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Teacher: Mr.

Mischke
Lesson number: 1
Lesson Title: Main Idea
Grade: 3
Subject: Literacy
Duration of lesson: 60 minutes
Central focus: Comprehension
The lesson will focus on how to identify the main idea by using supporting detail of a text.
Essential literacy strategy: Identifying the main idea
Related skills: Vocabulary meaning in context
Reading and Writing connections: Note taking
Content/Common Core Standard(s):
RL.3.2- Recount stories, including fables, folktales, and myths from diverse cultures; determine the central
message, lesson, or moral and explain how it is conveyed through key details in the text.
RI.3.2- Determine the main idea of a text; recount the key details and explain how they support the main
idea.
SL.3.2- Determine the main ideas and supporting details of a text read aloud or information presented in
diverse media and formats, including visually, quantitatively, and orally.
Learning Objectives associated with the content standards:
1. Students will be able to identify the main idea of a text.
2. Students will be able to use supporting details from a text to help identify the main idea.
Academic Language
Vocabulary: Main Idea, Theme, Drones
Language function: Identify
Additional language demand (at least one of the two):
Discourse:
Demands:
1. Teacher is talking and explaining the main idea.
2. Teacher is explaining what is expected on the worksheets.
3. Interactions with other students during partner work (listening and explaining their
comprehension).
Supports:
1. Use of visuals while teacher is talking (ice cream cone with scoops for main idea and supporting
details).
2. Teacher is modeling how to use textual evidence to identify the main idea (highlighting clues).
3. Modeling how to interact with a partner and what is appropriate. Structures to help discussions
during partner work- sentence frames (I agree with you because I think this is the main idea

because in this part it says, etc.)


Student Friendly Daily Learning Target: I can use supporting details from a text to help identify the
main idea. I can identify the main idea which will help me become a better reading and have a better
understanding of what is occurring in the text.
Monitoring Student Learning: Formal and Informal Assessments prior to, during & after learning
segment
Description of formal/ informal assessments: Students will be assessed during partner work to see if
they are able to identify the main idea and explain which supporting details helped determine it. Students
will complete worksheets that will be collected and checked by the teacher to make sure students are able
to identify the main idea and meet the objective. Teacher will have students complete a Main Idea Exit
Slip.
What is being assessed: The students understanding of the objective by assessing the students ability to
use supporting details to find the main idea in a text. (See worksheets and exit ticket).
Assessment accommodations:
Students will have larger words on their worksheet.
Students will have extra time to complete the assignments.
Students will be paired with a high-level learner to help assist.
Students will verbally answer their exit ticket to the teacher.
Type of feedback that will be given to students:
Students will receive written feedback on their worksheets as well as their exit ticket. Teacher will give
direct oral feedback/direct questioning (based on learning objective and use of academic language)
throughout the lesson to the students and during partner work.
What students will do with the feedback:
Students will use feedback for future lessons to gain knowledge and understanding of the material
presented. Students will make corrections to worksheets marked by the teacher. Teacher will have a
conference with students on set goals.
Instructional Resources and Materials:
Main Idea: Bee Hives Worksheet
Main Idea: Thunderstorms Worksheet
Main Idea Text Passages
Main Idea Exit Slip
Connection to prior academic learning and requisite skills: Comprehension, fluency, word recognition,
identifying unimportant details in a passage.
Connections to cultural/personal/community assets: Students will be able to make personal connections
to the main idea by providing examples of the main idea in a movie or television show they have watched,
or by previous books they have read.
Instructional Strategies & Learning Tasks that support diverse student needs
Motivation/Hook/Anticipatory Set: (10 min) Teacher will start the lesson by activating the students
prior knowledge about the main idea. Teacher will ask the students if they remember reading the book,
Goldie Locks and the Three Bears. Teacher will then ask the students to explain what the book was about
or what were the main parts in the book. Teacher will explain to the students that they have just identified
the main idea of Goldie Locks and the Three Bears without even knowing. Teacher will then tell the class
that they will be learning how to identify the main idea in a text while providing supporting details.
Teacher will play the video Main Idea by Brain POP. (www.brainpop.com/english/writing.mainidea).

Procedure
Time

Teacher Action

Student Action

(10)

Once the video is completed, teacher will


continue introducing main idea by
displaying an anchor chart. Teacher will
explain that the main idea can be the first
sentence of a passage, but it doesnt have
to be. Teacher will draw an ice cream
cone with 3 scoops on it while explaining
that the main idea is like the cone: it is the
main thing that holds the details in place.
The details are like the scoops of ice
cream that support the main idea.

Students will listen to the teacher read the main


idea anchor chart paying close attention on how to
use supporting details to identify the main idea.

(10)

Teacher will then hand out the Main Idea:


Bee Hive worksheet to the students.
Teacher will display the worksheet on the
Promethean Board and will read the
passage to the class. Teacher will model
how to highlight the supporting details in
the passage in order to identify the main
idea. Teacher will fill in the supporting
details section on the worksheet while the
students copy.

Students will receive a Main Idea: Bee Hive


worksheet. Students will listen to the teacher read
the text passage, then will watch the teacher model
how to use the supporting details in the passage in
order to identify the main idea. Students will write
down the supporting details on their worksheet
once written by the teacher.

(10)

Teacher will hand out the Main Idea:


Thunderstorms worksheet to the students.
Teacher will display the worksheet on the
Promethean Board and will read the
passage to the class. Teacher will then
have the students come to the board and
highlight the supporting details in the
passage in order to identify the main idea.
Teacher will continue to call on students
to come to the board and write one of the
supporting details.

Students will receive a Main Idea: Thunderstorms


worksheet. Students will listen to the teacher read
the text passage, then will find the supporting
details in the passage in order to identify the main
idea. Students will volunteer to come to the board
to write one of the supporting details on the
worksheet. Students will discuss their answers as a
class.

(13)

After the details are completed on the


worksheet, teacher will pair the students
with a partner (based on their reading
level). Teacher hand out the Main Idea
Text Passages and will explain that the
students will be working with a partner to
identify the main idea and use supporting
details in the text. Teacher will collect
worksheets once completed. (See

Students will be paired with a partner in order to


complete the Main Idea Text Passages worksheet.
Students will complete the worksheet by finding
and highlight the supporting details in the passages
while identifying the main idea. Students will hand
in their worksheet once completed.

worksheets).
Closure (7 min) Activity- Main Idea Exit Slip- Teacher will have the students complete a Main Idea Exit
Slip independently to ensure they were able to meet the objective. Teacher will collect slips once
completed to assess the students. (See Exit Slip).
How students will reflect on their own learning:
Students will reflect on their own learning through their worksheets that will be collected and given back
to the students with feedback. Students will reflect on their own learning at the end of the lesson when
asked to complete an exit ticket. Students will be given back comments on their exit ticket. Students will
be questioned on their comprehension and understanding of the lesson content. Students will be able to see
if they can answer the Main Idea Text Passages with their partner as well as contributing to class
discussions.
Accommodations/Modifications to requirements in IEPs and 504 plans:
Students will have larger texts on their handouts as well as pictures. Students will have extra time to
complete assignments. Struggling readers will be paired up with strong readers or a high-level learner to
help guide the struggling student with the passage,
Differentiation- Students will have the supporting details highlighted on their Main Idea worksheet to
help identify the main idea. Students will have one of the supporting details on their Main Idea: Honeybees
worksheet, and Main Idea: Thunderstorms worksheet written for them to allow extra time. Students will
verbalize their answers to their exit ticket.
Technology Integration to Support Learning:
Promethean Board
Brain Pop Video: www.brainpop.com/english/writing.mainidea

Teacher: Mr. Mischke


Lesson number: 2
Lesson Title: Character Traits
Grade: 3
Subject: Literacy
Duration of lesson: 60 minutes
Central focus: Comprehension
The lesson will focus on how to identify character traits and find portions of textual evidence to support
them.
Essential literacy strategy: Identifying character traits
Related skills: Vocabulary meaning in context
Reading and Writing connections: Note taking
Content/Common Core Standard(s):
RL.3.3- Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their
actions contribute to the sequence of events.

SL.3.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own
clearly.
Learning Objectives associated with the content standards:
3. Students will be able to identify character traits in a text.
4. Students will be able to use textual evidence to support the characters traits.
Academic Language
Vocabulary: Character traits, compassionate, impatient, ambitious
Language function: Identify
Additional language demand (at least one of the two):
Discourse:
Demands:
4. Teacher is talking and explaining character traits.
5. Teacher is explaining what is expected on the worksheets.
6. Interactions with other students during partner work (listening and explaining their
comprehension).
Supports:
4. Use of visuals while teacher is talking (anchor chart and list of different characters with different
character traits).
5. Teacher is modeling how to identify the character traits (textual evidence and the page number).
6. Modeling how to interact with a partner and what is appropriate. Structures to help discussions
during partner work- sentence frames (I agree with you because I think this is the main idea
because in this part it says, etc.)
Student Friendly Daily Learning Target: I can use supporting details from a text to help identify
character traits. I can identify the character traits which will help me become a better reading and have a
better understanding of what is occurring in the text.
Monitoring Student Learning: Formal and Informal Assessments prior to, during & after learning
segment
Description of formal/ informal assessments: Students will be assessed during partner work to see if
they are able to identify character traits and explain how they used textual evidence to support them.
Students will complete worksheets that will be collected and checked by the teacher to make sure students
are able to meet the objective. Teacher will have students complete a Character Trait Exit Slip.
What is being assessed: The students understanding of the objective by assessing the students ability to
use supporting details to identify character traits in a text. (See worksheets and exit ticket).
Assessment accommodations:
Students will have larger words on their worksheet.
Students will have extra time to complete the assignments.
Students will be paired with a high-level learner to help assist.
Students will verbally answer their exit ticket to the teacher.
Type of feedback that will be given to students:
Students will receive written feedback on their worksheets as well as their exit ticket. Teacher will give

direct oral feedback/direct questioning (based on learning objective and use of academic language)
throughout the lesson to the students and during partner work.
What students will do with the feedback:
Students will use feedback for future lessons to gain knowledge and understanding of the material
presented. Students will make corrections to worksheets marked by the teacher. Teacher will have a
conference with students on set goals.
Instructional Resources and Materials:
A List of Character Traits Worksheet
Character Traits Worksheet
Character Traits Reading Response Worksheet (Homework)
Character Traits Word Work Worksheet
Write About It (Exit Ticket)
Connection to prior academic learning and requisite skills: Comprehension, fluency, word recognition,
main idea, character development
Connections to cultural/personal/community assets: Students will be able to make personal connections
to character traits by providing examples of some of their family member or friends character traits.
Instructional Strategies & Learning Tasks that support diverse student needs
Motivation/Hook/Anticipatory Set: (10 min) Teacher will ask the students what prior knowledge they
have about character traits. Teacher will then explain that they will be learning how to use textual evidence
to identify character traits. Teacher will then show a video to the class about character traits.
(https://learnzillion.com/lesson_plans/7634-understand-a-character-s-personality-traits).
Procedure
Time

Teacher Action

Student Action

(7)

Once the video is completed, teacher will


continue introducing character traits by
displaying an anchor chart. Teacher will
then read each section of the anchor chart
to the class. Teacher will create a
Character Trait board in which the
students will come to the board and write
some of the character traits they know.

Students will listen to the teacher read the character


traits anchor chart. Students will come to the
Character Trait board and will write some of the
character traits they know.

(10)

Teacher will then hand out a Character


Trait worksheet to the class. Teacher will
display the worksheet on the SMART
board. Teacher will explain to the class
that they will be completing their
worksheet by identifying the character
traits from their class book, Stone Fox
while referring back to the Character
Trait board. Teacher will model how to
identify character traits from the book
while using evidence from the text.
Teacher and students will complete the

Students will receive a Character Trait worksheet.


Students will listen to the teacher explain how to
complete the worksheet. Students will watch the
teacher model how to identify character traits from
the book, Stone Fox. Students will complete the
worksheet as a class.

worksheet as a class.
(3)

Teacher will hand out A List of Character


Traits worksheet to the class. Teacher will
review some of the character traits on the
worksheet which will help the students
gain a better understanding on character
trait examples.

Students will receive A List of Character Traits


worksheet. Students will review some of the
character traits on the worksheet in order to help
gain a better understanding of character traits.

(10)

Teacher will pair the students will a


partner (based on their reading level).
Teacher will hand out the Character Traits
Word Work worksheet to the students.
Teacher will explain that they will be
working with their partner to identify a
character trait from the word bank to
answer each question. Teacher will
monitor students and assist when needed.
Teacher will collect worksheets once
completed.

Students will be paired with a partner in order to


complete the Character Traits Word Work
worksheet. Students will identify a character trait
from the word bank to answer each question on the
worksheet. Students will hand in their worksheets
to the teacher once completed.

(2)

Teacher will hand out the Character Traits


Reading Response to the class as their
homework (if students complete all
assignments they may start this as an
extension activity). Teacher will explain to
the students that when they are reading at
home during independent reading time
they will complete the worksheet by
identifying a character and their traits in
the book.

Students will then receive the Character Traits


Reading Response worksheet as their homework.
Students will listen to the teacher explain how to
complete the worksheet by using their book during
independent reading time at home.

Closure (8 min) Activity-Write About It Exit Slip- Teacher will have the students complete a Write
About It Exit Slip in which they identify their best friends character traits. Students will complete their
Exit Ticket independently to ensure they were able to meet the objective. Teacher will collect slips once
completed to assess the students.
How students will reflect on their own learning:
Students will reflect on their own learning through their worksheets that will be collected and given back
to the students with feedback. Students will reflect on their own learning at the end of the lesson when
asked to complete a Write About It exit ticket. Students will be given back comments on their exit ticket.
Students will be questioned on their comprehension and understanding of the lesson content. Students will
be able to see if they can identify character traits with their partner, as well as contributing to class
discussions.
Accommodations/Modifications to requirements in IEPs and 504 plans:
Students will have larger texts on their handouts as well as highlighted character traits on their worksheet.
Students will have extra time to complete assignments. Struggling readers will be paired up with strong
readers or a high-level learner to help guide the struggling student with the passage.

Differentiation- Students will have important character traits highlighted on their Character Trait
worksheet as well as pictures to help them identify character traits. Students will have some of their
Character Traits worksheet filled out as a guide for the students, which will allow more time for them to
complete the worksheet. Students will verbalize their answers to their exit ticket.
Technology Integration to Support Learning:
SMART Board
Video Clip: https://learnzillion.com/lesson_plans/7634-understand-a-character-s-personality-traits

Teacher: Mr. Mischke


Lesson number: 3
Lesson Title: Characters Point of View
Grade: 3
Subject: Literacy
Duration of lesson: 60 minutes
Central focus: Comprehension
The lesson will focus on how to identify and determine the characters point of view from a text while
using clues as support.
Essential literacy strategy: Identifying the characters point of view
Related skills: Vocabulary meaning in context
Reading and Writing connections: Note taking
Content/Common Core Standard(s):
RL.3.3- Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their
actions contribute to the sequence of events.
RL.3.6- Distinguish their own point of view from that of the narrator or those of the characters.
SL.3.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own
clearly.
Learning Objectives associated with the content standards:
5. Students will be able to identify and determine the characters point of view from a text.
6. Students will be able to identify the characters feelings.
Academic Language
Vocabulary: Point of view, agony, inconsiderate, justified
Language function: Identify
Additional language demand (at least one of the two):
Discourse:
Demands:
7. Teacher is talking and explaining the different character point of views.

8. Teacher is explaining what is expected on the worksheets.


9. Interactions with other students during partner work (listening and explaining their
comprehension).
Supports:
7. Use of visuals while teacher is talking (anchor chart and lists of different characters point of views
and feelings).
8. Teacher is modeling how to identify the characters point of view and feelings (textual evidence
and the page number).
9. Modeling how to interact with a partner and what is appropriate. Structures to help discussions
during partner work- sentence frames (I agree with you because I think this is the main idea
because in this part it says, etc.)
Student Friendly Daily Learning Target: I can use supporting details from a text to help identify the
characters point of view. I can identify the characters feelings which will help me become a better
reading and have a better understanding of what is occurring in the text.
Monitoring Student Learning: Formal and Informal Assessments prior to, during & after learning
segment
Description of formal/ informal assessments: Students will be assessed during partner work to see if
they are able to identify the characters point of view and explain how they used clues to support them.
Students will complete worksheets that will be collected and checked by the teacher to make sure students
are able to identify the characters point of view and meet the objective. Teacher will have students
complete a Characters Point of View Exit Slip.
What is being assessed: The students understanding of the objective by assessing the students ability to
use supporting details and clues to identify the characters point of view in a text. (See worksheets and exit
ticket).
Assessment accommodations:
Students will have larger words on their worksheet.
Students will have extra time to complete the assignments.
Students will be paired with a high-level learner to help assist.
Students will verbally answer their exit ticket to the teacher.
Type of feedback that will be given to students:
Students will receive written feedback on their worksheets as well as their exit ticket. Teacher will give
direct oral feedback/direct questioning (based on learning objective and use of academic language)
throughout the lesson to the students and during partner work.
What students will do with the feedback:
Students will use feedback for future lessons to gain knowledge and understanding of the material
presented. Students will make corrections to worksheets marked by the teacher. Teacher will have a
conference with students on set goals.
Instructional Resources and Materials:
Character Traits, Feelings, and Motives Worksheet
Point of View Worksheet
Point of View Extra Worksheet (Extension)
Analyzing Characters Point of View Worksheet
Open-Mind Portrait Worksheet (Differentiated)
Characters Point of View (Homework)

Connection to prior academic learning and requisite skills: Comprehension, fluency, word recognition,
main idea, character development, character traits
Connections to cultural/personal/community assets: Students will be able to make personal connections
to the characters point of view by providing examples of their own point of view and feelings from
previous situations.
Instructional Strategies & Learning Tasks that support diverse student needs
Motivation/Hook/Anticipatory Set: (10 min) Teacher will ask the students what prior knowledge they
have on a characters point of view. Teacher will then explain that they will be learning how identify the
characters point of view by using clues in a text. Teacher will then show a YouTube video on the poem,
Crocodiles Toothache by Shel Silverstein. (www.youtube.com/watch?v=PN8fuyowGO)
Procedure
Time
Teacher Action
Student Action
(5)

(12)

(13)

Once the video is completed, teacher will


continue introducing the characters point
of view by displaying an anchor chart.
Teacher will then read each section of the
anchor chart to the class. Teacher will
refer to the poem Crocodiles Toothache
when asking the students what the
characters point of view is. Teacher will
ask questions like what does the character
see? Feel? Believe? How do the other
characters view the same situation or
events?

Students will listen to the teacher read the


characters point of view anchor chart. Students
will answer questions about the characters point of
view from the poem Crocodiles Toothache.

Teacher will hand out the Character Traits,


Feelings, and Motives worksheet to the
class. Teacher will display the worksheet
on the Promethean Board. Teacher will
model how to fill out the worksheet while
referring to the poem and to yesterdays
lesson on character traits. Teacher will
collect worksheets once completed.

Students will receive a Character Traits, Feelings,


and Motives worksheet. Students will listen to the
teacher explain how to complete the worksheet.
Students will watch the teacher model how to
identify the characters viewpoint from the poem.
Students will complete the worksheet as a class
then will hand in to the teacher.

Teacher will then explain to the class that


they will be paired with a partner to
complete the Point of View worksheet.
Teacher will explain how to properly
complete the worksheet while identifying
the point of view from the crocodile and
the dentist from the poem. Once
completed and checked, teacher will have
another Point of View worksheet for the
students (extension activity for high-level
learners).
Teacher will hand out the Analyzing
Characters Point of View worksheet

Students will be paired with a partner in order to


complete the Point of View worksheet. Students
will identify the point of view from the crocodile
and the dentist in the poem. Once completed and
checked, students will complete the Point of View
worksheet (extended activity for high-level
learners). Students will hand in their worksheets to
the teacher once completed.

Students will then receive the Analyzing

(12)

(differentiated version: Open-Mind


Portrait) to the class. Teacher will explain
how to complete the worksheet with their
same partner by choosing one character
from the class book, Stone Fox. Teacher
will collect worksheets once completed to
assess their comprehension of the lesson.

Characters Point of View worksheet (differentiated


version: Open-Mind Portrait). Students will listen
to the teacher explain how to complete the
worksheet and will choose one character from the
book Stone Fox. Students will hand in their
worksheet to the teacher once completed.

Closure (8 min) Activity- Exit Slip- Teacher will have the students complete a Characters Point of View
Exit Slip independently to ensure they were able to meet the objective. Students will choose other
characters (or the same character with a different point of view) from Stone Fox and will identify their
point of view and clues that helped support it. Teacher will collect slips once completed to assess the
students.
How students will reflect on their own learning:
Students will reflect on their own learning through their worksheets that will be collected and given back
to the students with feedback. Students will reflect on their own learning at the end of the lesson when
asked to complete a Characters Point of View worksheet as their exit ticket. Students will be given back
comments on their exit ticket. Students will be questioned on their comprehension and understanding of
the lesson content. Students will be able to see if they can identify the characters point of view with their
partner, as well as contributing to class discussions.
Accommodations/Modifications to requirements in IEPs and 504 plans:
Students will have larger texts on their handouts as well as a list of important character point of views.
Students will have extra time to complete assignments. Struggling readers will be paired up with strong
readers or high-level learners to help guide the struggling student with the passage.
Differentiation:
Students will complete the Open-Mind Portrait worksheet while the other students are completing the
Analyzing Characters Point of View worksheet. Students will have one of the columns on their
Characters Point of View Exit Ticket completed to help guide and support the student which provides
extra time to complete the worksheet. Students will only be required to complete one of the two columns
on the worksheet. If needed, students can verbalize their answers to their exit ticket.
Technology Integration to Support Learning:
Promethean Board
Video Clip: www.youtube.com/watch?v=PN8PfuyowGO