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Subject/Time: Survey of Literature, 2/3 and 8/9 periods
Name: Carla Wellborn Overview
Unpacked Benchmark, CDAS, CRS, or IL State Standards. RL 9-10.2
Key Lesson Elements What is the Teacher Doing? What are the Students Doing?
Do Now (3-5 minutes): Students will complete an activator of their background knowledge “Ok. Open your binders to the reading section and turn to page 31. When you are there put your eyes on me.” “Today we are going to talk about supporting details. Take a minute and complete the Do Now question in your packets. What does it mean to “support” something? Go.” “54321…ok. Turn to your partner and discuss what you wrote. Go.” “54321…ok. Mr.__, what did you all talk about?” “Ms.____, do you agree or disagree? Why?” “I Do” Input (1-2 Key teaching points): Teacher explains to students that supporting details are statements that support the main idea. “Write this down in your notes. Supporting details are statements that support the main idea. Turn to your partner and remind them what a main idea is. Go!” Mr._____, what is a main idea? Yes! So supporting details are simply details that support, or hold up, the main idea. There are usually 3 or 4 supporting details in a passage or paragraph. So, let’s think about it like a chair. How many legs does a chair usually have, Ms. Simmons? Yes, 4. So, just like a person needs four legs on a chair to hold them up, a main idea should have around 3-4 details that support it. “Think about them like you would the legs of a chair. A chair supports the person sitting in it. Teacher also then explains to students how to determine which details are the most important. Check for Understanding: “We Do” Guided Practice: “Take a look at this chair. The main idea of this chair is “Derrick Rose is the best player on the Chicago Bulls.” What are some supporting details, or legs, that will hold up this main idea? Turn to your partner and discuss.” “Ms.____, what is one supporting detail that you and your partner discussed?” “Mr. Jones, what is another detail you and your partner discussed?” Students are tracking the speaker and listening to the transitional instructions. Students are opening binders, when prompted, the page 31 of the reading packet. Students are responding to “Do Now” writing prompt Students are discussing with partners what they wrote. Students are sharing aloud, when called on, about their understanding of what it means to “support” something.
Students are tracking speaker and taking notes when prompted Students are discussing with partners what a main idea is. Students are sharing out when prompted Students take notes when prompted
Objective(s) SWBAT: By the end of the lesson, SWBAT define and identify supporting details, through 3 multiple choice questions, with 85% accuracy.
Students are discussing with partners how to create supporting details for the provided main idea Share out when prompted.
D A I L Y D O UB L E P L A N C L I P B O A R D
“Ok. Here is another chair. This time the supporting details are filled in, but the main idea is missing. Talk to your partner about what could be the main idea that these supporting details are holding up. “ “Mr._____, what do you think could be the main idea of this chair?” Check for Understanding: Vocabulary words/Key Concepts Main Idea Supporting Details To “support” “You Do” Independent Practice: “With your partner, you are going to read the main idea presented on your page of notes. There are four supporting details listed. Identify which detail does not support the stated main idea. Go.” Check for Understanding: Teacher monitors students’ discussions. Teacher places prompt on the board. “Mr. Haywood, which supporting detail does not belong?” Reading aloud the main idea and options to your partner. Discussing with partners which supporting detail does not belong. Sharing out when prompted.
Modifications/ Accommodations I will place students who are new or not as well behaved beside students who will be a good influence Mr. Morris will go next to Ms. Burkes Mr. Munson will be beside Mr. Haynes Mr. Burnside will continue to sit by Haywood or Munson.
Exit Ticket (aligned to lesson objective) or assessment: What are supporting details? Statements that support the main idea The overall point of a paragraph or passage The legs attached to a wooden chair Brief summaries of what the passage is about “Identify which detail does not support the main idea below” “Identify the main idea that those details support.”
Materials & Technology Promethean Board Flip Chart Clickers
Closing/Preview for next lesson: