Haily and Elizabeth

Directions: List 2-3 standards from your content area that you would like to write a learning
segment for. Use those standards to write a central focus that incorporates those standards.
Refer to your edTPA handbook for an example of a central focus.
Standards:
Reading Standards, Craft and Structure (Grades 11-12): Determine the meaning of words and
phrases as they are used in a text, including figurative, connotative, and technical meanings;
analyze how an author uses and refines the meaning of a key term or terms over the course of
a text (e.g., how Madison defines faction in Federalist No. 10).
Writing Standards, Range of Writing (Grades 11-12): Write routinely over extended time frames
(time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of tasks, purposes, and audiences.
Speaking and Listening Standards, Comprehension and Collaboration (Grades 11-12): Initiate
and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others
ideas and expressing their own clearly and persuasively.
A. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas
B. Work with peers to promote civil and democratic discussions and decision
making, set clear goals and deadlines, and establish individual roles as needed
C. Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a topic or
issue; clarify, verify, or challenge ideas and conclusions; promote divergent and creative
perspectives
D. Respond thoughtfully to diverse perspectives: synthesize comments, claims, and
evidence made on all sides of an issue; resolve contradictions when possible; and
determine what additional information or research is required to deepen the investigation
or complete the task
Central Focus:
We want to students to be able to closely analyze and evaluate different literary works and be
able to determine central ideas and themes, clearly and concisely produce written work that
argues and evaluates, and participate and contribute to discussions based on text.

Group Members: Haily and Elizabeth

Content Area and Grade Level(s): ELA/ 11

Learning Segment Title: Incorporating Central Idea and Theme into Writing
Content Standard(s): Reading, Writing,

Central Focus: Central Idea and Theme;

Speaking, Listening

Writing
Student Learning
Objective(s)

Models of Instruction and Learning Tasks

Lesson 1:
Central Ideas and
Themes

Studen
ts will be able
to evaluate
literary works
based on a
set of criteria
Studen
ts will be able
to determine
central ideas
and themes

Direct Instruction--short lecture

to introduce the central ideas and
themes to serve as a foundation of
information for the student.
Assign and read through a
poem or short story as a group and
put together a poster project on what
stood out, characters, plot, themes,
etc.

Lesson 2:
Central Ideas and
Themes

Studen
ts will be able
to evaluate
literary works
based on a
set of criteria
Studen
ts will be able
to determine
central ideas
and themes

Continue working on poster

projects, being sure to include an
understanding of important concepts,
characters, plot, themes, etc.

Lesson 3:
Discussion on text

Studen
ts should be
able to
actively
participate
and contribute
to the
conversation
Take
the knowledge
learned from
these past
lessons and
apply it to
their written
work for the
next following
lessons.

Student lead conversation on

assigned text, where everyone must
contribute to discussion. Focus on
what we see throughout the text; what
stands out to you?
Students work in groups to
point out what themes they feel are
the most important within the text, the
authors style of writing, and what the
central focus is. Students will have
group debates about their standpoint
on the reading.
Students work individually to
write their own views on the reading
and what stood out to them
personally. They must have supporting
evidence in their writing.

Lesson 4:

Studen

Students work in assigned

Produce written work

ts compare
and contrast
texts together
Studen
ts understand
what
argumentative
writing looks
like

groups to compare and contrast the 2

assigned readings from previous
lessons.
Students participate in group
discussion with entire class on what
themes, styles, etc. they saw were
similar and what things were different.
Direct instruction- mini-lecture
on argumentative writing and
evidence within written works.

Lesson 5:
Produce written work

Students reflect
understanding in their
own writing

Students are assigned to write

a comparative essay of the works
discussed in class. They will analyze
both texts, mentioning what they have
in common and what they dont. They
will need evidence, and will need to
include central idea and theme.