Class Context (grade; language

backgrounds; WIDA levels; # of ELs #

students with IEP; etc.;
neighborhood/community): 9th grade; Nepal,
Somalia (x2), Iraq (x2), Swahili; WIDA level 1
for all; none on IEP; South Salt Lake

Lesson Topic: Finding the main idea,

evidence, supporting details

Essential Questions: How does

evidence/small details help get across the main
idea?

Utah Core Standard:

Reading: Literature Standard 1
Cite strong and thorough textual evidence to
support analysis (theme/concept) of what the
text says explicitly as well as inference drawn
from the text.
Objectives: Students will be able to identify the
theme/concept (main idea) of a story using
evidence (words and parts) from the text.
Content: Using text to find the main idea and
supporting details

Language: We taught all lessons in english and

adapted our language so they understood the
vocabulary we used throughout.

Materials:
Hacky Sacks
Papers with questions (for the game)
Book Goldilocks and the Three Dinosaurs

Lesson Plan

Explanation and Exploration: Introduction to lesson topic and

reading the book

Procedures Adaptations Rationale/Source

Teacher: Assess prior

knowledge about reading
Goldilocks and the Three
Bears.
 Teacher: We will go over Modeling Use a variety of techniques
the key vocabulary for the to make content concepts
Explicitly modeled
lesson and make sure clear (e.g. modeling,
vocabulary and syntax
they are familiar with it visuals, hands on activities,
by stating clear
before moving on. We will etc.) (SIOP Ch. 4)
definitions in a group
ask the essential question
setting and then
to students and remind
requiring students to
them to think of it
recall definitions on
throughout the lesson.
their own/in small
groups.

Teacher: We will read the

book to the students.
As we read, we will
highlight important parts
that we specifically want
them to pay attention to.

Teacher: After we finish

reading, we will talk to the
students about what the
main idea was.
This will be a group activity
to come up with the main
idea. They will be
using/finding evidence
based on this general main
idea that we all come up
with

Transition to activity: Review Vocab and Discussed Main Idea (Intro to game)

Ask students to
summarize the story

Explained the purpose for

playing a game (and the
rules for it)
Guided practice: Hacky Sack Game (exploring key details)
Teacher: Model how to
categorize the questions
into key details and
small details
Teacher: laid out the
questions and had
students take turns
tossing the hacky sack
and answering the
questions
After answering the
question in turns, students
had to decide if the
question they answered
was a key detail that
supported the main idea
or if it was just a small
detail.
Students then reviewed
their two piles and
confirmed that they all
agreed on the choices
and defend their
reasoning that the key
details supported the
main idea.
Scaffolding by providing
Scaffolded
students with support
Providing students with through high levels of
explicit information understanding. (McIntyre,et.
about activity and al., 2009, Ch. 2)
asking probing
questions to support
student understanding
JPA Teaching and learning
are social, not individual
Allowing students to
activities. Students
work together to
working together to
answer questions and
learn will create an
work through thought
environment where the
process together.
students/peers get to
be the experts.
(McIntyre,et. al., 2009,
Ch. 3)
When teachers
Instructional
implemented ICs with
conversation
English language learners,
Involving a high the learners acquired
participation rate gave deeper understanding of
way to deeper thinking the topics discussed.
and meaning. (McIntyre,et. al., 2009, Ch.
7)
Independent practice/assessment: Worksheet

As a group, we reviewed Rigorous curriculum Adapt the grade-

the vocab words from the appropriate materials you
The words were
beginning of the lesson are teaching so that they
chosen, and limited, to
(summary, main idea, are accessible for ELLS.
those that dealt with the
evidence, key detail, (McIntyre,et. al., 2009, Ch.
Utah Core Standard.
details) verbally. 6)

Students were then given Assessment What most distinguishes

a worksheet to define formative assessment from other
Providing a simple
vocab and answer instructional or other assessment
worksheet with very
essential question we methods is that it culminates in
few words so students
asked at the beginning of immediate action to improve
could focus on the
the class. instruction. (Black and William,
vocab and applying it
1998)