MainIdea

Author:LaurenFagala
Datecreated:04/06/201611:10AMCSTDatemodified:05/02/201610:46PMCST

DBUProfessionalEffectiveTeachingLessonPlan
TheDorothyM.BushCollegeOfEducationHasAdoptedThisFormatForLessonPlanningBecauseItProvidesA
FormatForPlanningEngaging,Rigorous,RelevantLessonsForStudents.
STANDARDS:ChooseAllOfTheDBU/InTASCAndSPA(SpecializedProfessionalStandards)ThisLessonPlan
Addresses.(NumberAndText)
Standards

TXDallasBaptistUniversityEducatorPreparationUnitCompetencies(2012)
Competency:
Competency#3:LearningEnvironments.Theteacherworkswithotherstocreateenvironmentsthatsupportindividualand
collaborativelearning,andthatencouragepositivesocialinteraction,activeengagementinlearning,andselfmotivation.
Competency:
Competency#5:ApplicationofContent.Theteacherunderstandshowtoconnectconceptsandusedifferingperspectivesto
engagelearnersincriticalthinking,creativity,andcollaborativeproblemsolvingrelatedtoauthenticlocalandglobalissues.

TXTexasEssentialKnowledgeandSkills(TEKS)
Subject/Chapter:110:EnglishLanguageArtsandReading(20092010)
Subchapter:Elementary
Grade/Course:110.14Grade3
Standard:
3.13Reading/ComprehensionofInformationalText/ExpositoryText.Studentsanalyze,makeinferencesanddraw
conclusionsaboutexpositorytextandprovideevidencefromtexttosupporttheirunderstanding.
StudentExpectation:(A)identifythedetailsorfactsthatsupportthemainidea

USAACEIAssociationforChildhoodEducationInternationalElementaryEducationStandards
Domain:DEVELOPMENT,LEARNINGANDMOTIVATION
Standard:1.0Development,Learning,andMotivationCandidatesknow,understand,andusethemajorconcepts,
principles,theories,andresearchrelatedtodevelopmentofchildrenandyoungadolescentstoconstructlearning
opportunitiesthatsupportindividualstudentsdevelopment,acquisitionofknowledge,andmotivation.

VITALINFORMATION
Date

April8th,2016

Subject(s)

Elementary,Reading

LessonTopic

What'stheMainIdea?

Grade/Level

Grade3

Goal

110.12.(b)Knowledgeandskills.(14)Reading/ComprehensionofInformational
Text/ExpositoryText.Studentsanalyze,makeinferencesanddrawconclusionsabout
expositorytextandprovideevidencefromtexttosupporttheirunderstanding.Students
areexpectedto:(A)restatethemainidea,heardorread

Objective(LearningOutcome)

Thestudentwillbeabletoidentifyandsummarizethemainideaafterreadingatext.

ValueandImportance

Abilitytoidentifythemainideaofastoryisimportantbecauseitallowsthereaderto
reflectonwhattheyhavejustreadandwhy.Itisimportanttounderstandthemainideaofa
textbecausethisiswherethepointcomesacross.Themainideaallowsthereadertoseethe
purposebehindwhattheyhavejustread.

MaterialsAndResources
MaterialsNeeded

mainideapuzzles
PassagesfromTheGivingTree
Precutleaves
GivingTreechart
TeacherUseofTechnology

Teacherwilluse"What'sthebigidea"preziduringdirectteachtoexplainwhatmainideaand
supportingdetailsare.

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StudentUseofTechnology

Studentsmayuseipadsandcomputersbothathomeandinclasstocompletetheirindependent
practiceassignments.

InstructionalMotivational
Strategies

Studentswillworkingroupsandperformhandsonactivitiesthroughoutthelesson.

InstructionalStrategies
PriorKnowledgeNeeded

Thestudentswillneedtohavesomefamiliaritywithmainideaandsupportingdetails.This
shouldbereviewedduringthedirectteachandmodelingportionsbutstudentsshouldhavesome
ideaastowhatmainideais.

AnticipatorySet

Studentswillworkwiththeirtablegroupstosolveamainideapuzzle.Puzzleswillhaveboth
supportingdetailsandmainideaviasentences,words,andpictures.Oncethestudentshave
finished,teacherandstudentswilltalkaboutwhateachpuzzlecreatedanddecipherbetween
thesupportingdetailsandthemainideas.

Assessment(Checkfor
Understanding)

Afterreading"TheGivingTree",teachershouldask"HowdidIcomeupwiththatmainidea?"
"Whathelpedmefigureoutthemainidea?".Questionsshouldfocuslessonwhatthemainidea
is,andmoreonhowtheteachercameupwiththemainidea.

DirectTeach

Teachershouldfirstaskclasswhattheythinkmainideameans.Afterstudentshavethrownout
ideas,teachershouldpresentpowerpointwithmainideadefinitionandexplanation.The
teacherwillread"TheGivingTree"aloudtothestudents.Duringthereadaloud,teacher
shouldalsobethinkingaloud,askingquestionslike"Iwonderwhatthisbookwillbeabout?"
or"whatdoesthetitletellmeaboutwhatthebookmaybeabout?".Teachershouldhavepre
writtenpostitsplacedinthebooktoguidethethinkaloud.

ContentKnowledge

Amainideaisimportantinformationthattellsmoreabouttheoverallideaofaparagraph
orsectionofatext.SupportingDetailsallowthereadertoidentifythemainidea.

CriticalThinking

"Howwouldyouorginizeacharttoshowmainidea?"
"Whyisfindingthemainideaimportant?"
"Howdidwefindthemainidea?"

Modeling

Duringthedirectteachportionofthelessonplan,teachershouldusethethinkaloudstrategy
tomodelhisorherthinkingtothestudents.Teachershouldsaythingslike"Iwonderwhat
thisbookisabout?"or"Ithink...because".

GuidedPractice

StudentswillusetheleafcutoutsandspecificpassagesfromTheGivingTreetofind
supportingdetails.Onceeachstudenthaswrittendownonesupportingdetailontheirleaf,the
classwillcometogetherandplacetheirleavesonthetreecutout.Studentswillreadtheir
leavesaloudwhileplacingthemonthetree.Onceeveryleafhasbeenplaced,theteacher
shouldpullafewtoreadaloud.Teacherandstudentswillthencomeupwithamainidea
together,whichshouldbewrittenonthetrunkofthetree.

IndependentPractice

Studentswillusewhateverbooktheyarereadingthatweektocreatetheirownmain
idea/supportingdetailschart.Examplescouldbeaflower(mainideaonstem,detailson
flower),atable(mainideaontabletop,detailsaslegs),abody(mainideaastorso,details
aslimbs),etc.Studentsshouldtrytouseathemefromthebooktocreatetheirpicture.
Studentsmaybegivenafewdays,orallweek,tocompletethisassignmentbasedonhowfar
theyareinthebooktheyarereading.

Modifications/Accommodations
forSpecialPopulatio

Studentswithlearningdisabilitiesmayuseashortreaderfortheirindependentreading
practice,andtheteachermaygivethemapremadetemplatetofillin.

Closure

Studentswilldo"wisdomwhispers"tothepersonnexttothem.Thisisavariationofthegame
"telephone".Eachgroupwillbeassignedadifferentquestiontoanswerviawhispers.Onceeach
studentinthegrouphaswhispered,thelastpersonwilltelltheclasswhattheywere
whispering.

WrittenReflections

Thestudentsfullyunderstoodandcomprehendedtheobjectiveofthelessonandwereableto
successfullycompleteitthemselves.Furtherdescriptionandlocatingofthesupportingdetails
mayhavehelpedthestudentssucceedmorewhilesearchingforsupportingdetailsinthe

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passagesofthegivingtree.Reteachingthissubjectasarefreshermayberequiredthrough
furtherpractice,butthestudentsthouroughlyunderstoodtheobjectivesonoindepthreteach
isnecessary.Studentswereabletosuccessfullylocatesupportingdetailsandthencreatea
mainideaaftercompletingtheinteractivemainideatreechart.
ReflectionQuestions

1)workingingroups,interactiveanchorchart,readingalongwiththeteacher.
2)Theinteractiveanchorchartbecauseitallowedthestudentstogetavisualonmainidea
andsupportingdetails.
3)theleasteffectivestrategyIusedmayhavebeenthepowerpoint,simplybecauseitwasnot
asengaging.
4)Lowerlevelquestionskeptthestudentsengagedandactivethroughoutthelearnignprocess.
5)Howdowefindmainidea?Thiswastaughtviatheexplicitinstructionchart.Whyis
undertandingmainideaimportant?Thisallowsreaderstounderstandwhytheyarelookingfor
themainidea,thusaidingintheprocess.Whyisitimportanttofindcorrectsupporting
details?Itisimportantforthestudentstounderstandthedifferencebetweenrelevantand
irrelevantsupportingdetailsasitpertainstothemainidea.
6)Itallowedfordirectteach,andIwasabletoestablishwhatthedefinitionsofmainidea
andsupportingdetailswerebeforestartingthelesson.Italsohelpedenagetheentireclass
whendoingexamplesandmodeling.
7)Forstudentuseoftechnology,thestudentswoulduseIpadsorcomputerstocompletetheir
independentpracticeassignments.Thiswillallowthestudentstolookupfurtherinformation
torefreshtheirmindsonmainideaandsupportingdetails,ifneeded,throughouttheweekas
theyworkontheirprojects.
8)Usingcontextcluesthroughoutabookfromthecovertopicturestothetexttohelpfind
themainidea.
9)Afterexplicitinstructionandmodeling,studentswereabletocomeupwithamainideafor
thebookreadaloud.

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