teachers Students will complete
computer so see what questions students are their Main idea IXL
struggling with. standards to 80% or
higher completion
Phase 5 Restatement & Closure Teacher will check over students answers and help those Students will rate their
a) Restate learning target that are still struggling to understand and help correct understanding on a 1-3
their mistakes.
b) Explain a planned opportunity scale.
for students to self-assess Students will raise 1 to 3 fingers in the air to indicate how
their perceived level of solid their understanding is from 3,I could explain this to Students will return to
mastery for the target. someone else, 2 I’m getting the hang of it just need a little their table spots to work
more practice or 1 I want would want it explained to me independently once
again before explaining it to someone else.
teacher has dismissed.
Phase 6 Summative Next Steps Collect worksheets and make note on roster to reteach,
Attach a class roster (first names extend slightly or transfer to next topic.
only) with space to indicate
for each student the needed
next steps of instruction.
edTPA Lesson Plan Template
To be implemented on Day #2 of the 4th Grade Main Idea lesson

Teacher Candidate Name: Allie Sipple

Grade & Subject Area: 4th Grade, Guided Reading
Date for Planned Lesson: 9/26/23
*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Lesson Title Main Idea
MN/CC State Standard(s) MN Standard: Reading 4.1.4.1: Refer to details and examples in a text when
- direct quote from MN standards explaining what the text says explicitly and when drawing inferences from the
documents text; summarize the text.
- if only focusing on one part of a
given standard, underline the part MN Standard: Reading 4.1.4.2: Determine a theme or central idea of a story,
being focused upon drama or poem from details in the text.
MN Standard: Reading 4.1.4.3: Describe a literary element in detail, drawing on
specific details from literary text.
MN Standard: Reading 4.1.4.4: Explain events, concepts or steps in a procedure,
including what happened and why, based on specific details, in informational text.

Central Focus Read critically to comprehend, interpret and analyze themes and central ideas in complex
- derived from standard, literary and informational texts.
- communicates general goal

Learning Target for this Lesson Students can read and comprehend central ideas in informational texts.
- concisely says what students will be
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. Main idea, Central idea, informational, summarize, details, topic
a. Domain-specific Acad vocabulary
b. Identify, comprehend, analyze, interpret
b. General Academic vocabulary
(words used in school across many c. The topic is X, and these supporting details show that Y is the main idea.
subject areas)
c. Syntax Sentence Frame: Example d. Students will have the opportunity to demonstrate their knowledge through small group
sentence that students can use conversation as well as a worksheet or reading passage.
to accomplish target
d. Point in lesson where students will
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports Each small group is placed by academic levels.
a. Identify how some form of High group will have support for questions.
additional support will be Above grade level will have support for questions as well as a quick demonstration.
On grade level will have support for questions as well as demonstrations in beginning.
provided for some aspect of the
Below grade level will follow “I do, We do, You do”.
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
Resources & materials needed Google slides, Anchor chart, Pencil, Highlighter, colored pencils, Wonder of Water
passage/graphic organizer, Main Idea word list worksheet.

Lesson Part Activity description / teacher does Students do

Phase 1 Read “I can read and comprehend the main idea of a text” Students will read the
State Target & Activate Prior in chorus with students. learning target in chorus
Knowledge Review on Main Idea and Central idea. Watch Main Idea
with the teacher.
a) Post the learning target video explaining Main Idea.
statement and indicate whether
the teacher or student(s) will read Review Anchor chart
it aloud
b) Engage students in activity to
elicit / build prior background
knowledge
Phase 1 Assessment Durning video pause and have students answer the Students will watch
Explain the plan to capture data questions they ask. Have students turn and talk to a video and answer
from this phase of the lesson neighbor to explain why they got they answer they did
and call on two or three students. Stop video after second
question asked.
passage is read and discussed (4:25)
Refer back to Anchor chart if students are struggling. Students will turn and
talk with their neighbor
about answers.

Students will use

Anchor chart to help
answer questions if
needed.
Phase 2 Teacher Input / Inquiry Go over directions for students spelling Students will listen to
- Explain procedures packets, they will match the spelling word to its expectations about the
- Demonstration the task definition. checklist and ask
- Teacher think aloud Will pull up students’ checklist onto the questions if they have
smartboard and explain the expectations and any.
ask if there are any questions.
Phase 2 Assessment Students will be released by table to collect their writing Students will work
Explain the plan to check for packets and reading folders and then work independently independently at their
understanding of steps / at their spots.
table spots.
procedures demonstrated in
this phase

Phase 3 Guided Practice Move Anchor chart over to small group table. Small group students
- Paired/collaborative work will bring a pencil to the
- Teacher(s) may roam & assist Call one group back at a time to the kidney kidney table.
table to work in a small group.
Students not in small
-Highlighters needed for groups one and two, group will work
have them bring their pencils. independently at their
-Colored Pencils needed for groups three and table spots.
four, no pencils needed.

Group 1: Hand students their Wonders of Water

 passage flipped to back and pencils down.
Group 2: Hand students their Wonders of Water
passage flipped to back and pencils down.
Group 3: Hand students their Main Idea wordlist
worksheet.
Group 4: Hand students their Main Idea wordlist
worksheet.

Students not in small group will continue to

work independently.

Other teacher may also call groups back to

work in an additional small group. (Be sure to
check which students she is working with before
calling next group to make sure students are
available).
Phase 3 Assessment Ask students what a Main Idea or Central Idea is. Call on Students will listen to
Explain the plan to check for one or two students. Point to anchor chart for those who instructions and work
ability to apply demonstrated are struggling.
independently on the
steps/procedures during worksheet in the small
Briefly go over anchor chart again to explain how to find
guided practice the main idea in a text. group

Group 1: Students should have papers flipped Students will ask

upside down so they can’t read the passage. questions if they have
Have students listen for the main idea of the any.
passage while reading the article to them. Allow
students to then turn their passage over and
read the passage to themselves while
highlighting sentences that support their main
idea. Teacher will observe students working to
check for understanding.

Group 2: Students should have papers flipped

upside down so they can’t read the passage.
Have students listen for the main idea of the
passage while reading the article to them. Allow
students to then turn their passage over and
ask them what they think the main idea might
be. Call on three or four students. If there are
different answers, point out on the anchor chart
how to find the main idea and see if this gets
them on track. Walk them through what the
main idea is and have them read the passage
to themselves while highlighting sentences that
support the main idea. Teacher will observe
students working to check for understanding.

Group 3:Students should have papers flipped

over. Explain the directions of the worksheet.
Have students pick out three different colored
 pencils. Do the first row together. Allow
students to continue completing the worksheet.
Teacher will observe students working to check
for understanding.

Group 4: Students should have papers flipped

over. Explain the directions of the worksheet.
Have students pick out three different colored
pencils. Do the first row together. Allow
students to continue completing the worksheet.
Teacher will observe students working to check
for understanding.

Phase 4 Independent practice Students are to complete their checklist Students will complete
- Individual student work independently throughout the week. One of the Main Idea task
their assignments on the checklist is to go Cards from their check
around the room and answer their Main Idea list.
task cards.
Students will complete
Students are also to complete 3 Main Idea IXL their Main idea IXL
standards that are assigned to them at an 80% standards to 80% or
or higher completion. higher completion

Phase 4 Assessment Task cards are checked as handed in to ensure Students will complete
Explain plan to check for ability to understanding. Teacher is also walking around the Main Idea task
apply demonstrated the room in-between small groups to help Cards from their check
steps/procedures during answer questions and to keep students on task. list.
independent practice
IXL standards can be watched through teachers Students will complete
computer so see what questions students are their Main idea IXL
struggling with. standards to 80% or
higher completion
Phase 5 Restatement & Closure Teacher will check over students answers and help those Students will rate their
a) Restate learning target that are still struggling to understand and help correct understanding on a 1-3
their mistakes.
b) Explain a planned opportunity scale.
for students to self-assess Students will raise 1 to 3 fingers in the air to indicate how
their perceived level of solid their understanding is from 3,I could explain this to Students will return to
mastery for the target. someone else, 2 I’m getting the hang of it just need a little their table spots to work
more practice or 1 I want would want it explained to me independently once
again before explaining it to someone else.
teacher has dismissed.
Phase 6 Summative Next Steps Collect worksheets and make note on roster to reteach,
Attach a class roster (first names extend slightly or transfer to next topic.
only) with space to indicate
for each student the needed
next steps of instruction.

edTPA Lesson Plan Template

To be implemented on Day #3 of the 4th Grade Main Idea lesson

Teacher Candidate Name: Allie Sipple

Grade & Subject Area: 4th Grade, Guided Reading
Date for Planned Lesson: 9/26/23
*Examples are given in the right hand column. When submitting your
lesson plan, you may either replace the given examples or leave them
intact.
Lesson Title Main Idea

MN/CC State Standard(s) MN Standard: Reading 4.1.4.1: Refer to details and examples in a text when
- direct quote from MN standards explaining what the text says explicitly and when drawing inferences from the
documents text; summarize the text.
- if only focusing on one part of a
given standard, underline the part MN Standard: Reading 4.1.4.2: Determine a theme or central idea of a story,
being focused upon drama or poem from details in the text.
MN Standard: Reading 4.1.4.3: Describe a literary element in detail, drawing on
specific details from literary text.
MN Standard: Reading 4.1.4.4: Explain events, concepts or steps in a procedure,
including what happened and why, based on specific details, in informational text.

Central Focus Read critically to comprehend, interpret and analyze themes and central ideas in complex
- derived from standard, literary and informational texts.
- communicates general goal

Learning Target for this Lesson Students can read and comprehend central ideas in informational texts.
- concisely says what students will be
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. Main idea, Central idea, informational, summarize, details, topic
a. Domain-specific Acad vocabulary
b. General Academic vocabulary b. Identify, comprehend, analyze, interpret
(words used in school across many
subject areas) c. The topic is X, and these supporting details show that Y is the main idea.
c. Syntax Sentence Frame: Example d. Students will have the opportunity to demonstrate their knowledge through small group
sentence that students can use conversation as well as a worksheet or reading passage.
to accomplish target
d. Point in lesson where students will
be given opportunity to use
Academic Vocabulary (Note: It
is important that this appear in
TPA videotape segments
Needed modifications/supports Each small group is placed by academic levels.
a. Identify how some form of High group will have support for questions.
additional support will be Above grade level will have support for questions as well as a quick demonstration.
On grade level will have support for questions as well as demonstrations in beginning.
provided for some aspect of the
Below grade level will follow “I do, We do, You do”.
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
Resources & materials needed Google slides, Anchor chart, Pencil, Highlighter, London Eye passage and worksheet,
Main Idea Graphic Organizer, scissors and glue sticks

Lesson Part Activity description / teacher does Students do

Phase 1 Read “I can read and comprehend the main idea of a text” Students will read the
State Target & Activate Prior in chorus with students. learning target in chorus
Knowledge Review on Main Idea and Central idea.
with the teacher.
a) Post the learning target
statement and indicate whether Review Anchor chart
the teacher or student(s) will read
it aloud
b) Engage students in activity to
elicit / build prior background
knowledge
Phase 1 Assessment Read Passage The Storm on Google Slides Students will listen to
Explain the plan to capture data Students will answer the questions by showing a 1, 2, 3, passage being read.
from this phase of the lesson or 4 with their fingers.

Watch for understanding and discuss how to find the Students will answer the
Main Idea if there is confusion. Refer back to Anchor questions using their
chart. fingers to answer 1, 2,
3, or 4.
Phase 2 Teacher Input / Inquiry Go over directions for students spelling Students will listen to
- Explain procedures packets, they will sort their spelling words by expectations about the
- Demonstration the task suffixes (-ible and -able). checklist and ask
- Teacher think aloud Will pull up students’ checklist onto the questions if they have
smartboard and explain the expectations and any.
ask if there are any questions.

Phase 2 Assessment Students will be released by table to collect their writing Students will work
Explain the plan to check for packets and reading folders and then work independently independently at their
understanding of steps / at their spots.
table spots.
procedures demonstrated in
this phase
Phase 3 Guided Practice Move Anchor chart over to small group table. Small group students
- Paired/collaborative work will bring a pencil to the
- Teacher(s) may roam & assist Call one group back at a time to the kidney kidney table.
table to work in a small group.
Students not in small
-Highlighters needed for groups one and two, group will work
have them bring their pencils. independently at their
-Scissors and glue sticks needed for groups table spots.
three and four, have them bring their pencils.

Group 1: Hand students their London Eye

passage and worksheet flipped to back and
pencils down.
Group 2: Hand students their London Eye
passage and worksheet flipped to back and
pencils down.
 Group 3: Hand students their Main Idea graphic
organizer.
Group 4: Hand students their Main Idea graphic
organizer.

Students not in small group will continue to

work independently.

Other teacher may also call groups back to

work in an additional small group. (Be sure to
check which students she is working with before
calling next group to make sure students are
available).

Phase 3 Assessment Ask students what a Main Idea or Central Idea is. Call on Students will listen to
Explain the plan to check for one or two students. Point to anchor chart for those who instructions and work
ability to apply demonstrated are struggling. Ask what supporting details are.
independently on the
steps/procedures during worksheet in the small
Briefly go over anchor chart again to explain how to find
guided practice the main idea in a text and what supporting details are. group

Group 1: Students should have papers flipped Students will ask

upside down so they can’t read the passage. questions if they have
After explaining what supporting details are, tell any.
the students to read the passage to themselves
and highlight what they think the supporting
details and main ideas are of each paragraph.
Teacher will observe students working to check
for understanding. Students will hand in their
passages and worksheets once finished for
grading.

Group 2: Students should have papers flipped

upside down so they can’t read the passage.
After explaining what supporting details are, tell
the students to read the passage to themselves
and highlight what they think the supporting
details and main ideas are of each paragraph.
Teacher will observe students working to check
for understanding. Students will hand in their
passages and worksheets once finished for
grading.

Group 3: (Have glue sticks by teacher until

students have showed their work and are
ready) Explain the directions of the worksheet.
Read the passage to them. Have students then
cut out the main idea and supporting detail
clippings and place them where they believe
they belong. When finished, they should show
the teacher and then glue down if correct, if
 there is confusion in their work, talk it over with
them for clarity. Teacher will observe students
working to check for understanding.

Group 4: (Have glue sticks by teacher until

students have showed their work and are
ready) Explain the directions of the worksheet.
Read the passage to them. Have students then
cut out the main idea and supporting detail
clippings and place them where they believe
they belong. When finished, they should show
the teacher and then glue down if correct, if
there is confusion in their work, talk it over with
them for clarity. Teacher will observe students
working to check for understanding.

Phase 4 Independent practice Students are to complete their checklist Students will complete
- Individual student work independently throughout the week. One of the Main Idea task
their assignments on the checklist is to go Cards from their check
around the room and answer their Main Idea list.
task cards.
Students will complete
Students are also to complete 3 Main Idea IXL their Main idea IXL
standards that are assigned to them at an 80% standards to 80% or
or higher completion. higher completion

Phase 4 Assessment Task cards are checked as handed in to ensure Students will complete
Explain plan to check for ability to understanding. Teacher is also walking around the Main Idea task
apply demonstrated the room in-between small groups to help Cards from their check
steps/procedures during answer questions and to keep students on task. list.
independent practice
IXL standards can be watched through Students will complete
teacher’s computer so see what questions their Main idea IXL
students are struggling with. standards to 80% or
higher completion
Phase 5 Restatement & Closure Teacher will check over students answers and help those Students will rate their
a) Restate learning target that are still struggling to understand and help correct understanding on a 1-3
their mistakes.
b) Explain a planned opportunity scale.
for students to self-assess Students will raise 1 to 3 fingers in the air to indicate how
their perceived level of solid their understanding is from 3, I could explain this to Students will return to
mastery for the target. someone else, 2 I’m getting the hang of it just need a little their table spots to work
more practice or 1 I want would want it explained to me independently once
again before explaining it to someone else.
teacher has dismissed.
Phase 6 Summative Next Steps Collect worksheets and make note on roster to reteach,
Attach a class roster (first names extend slightly or transfer to next topic.
only) with space to indicate
for each student the needed
next steps of instruction.
*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory
video to the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016