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Direct Instruction Lesson Plan Template Grade Level/Subject: 3rd grade, Reading Central Focus: Main Idea

and Details

Essential Standard/Common Core Objective: CCSS.ELALiteracy.RI.3.2 Date submitted: Date taught: Determine the main idea of a text; recount the key details and explain how they support the main idea. Daily Lesson Objective: Understand what the main idea is, determine the main idea using details to support the main idea. 21st Century Skills: Technology, Academic Language Demand (Language Function and Vocabulary): collaboration, communication, problem Main idea, detail, and topic solving Prior Knowledge: Students should have reading comprehension, and able to read.

Activity

1. Focus and Review

2. Statement of Objective for Student

Description of Activities and Setting Teacher will already have the lyrics to Twinkle Twinkle Little Star on the board, teacher will sing or read it to the students. Teacher will say, “what do you think we are talking about in this passage?” Students should say, “star.” Teacher will say, “what do you think is the most important part of the passage?” Teacher will encourage students to look at the passage. Students should say that the most important part is, “how I wonder what you are.” How do we know that? Students should say because it is like a diamond in the sky, and up above the world so high. Today we will be learning about main ideas and understanding what it is and finding details that support it. Teacher will play this website: http://www.brainpop.com/english/writing/mainidea/. Teacher will ask, what is the main idea, what is a topic? Teacher will say the main idea is the most important part of the story, it is the point the article is trying to get across. Topic is the generalized subject of the article or passage. Details support what the author is trying to say (main idea). Details are like examples that the author use to explain the main idea enable to get his/her point across. Teacher will stop and play throughout the video to ask students what is the topic, main idea, supporting details, and show them examples. Students will be divided into three sections. The students have been working on their play for social studies, which have three section. Therefore, teacher will integrate it into the lesson by having students read their section of the play, determine what the main idea and or supporting details of their section is, and act it out for the rest of the

Time

3-5 minutes

1 minute

3. Teacher Input

10-15 minutes

4. Guided Practice

30-35 minutes

5. Independent Practice

6. Assessment Methods of all objectives/skills:

7. Closure

class to guess the main idea. Teacher will give two section the main idea and they must determine supporting details before acting out, another section will be given supporting details and must determine the main idea. Student will be given a worksheet to write the definition of topic, main idea, and detail. Teacher will ask students to take out their lyrics from the previous lesson and play the song by Smart Songs “Three Branches Rap- Smart Songs.” Teacher will instruct students to turn the worksheet to the back, students must determine what is the main idea, topic, and 5-10 detail of the song https://www.youtube.com/watch?v=ZCB8EOY5d48 minutes using their lyrics and listening to the song. This song was used in the social studies lesson, therefore students already know what the song is about. Students who define all three definition correctly and have the correct answers to the song have successfully mastered the objective. Students will be graded upon their completion of the worksheet which contain three definition and on the back of the worksheet with the main idea, topic, and detail to the song by Smart Songs “Three Branches Rap- Smart Songs.”. Teacher will ask students to discuss to a neighbor what students think is the main idea, topic, and detail of the lyrics. Teacher will then bring 3-5 them together and go over it with them. Teacher and students will minutes discuss the main idea, topic, and details of the lyrics reflecting upon it. Teacher will ask students again, what is a main idea, detail, and topic. Students will be graded upon these criteria during the lesson:

Mastery  On the worksheet, correctly write the three definition: Topic, Main Idea, Detail  Correctly write the topic, main idea, and supporting detail to the song by Smart Songs “Three Branches Rap- Smart Songs.” Partial Mastery 8. Assessment Results of  On the worksheet, correctly write 2 definition: Topic, Main Idea, Detail all objectives/skills:  Correctly answer 2 of the following: topic, main idea, and detail to the song by Smart Songs “Three Branches Rap- Smart Songs.” Non-mastery  On the worksheet, correctly write the 0-1 definition: Topic, Main Idea, Detail  Correctly answer 0-1 of the following: topic, main idea, and detail to the song by Smart Songs “Three Branches Rap- Smart Songs.” Targeted Students Modifications/Accommodations: Student/Small Group Modifications/Accommodations: Students working in small groups can help guide and aid each other. For visual learners, there are hardcopy worksheets, YouTube clips, and activities online. For auditory learners, there are songs played, discussions, explanations, verbal instructions. For kinesthetic learners,

there are hands-on activities such as the worksheet of writing the three definition. Students who finish earlier will use their definition worksheet to guide them to write the main idea, topic, and supporting details for the book students are currently reading in their daybook. Materials/Technology: (Include any instructional materials (e.g., worksheets, assessments PowerPoint/Smart Board slides, etc.) needed to implement the lesson at the end of the lesson plan.)        Internet Projector Board with expo marker Daybook Worksheets Song lyrics by Smart Songs “Three Branches Rap- Smart Songs.” Pencil

References: http://www.brainpop.com/english/writing/mainidea/ https://www.youtube.com/watch?v=ZCB8EOY5d48 Reflection on lesson: Will be written after lesson.

Name(s):

Date:

Direction: Writing complete sentences, figure out at least three supporting details to your given main idea. Then plan a brief skit that will allow your classmate to guess your main idea. Use your information below and dialogue. You will act it out for the classroom. Scene 1 Topic: Native American Main Idea: The different lives Native American live compared to us. Supporting Details:

Name(s):

Date:

Direction: Figure out the main idea using supporting details given to you below. Then plan a brief skit that will allow your classmate to guess your main idea. Use your information below and dialogue. You will act it out for the classroom. Scene 2 (start on page 5 of script) Topic: Colonial Life (Alexander Family) Main Idea: Supporting Details:  I wish we had one of the big moving trucks you spoke of as well as movers to help us load it. We couldn’t take everything and it was hard to choose just a few belongings to fit in our covered wagon. We had an underground spring that bubbled up fresh water. Our springhouse was built right over the spring, this house was our refrigerator! It wasn’t as cold as your refrigerator. Each night every bed had a chamber pot for us to use if we had to go to the bathroom during the night… I can’t imagine how convenient it would be to have a bathroom inside your house.

  

Name(s):

Date:

Direction: Writing complete sentences, figure out at least three supporting details to your given main idea. Then plan a brief skit that will allow your classmate to guess your main idea. Use your information below and dialogue. You will act it out for the classroom. Scene 3 (use last page of script) Topic: Choice Main Idea: Choices from history impact us, but we have the choice to make a difference. Supporting Details:

Name:________________________________ Direction: Define the following terms.

Date:________________________

Lisa Vang READ 3226 My Reflection I had the pleasure to do my clinical at a charter school with approximately twenty-two students. I had two great clinical mentor and the students were well behaved. My clinical teacher asked me to write and teach a lesson on identifying main idea and supporting details. My clinical teacher said to me that she had not taught her students this concept, therefore it’ll be a great topic for me to teach. As I was planning and writing my lesson, I thought about the methods teacher often used in her classroom. She often use the internet to play a song or video while teaching her students an important concept. She will pause and play as she talk about the concept. Students responded well to her method of teaching. In my lesson, I did a similar concept. I also tried to integrate social studies to my lesson. Teacher and students had been practicing their social studies play. To integrate social studies in my lesson, I split students into three groups and asked students pull out their three part skit, read it, and figure out what the topic, main idea, and supporting details are. For independent practice, students were required to pull out their three branches of government lyrics and figure out the main idea, and supporting details. During my lesson, students were very well behaved. Students were confused between the topic of a passage and the main idea. Therefore, I had to clarify what is a topic and main idea. I began my lesson through a simple song. I asked students what is the topic of the song (Twinkle twinkle little star), what are some details given, and what is the most important part of the song. This song allow students to reflect on the song that they have learned a long time ago. Students

were able to relate and answer the questions. I had to guide and assist student a bit, but students were on point. To eliminate any students from answering all the questions or do most of the talking, I used popsicle sticks with students’ name on and randomly draw out students’ name. This method was given to me by my clinical teacher. This method allow all students to have a chance to talk. During my guided practice, students were talking within their groups. There were two groups who understood what to do very well, and there was a group who did not understand what was require of them. After I explained to the group again and gave them examples, it became clear to them what is expected. Some of the students did not want to participate with the group, so I had to instruct that specific group to each write a supporting details to ensure all students were participating. The groups acted out a part of their skit and students were to guess their main idea or supporting details. Students did a great job acting and guessing. Students had a lot of fun planning and performing the act. The individual practices also went well. The students were very familiar with the topic of the song because I taught the social studies lesson the day before. Students were able to do their independent practices without complication or misunderstanding. The students really enjoyed listening to the song by Smart Songs “Three Branches of Government.” To review with students what is a topic, main idea, and supporting details, I asked students to tell me what they are instead so I can do a quick observational assessment. I repeated to students what they are and reviewed the worksheet with the students. My overall experience in teaching this lesson was good. I thought the students were very well behave and did not have to deal with any behavior issues. To grab students’ attention, I clap

a rhythm and students respond very well to that. Students understood my lesson and successfully mastered the concept. I’m very proud of the students.