Lesson Plan



Name: Candace Stanley Lesson Plan _____________________________________

Cooperating teacher’s signature / date

Date: April 7, 2014

|Subject: Language Arts |Topic/Title: Main Idea and Supporting Ideas |

|B. Grade level/age: Forth 9/10 |Time Frame: 60 minutes |

|A: Common Core State Standard: CCSS: English Language Arts Standards. Grade 4. CCSS.ELA-Literacy.RI.4.2 | |

|Determine the main idea of a text and explain how it is supported by key details; summarize the text. |Materials: Whiteboard, meerkat passage, chocolate chip |

| |cookies, chocolate chip cookie graphic organizer, |

|B: Grade Level Expectation: Efficiency of Human Movement and Performance. 1. Fundamental Movement Skills |markers, main idea worksheet. Written step-by-step |

|and Games. F. Developmental Games. Grade 4. Apply fundamental and specialized skills in game situations |instructions, Velcro, . |

| | |

|C: Student learning objective/s: Students will identify the main idea of a story. Students will |Sources: |

|differentiate between the main idea and the supporting details within a story. Students will also be able |

|to show their understanding using a graphic organizer. Students will be able to describe in their own words|ea-with-details-from-the-text?from=search, |

|what a main idea is in a story. Students will be able to identify at least on supporting detail within a |

|story. The students should be able to match the names with their definitions (main idea and supporting |f, |

|details). |

| |ea/default.htm |

|D: Rationale for Best Practices Theories of Learning: This lesson incorporates a constructivist approach | |

|to teaching by allowing students to use hands-on activities and group work to improve understanding. |Depth of Knowledge (DOK): check |

| |1. recall __X__ |

| | |

| |2. skill/concept __X___ |

| |3. strategic thinking __X____ |

| |4. extended thinking _______ |

|THE LESSON: |

|Opening: Hold up a chocolate chip cookie in front of the class. Ask the students if the chocolate chip cookie would still be a cookie if all of the chocolate |

|chips were taken out (wait for response). Walk around and allow the students to touch the cookie and examine the chocolate chips that are present. Hold up a |

|chocolate chip cookie with the chips removed in front of the class. Discuss with them that it would in fact still be a cookie. Walk around and allow the students |

|to touch the cookie and examine the chocolate chips that are not present. (Quality Indicator 2.5 -- Prior Experiences, Multiple Intelligences, Strengths, and |

|Needs) Then ask the students if the cookie would taste as good without the chips (wait for response). Discuss how the cookie would not be as good without the |

|chocolate chips. (Quality Indicator 2.1 -- Cognitive, Social, Emotional, and Physical Development) |

| |

|Explanation: (Procedures/Activities/Processes) |

|I Do: |

|On the white board, draw a graphic organizer including the main idea and supporting detail sections. |

|Ask the students what a main idea is (wait for response). Provide a written definition for the students. |

|Tell the students that main idea is what a story is about. |

|Read the passage from about meerkats. Provide a handout for the students. (Quality Indicator 2.6 -- |

|Language, Culture, Family, and Knowledge of Community Values) |

|Ask the students what they think the main idea of the passage is (wait for response). |

|Step 5. Ask the students what supporting details are (wait for response). |

|Step 6. Explain that supporting details are the specific passages within a text that support the main idea. |

|Step 7. As a class, find three supporting details from the meerkat story (All members of the group care for the baby |

|meerkats, members of the group also take turns watching out for threats from other animals while the group finds food, if any dangerous animal comes towards the |

|group, the meerkat will bark a warning). |

|Step 8. Ask the students if they have any questions about main ideas or supporting details (wait for response). |

|We Do: |

|Step 9. Divide the students into groups of three or four. Grouped based on similar abilities. |

|Step 10. Pass out the main idea and supporting details handout to each student (this handout gives helpful hints on how to find the main ideas and details) and |

|discuss it with the class. (Quality Indicator 2.3 -- Theory of Learning) |

|Step 11. Give each group a chocolate chip cookie graphic organizer, the main idea and supporting detail beach story, and a marker. |

|Step 12. Explain to the groups that they are to read the passage, find the main idea, and three supporting details. Then they are to write the main idea on the |

|cookie (marked main idea) and the supporting details on the chocolate chips. Walk around the classroom and provide one-on-one assistance as needed. (Quality |

|Indicator 2.4 -- Differentiated Lesson Design) |

|Step 13. After each group is finished, volunteer one group member to present their cookie organizer to the class. Allow extra time for students with |

|disabilities to summarize their work. |

|You Do: |

|Step 14. Next, give each student the worksheet about Sally and have them complete it individually. Provide the students with disabilities a premade cookie with|

|Velcro attached. Allow these students to attach the premade definitions (main idea and supporting detail) to their names. Also provide them with a print out with|

|step-by-step instructions. (Quality Indicator 2.2 -- Student Goals) |

|Step 15. Explain to the class that they are to find the main idea and three supporting details in the passage. |

|Step 16. Once the students are finished, collect all worksheets. |

| |

|Evaluation: |

|By teacher: Monitor students as they engage in classroom discussions about main ideas and supporting details. Walk around to ensure that every group correctly |

|places the main idea and supporting details. Encourage the disabled students to show you their progress. Observe that each student has correctly completed |

|individual worksheets. Allow the students to verbally explain their work. |

| |

|Student self-evaluation of own learning: Have each student answer the self-evaluation (I found the lesson helpful, I had fun during the lesson, I know how to find |

|the main idea, I know how to find supporting details). Have students to show you a thumbs up for understanding and a thumbs down if they need future assistance. |

| |

|Closing: Ask the students what the “main idea” is in a story (wait for response). Ask the students what the “supporting details” are in a story (wait for |

|response). Review different ways to find the main idea (topic sentences and what the story is about). Give the class a chocolate chip cookie. Ask the students if |

|they have any questions and thank them for their participation. |

| |

|Differentiated Instruction PARTICULARs: |

|Increase the amount of instruction to ensure each student completely understands main ideas and supporting details. |

|Adjust the rate of the lesson to slow the lesson down, or speed it up to adjust for time constraints. |

|Assist students who need one-on-one assistance. Or allow small groups to form families to assist with needed help with finding coordinates. |

|Provide more utensils for the students as they complete their cookie graphic organizer. |

| |

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