Lesson Plan - Weebly



Name: Candace Stanley Lesson Plan _____________________________________

Cooperating teacher’s signature / date

Date: October 16, 2013

|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 |Materials: Whiteboard, meerkat passage, chocolate chip |

|Determine the main idea of a text and explain how it is supported by key details; summarize the text. |cookies, chocolate chip cookie graphic organizer, |

| |markers, main idea worksheet. |

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

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

|to show their understanding using a graphic organizer. |

| |ea-with-details-from-the-text?from=search, |

|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. |f, |

| |

| |ea/default.htm |

| | |

| |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). 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. (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). |

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

|Read the passage from about meerkats. (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. |

|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. (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. |

|You Do: |

|Step 14. Next, give each student the worksheet about Sally and have them complete it individually. (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. Observe that each student has correctly completed individual worksheets. |

| |

|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). |

| |

|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. |

| |

Candace Stanley

Reflection on Language Arts

10/16/13

MoSPE Standard 2

Introduction:

I have met MoSPE standard 2, Student Learning, Growth, and Development, Cognitive, Social, Emotional, and Physical Development, Student Goals, Theory of Learning, Differentiated Lesson Design, Prior Experiences, Multiple Intelligences, Strengths, and Needs, Language, Culture, Family, and Knowledge of Community Values. I developed a language arts lesson to help teach students learn how to find the main idea and supporting details of texts. The lesson allowed the students to engage in whole class, group, and individual learning to incorporate the different multiple intelligences.

Quality Indicator 1: I met quality indicator 1, cognitive, social, emotional, and physical development, by creating a lesson that met the common core standard appropriate for the fourth grade. The lesson also included mini social communities as they worked together to produce a graphic organizer. The students performed rather well and seemed to have fun while they learned.

Quality Indicator 2: I met quality indicator 2, student goals, by incorporating an independent worksheet into the lesson. The students followed the directions given and worked quietly during the individual component. The students also engaged in whole class discussions where they critically thought about correct answers before sharing them with me.

Quality Indicator 3: I met quality indicator 3, theory of learning, by ensuring that all of the students understood what main ideas and supporting details were before proceeding on in the lesson. I also slowed the rate of the lesson when students had questions or needed clarification. During the lesson I gave each group two markers to decorate their graphic organizers, but realized that giving them more would allow them to become more creative (I gave them two extras).

Quality Indicator 4: I met quality indicator 4, differentiated lesson design, by creating a lesson that allowed the students to use hands-on, cooperative, and individual learning. I also provided visuals by allowing the students to view a completed graphic organizer to promote understanding. During the lesson, I encourage the students to be as creative as possible, which the really seemed to love.

Quality Indicator 5: I met quality indicator 5, prior experiences, multiple intelligences, strengths, and needs, by discussing with Mrs. Layman prior to teaching the lesson. Mrs. Layman informed me of the student’s prior knowledge, strengths, and needs. Before I began to teach the lesson, I prompted the students to answer questions to determine what they needed work on. During the lesson, I incorporated the different multiple intelligences to increase the student’s success. After the lesson, I reviewed with the students to ensure proper understanding of the concepts.

Quality Indicator 6: I met quality indicator 6, language, culture, family, and knowledge of community values, by designing a lesson that everyone would understand. I knew prior to the lesson that only language and culture that would be present during the presentation were English speaking Americans. If there would have been other cultures included, I would have created a bilingual plan. I also included group work in which the students formed small families or communities to practice respect and teamwork.

Conclusion:

This language arts lesson teaching main ideas and supporting details went really well. All of the students seem to understand the concepts, have a lot of fun, and stayed on task throughout the lesson. Surprisingly, I was able to keep the classroom behavior under control, considering it is quite hard to keep them settled and in their seats. Mrs. Layman told me that she loved the lesson and wanted to keep the students chocolate chip cookie graphic organizers to hang in the classroom. Overall, I had a lot of fun with this lesson and it seemed to be a great success.

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