GRADE: 5th ICT GROUP lesson plan

Context for Learning

Grade: 5th grade ICT

Special Features: ICT classroom- one general education teacher and one special education teacher. For whole group instruction, the teachers use parallel teaching. They divide the class in half and teach simultaneously. When students are grouped, the special education teacher teaches the struggling readers and below kids. The general education teacher teaches on level and above level.

Ability Grouping: The students sit in five groups with six or seven kids in each group, depending on the group. Students are grouped heterogeneously, for independent work. For group work, they are placed homogeneously.

Rationale: According to the common core standards for fifth grade, fifth-graders are supposed to be able to identify two or more main ideas and support them with key details. This fifth grade ICT class is working on main ideas, with an interview. This lesson is apart of a unit; the class had already done some previous work on it. Main idea is an element which students were taught in previous grades. Now students have to support the main idea and have a clear understanding of it. My motivation will allow students to use their prior background knowledge. Throughout the lesson, students will lead peer group discussions and turn and talk. When students share their knowledge with each other, they teach each other something new. When students are moved into their groups, some use a graphic organizer. “Contemporary educational theorists focus on the significance of Dewey’s conception of experience, learning-by-doing and collateral learning” (Laverty & Megan J., 2016). At the end of the lesson, my students will be to share their experiences, which were a result from growth and learning, throughout their activities.

Supports/modifications: For students who have an IEP, students use graphic organizers and fill them in based on skill. Text evidence is partially pulled out for them so they can look back at the page number. Process steps are sometimes printed for the students. For instance, if it is summarizing the teacher’s model it for them and they will get copy to reference and then complete it step by step. For vocabulary sometimes the lesson is pre-taught or previewed before hand, so students already have a gist of what they will be learning. Then students will summarize what they understand, on their own. For reading, students will use pictures, vocabulary cards and a summary of text.

Learning Objective

By the end of the lesson, students will be able to identify the main idea of a text using key details.

NYS Common Core Learning Standard(s)


Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.


• Writing notebook/ folders
• Promethean board
• Laptops/ IPad
• Level texts
• Graphic organizers
• Task Cards (differentiation for each group)
• Visual (pictures of rainforests/species
• “Sloth Canopy Researcher: Bryson Voirin”

Body of the Lesson

(This contains development of concepts, content/subject matter knowledge/delivery, transfer of skills, collaboration and communication)

Introduction/Motivation (activation of prior knowledge) Development of Concepts

1. The teacher will write a learning objective on the board and read it aloud. Write: “I can find the main idea in a….” Tell students that objective will be called A.

2. Under objective A write, “Today, I think we will learn about….” Tell students that this objective is called B.

3. Ask students to turn to the person next to them (If students cannot find a partner, assign them one). Prompt students to use prior background knowledge they have about main idea.

4. Ask one of the students to read the objective out loud to their partner. Then, ask the student who did not read yet, to explain the objective in his/her own words, using the sentence frame.

5. Explain that today they will read a story and practice finding the main idea.

Instructional Strategies

1. The teacher will read an interview called: “Sloth Canopy Researcher: Bryson Voirin”.

2. As a class, we will synthesize the information to summarize the interview.

3. We will use a main idea graphic organizer (see attached)

4. Split students into their guided reading groups (each group will have a different reading, based on their reading level)

o Red group
o Green group
o Orange group
o Purple group
o Blue group

Critical Thinking Questions (make sure that these are included in your lesson procedures

1. How do captions help you to determine meaning/details of the text?
2. Why are pictures useful while reading the text?

Academic Language

Academic vocabulary

Domain Specific: Main idea, key details, informational text

General vocabulary: Rainforests, sloth canopy


• Students will be able to use grammar/usage as they complete their graphic organizers.
• Students will use visuals, to help them figure out the main idea.


• Students will turn and talk to figure out the main idea.
• Students will lead a peer group discussion, in each of their groups.
• Students will use graphic organizers to help organize their thoughts.


The students are placed homogenously for their guided reading groups, based on their reading level. The same groups are used for differentiation. The readings are based on their reading levels and the tasks a differentiated based on above level, on- level, below level and struggling readers. Students are placed in these groups by data driven instruction. Previous conferences and tasks, helped determine what group the students would be placed in.

  • Above Level: Students will research their rainforest species, and organize their information into body paragraphs (at least one).
  • On Level: Students will be give a note catcher graphic organizer (see attached). The students will be filling in the essential question, notes, key words and phrases and a summary, based on the book they are reading.
  • Below Level: Students will read a passage given to them and highlight three key details, to create the main idea. If students are not having a hard time, they can find more details that support the main idea.
  • Struggling Readers: Students are in the orange group. The teacher will read with each student to check for fluency and discuss relevant vs. irrelevant details.

Technology Component

For the motivation, the main idea graphic organizer will be presented on the Promethean board. Students will go up to the board to write their response. Some students will have an iPad or laptop to research their rainforest species.


Students will go back to the carpet to share what they learned about rainforests. Did students find a rainforest species? See what information students can add. Students will be given a post it, on it they should write one new thing they learned. This will count as their exit slip.


  • Informal- The teacher will observe and listen to what the students are saying based on: what students say in discussions and what they contribute while they are in their groups and on the carpet.
  • Formal- The teacher will collect the formal assessments for above, on and below level. The teacher will take notes based on the struggling readers group. At the end of the closure, students will be given an exit slip, which will be collected.


For students who did not meet their group goals, the will be put into a separate group and we will go over the main idea. The teacher will use the “I do, we do, you do it together, we do it alone” approach. After re-reading the interview and going over main idea, students will complete the main idea graphic organizer, which was modeled in the motivation.