Claflin University School of Education

EDUC 450: Professional Clinical Practice Reflective Lesson Plan Model Name: Colavito McKie PART I: PLANNING Title of Lesson Grasping a Root on Main Ideas and Supporting Details Source Colavito McKie (Self-Created) Internet4Classrooms websites Study Zone (Main Idea Guided Practice) http://www.studyzone.org/testprep/ela4/h/mainideap2.cfm Main Idea (Questions 1 and 2 Guided Practice; question 3 Checking for Understanding) http://www.studyzone.org/testprep/ela4/h/mainideap3.cfm 21. Whats the Big Idea? http://www.harcourtschool.com/activity/book_buddy/rosie/skill_pre.html Subject Area (s) Grade Level English/Language Arts 3rd CCSS Reading Standard for Literature Key Ideas and Details CCSS RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS Reading Standard for Informational Text Key Ideas and Details CCSS RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. Craft and Structure CCSS RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. CCSS RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Integration of Knowledge and Ideas CCSS RI.3.8 Describe the logical connection between particular Lesson Date: March 31, 2014

Curriculum Standards

Description and Background Information

Lesson Objectives

Varying Objectives for Individuals Needs

sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). CCSS RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. Reading for understanding and linking evidence to content read by students is important. During this lesson, students will learn how to implement various strategies in identifying the main idea and supporting details within texts. Given selected texts, students will utilize various clues that provide support in locating the main idea of a specific text. The students will be able to: I. determine the main idea from a selected text and explain how it is supported by key details; II. explain events to include what happened and why based on specific information in text; III. explain how an author uses reasons and evidence to support points within text; and IV. engage collaboratively in group discussions that focus on a specific text. In varying objectives for ELL students, collaborate with the ELL teacher to provide a bilingual version of the texts for students who may demonstrate difficulty in understanding English. If the ELL teacher is available to visit the classroom during the lesson, the hosting teacher and the ELL teacher can try to team-up in an effort to include ELL students in discussions with the general population of students who do not require help with language speaking during the lesson. In varying objectives for gifted and talented students, the teacher will engage students in the lesson by challenging them read a selected text that is above their ZPD level, while determining the main idea and the authors purpose for writing the text. Afterwards, students will engage in peer discussions with their peers and discuss the events and details in the story, while supporting their argument or disposition about the main idea using evidence from the given text. In varying objectives for struggling students, the teacher will provide small group instruction to students in an effort to increase their performance. The teacher will help students locate the area(s) in which the main idea is located within a given text. Students will then explain in their own words, how the evidence is supported by key details in the text by referring to the key details. While speaking with students on how an author uses reasons and evidence to support points in the text, the teacher will explain various ways authors employ ideas (factual and fictional) about concepts in a given text. Students will then, explain in their own words, how an author may use reasons and evidence in a text related to the main idea, referring back to the class activity. The purpose of this lesson is for students to gain a thorough understanding in the process of selecting main ideas and supporting ideas from text. When students begin to understand why they are reading texts, they begin to make connection analyze the content provided in the text they are reading. It is important for individuals to understand what they are reading, Main and Idea and Supporting Ideas anchor charts

Statement of Purpose

Materials and Resources

Anticipatory Set

Interactive STAR board Hey! Whats the Main Idea? worksheet (Volcanoes, Earthquakes, and Floods) Laptop or computer (access to the websites mentioned above) The Main Idea Rap lyrics The teacher will present a video to the class entitled The Main Idea Rap. Immediately following the video, the teacher will pose the following question to students: Essential Question(s): Why is it important for us to determine the main idea and supporting details in a text? The Main Idea Rap (1:19 min. YouTube video) http://www.youtube.com/watch?v=_Jb0JuslzDQ

Part II: IMPLEMENTATION The teacher will pose the following question to students: 1. How can supporting details help us discover the main idea in a text? Students will be provided with a brief opportunity to share their response as to how supporting details help us discover main ideas in text. The teacher will present information on main ideas and supporting details to students through the use of anchor charts. During this time, the teacher will present and identify the following as related to main ideas and supporting details to students: The topic is what a piece of writing is about. The most important idea about a topic is called the main idea. The supporting details are the small pieces of information that support or give more information about the main idea. Afterwards, the teacher will provide students with examples of a topic, main idea, and details supporting both the main idea and topic. Examples will be provided at the bottom of the anchor chart. Examples: Topic Seasons

Pre-assessment

Teacher Modeling or Demonstration

Main idea There are four different types of seasons.

Supporting detail(s) Detail 1: Summer is the warmest season. Detail 2: Autumn is a coolest season. Detail 3: Winter is the coldest season. Detail 4: Spring is the windiest season.

Guided Practice

Once the teacher has explained the concept of main idea and supporting details using examples, the teacher will use the following websites to assist

students with determining the main idea of given texts: Study Zone (Main Idea Guided Practice) http://www.studyzone.org/testprep/ela4/h/mainideap2.cfm Main Idea (Questions 1 and 2 Guided Practice; question 3 Checking for Understanding) http://www.studyzone.org/testprep/ela4/h/mainideap3.cfm As students are guided through the process of understanding and determining the main idea and supporting details in a given text, the teacher will engage students in a short game featuring main ideas. Since students should already be grouped in teams, have each team play Whats the Big Idea using the website below: 21. Whats the Big Idea? http://www.harcourtschool.com/activity/book_buddy/rosie/skill_pre.html Once the game is over, the teacher will instruct teams to go back to their seats and to get started on the worksheet entitled Hey! Whats the Main Idea? This worksheet focuses on main idea and supporting details. During this time, the teacher will read the directions, which require students to read passages 1-6 and use supporting details to figure out the main idea. Students must choose the main idea from a choice of three selections for each passage and underline the supporting details as a means of evidence. The teacher and students will review the first two passages together, while determining the main idea and supporting details. The third passage should be read aloud by students as a class. After reading the third passage as a class, students will select the best response and go to a certain area within the classroom to indicate their answer choice. For example, if a student chose answer A, then he/she would report to the Reading Safari located in the classroom. Passages 4-6 should be completed independently by students. In conclusion, students will answer questions related to information regarding main ideas and supporting details. For every correct answer, students will have the opportunity to get a Twizzler. Hey! Whats the Main Idea? Worksheet; Teacher observation; and Student participation As an extension to this lesson, students can make their very own rap song featuring main ideas and supporting details, develop their own story (with a main idea in mind), or develop a newspaper article featuring a current event. Technology integrated as a part of this lesson include a video clip from YouTube featuring the Main Idea Rap (http://www.youtube.com/watch?v=_Jb0JuslzDQ), two guided practice activities from Study Zone, and a game from Harcourt School. The Arts: Participate in a play sequencing events that take place in a given story such as The Legend of Lightning Larry, The Grinch who Stole Christmas, or

Checking for Understanding

Independent Practice

Closure

Assessment (attach to lesson plan) Extension Activities

Technology

Connection Across the Curriculum

Rumplestiltskin. Re-enact the characters by adding characterization to their character in the story. Math: Students can use main ideas in word problems as a means of coming up with mathematical solutions or outcomes.

Art: Students can create paper mache objects featured in stories. Using these objects, students can then be creative and come up with their own version of a story based on a topic, with a main idea and supporting details to entertain friends and family members. PART III: REFLECTION

Strengths

Weaknesses Suggestions for Improvement

Revised 6-2013
THE CLAFLIN IMPERATIVE PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY