Universal Lesson Plan Template – Curry Secondary Program

Name: Austin Conway Lesson Topic: Main Idea and Details Sorting

Content Area: ESOL Grade Level(s): ESOL 1st Grade

Lesson Content
Background Information/ Relevance/ Context/ Rationale (Purpose) – Please be clear about how this particular lesson is situated within
the current instructional sequence (i.e., unit), why this content important for students to learn, and how you will convey the relevance and significance of
this lesson to students.
For 1st grade ESOL students, this lesson works in conjunction with skills they are learning and working with, in
regard to reading, in their main content classrooms. After reviewing sight words and other reviewed materials
from kindergarten with ESOL teachers, these students have been practicing sequencing of stories and how to
retell stories as this is one of the first skills we have worked on in the first few months of the year. This lesson
follows two weeks of lessons involving stories in which we worked on sequencing and retelling. This lesson of
reading a book in which we are pulling out ideas and details from the story follows our early in the year
lessons of sequencing and works towards the VSOL standard of Identifying the main idea and theme of a
story. The teacher will use “I Go with Grandpa”, a fiction book of a granddaughter and grandpa in a park doing
various activities throughout the year in different seasons, to learn the various details of each season, the
activities that they do throughout the year, and the main idea that the girl does different activities with her
grandpa depending on the season outside. The lesson will likely take place over two days as students are seen
for twenty-minute groups each day. The emphasis of the first day is to read the book, scaffold comprehension
of story and seasonal details, and begin working on worksheets. The second day, the students and teacher will
reread the book, finish the worksheet graphic organizer, and discuss what the main idea is and how they can
find it from the story/text.

Relevant VSOLs/CCSSs – Include only the standards addressed by this particular lesson
http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/stds_english1.pdf
1.9 G and H

EXPLORE the following Essential Questions(s): UNDERSTAND THAT:

 How do I identify the main idea of a story?  The main idea helps us understand what the story
 is about


KNOW: BE ABLE TO (DO):

 The main idea of the book they have read  Retell the story sequentially
 Details of the seasons  Find the main idea of the book they read
 Describe details of the various seasons

1
 Universal Lesson Plan Template – Curry Secondary Program

STEP 1: Activate Prior Knowledge

To start, teacher will explain instructions for worksheets. Before students and teacher read story, the students will cut
out from their worksheet the words “spring, summer, fall, and winter” and paste it onto their four-square note sheet. To
activate prior knowledge, teacher will discuss with students the seasons they know, the details they know, and what
season they see outside currently (fall). Teacher should discuss with students the seasons and relate the story with
personal connections of activities with relatives as the previous lesson was a book about relatives visiting and this one
has to do with a girl spending time with her relative.

STEP 2: Presentation of Content (I Do)

Teacher and students will read the story together going page by page reading together. After each page, teacher will
discuss the pictures the story, and any relevant personal anecdotes from students to connect the story to their personal
lives. Teacher should highlight the important parts of each page that coincide with the sentences they will be cutting and
pasting from their notes sheet to their graphic organizer four square.
STEP 3: Guided Practice (We Do)
After reading the story, teacher will have students retell the parts of each season from the story and work towards
pulling out the main idea of the story which is “The girl and her grandpa do different activities at the park during the
different seasons”. This may take the next day, when the book is reviewed and the graphic organizer notes are
completed, to have the students discuss. Teacher will work towards students not only knowing the details of the seasons
together, the activities done in the story during the seasons, but the main point of the story for the students to pull out
of the text and discuss.

Materials/ Supplies/ Sources/ Digital and Interactive Instructional Technology (if appropriate): – Please list all necessary
instructional supplies, materials, and sources. Make sure that these are clearly labeled and referenced throughout the lesson plan to enhance clarity.
I Go with Grandpa Book, Four Square Graphic Organizer Worksheet, Worksheets containing the sentences from the
story students will cut and paste into organizer, glue sticks, and scissors.