Reading Lesson Plan

Indiana Wesleyan

Chloe Carter

LESSON RATIONALE
Main idea and supporting details will be represented to the students through multiple
perspectives. The students will learn to understand the different representations to learn how
to find main idea and support it with key details. This lesson will provide students opportunities
to practice this skill.

READINESS
1. Goals/Objectives/Standard(s)
a. Goals- Students will be able to pull out the main idea of the story.
b. Objectives
i. Students will be able to distinguish the main idea and supporting details
in expository text.
ii. Students will be able to recognize main idea based on the supporting
details in the photos.
iii. Students will be able to sort items based on their main idea.
c. Standards
i. 2.RN.2.2- identify the main idea of a multipara graph text and the topic of
each paragraph.

2. MANAGEMENT PLAN

 Time:
o Mini Lesson (5 Minutes)
o BDA Reading 1 (20 Minutes)
o Anchor Activity 1 (15 Minutes)
o BDA 2 Reading (20 Minutes)
o Anchor Activity 2 (15 Minutes)

 Materials
o Mini Lesson- Video and poster.
o Introduction/ BDA Reading 1- The book “Thank you Omu” by ogre Mora.
o Anchor Activity- Glue, Scissors, worksheets, pencil.
o BDA reading 2- The book “The Thank You Book” by Mo Willems.
o Anchor Activity 2- Ice cream worksheet, Bag of pictures, pencil.

 Space
 o Mini Lesson- students will sit in the chairs in the library section of the room.
o BDA Reading 1- Students can sit on the carpet or choose the seating of their
choice while listening to me read the book to them.
o Anchor Activity- Students will sit at the circle table in the front of the classroom
to complete the activity.
o BDA Reading 2- Students will come back and sit on the carpet or choose seating
of their choice while listening to me read the book to them.
o Anchor Activity 2- Students will sit at the circle table in the front of the classroom
to complete the activity.

 Expectations and Procedures

o During the mini lesson the students will be expected to listen quietly to what is
being taught. They will be allowed to sit on the carpet around me. The students
will be expected to work with the person sitting next to them to participate in
discussion. Students will respect one another while doing so.
o During the guided reading the students will participate in discussion and listening
quietly while I am reading aloud. The students are expected to respect the
teacher as well as their peers. The students are also expected to use their inside
voices when participating in discussion.
o When the students are working on their exit slip, they will be expected to work
quietly as well as independently. They will raise their hand when they have
completed the slip.

PLAN FOR INSTRUCTION

V. Adaptations to Individual Differences and Diverse Learners

 Students who have trouble with gross motor skills will be able to work with a partner or
be assisted by the teacher to comfortably complete the first anchor activity.
 For students with sensory disorders, anxiety, ADD and ADHD are allowed to choose their
seating in the classroom during the guided practice to help them focus at their highest
capacity.
 For students who may be visually impaired I am going to describe in depth what is in the
photos so they can follow along in the story and activities.
 For students who may be nonverbal I will have them give me a thumbs up or thumbs
down when answering questions. They will be allowed to describe the photos or main
idea through the use of writing.

VI. Lesson Presentation

Mini Lesson (5 min)- PURPOSE STATEMENT

Introducing main idea and how to summarize the main idea of the book. You can use visuals. 
“Good morning, class! Today we are going to learn what main idea is and how to find the main
idea of a story. We are going to read a couple books together and as a class determine the main
ideas of the story.” 
 Have the students come sit on the carpet to give them a brief description of
what main idea is and what they are going to be doing in class.

“Can everyone please come sit quietly on the carpet. As a group, we are going to spend a few
minutes discussing the concept of the main idea and watch a quick video on how to determine a
main idea.”
 Wait for the kids to come sit on the carpet before getting started.
“Let’s quietly watch this video. Please make sure you all are paying attention because we are
going to discuss what we learned about the main idea after. I want you all to remember at least
one important thing you learned from this video and you will discuss with a partner after.”
 Insert Video Here 
https://www.youtube.com/watch?v=8o4DZQjCH2Q

“I am so proud to see all of you paying close attention to the video. I will give you 30 seconds to
quickly tell your partner something important that stood out to you in the video. Ready, Set,
Go!”
 Allow students 30 seconds to discuss before discussing as a group. 
“Would anyone like to share with the rest of the class something important that stood out to
you about main idea?”
 Allow students to share if they choose to.
“There are a few things I want to discuss with you guys before we read some passages together.
First, when you are trying to figure out the main idea, I want you to ask yourself ‘What is this
book/passage about?’ But we have to go further than just stating the main idea of the story. It
is important to find details within the story that can back you up on what you think the main
idea of the story is. I want you all to remember that sometimes a story has a direct main idea
but other times there can be more than one main idea in the story. You just have to be able to
back up your main idea with supporting details. Supporting details are simply facts or examples
from the book that support the main idea. If any of you are getting overwhelmed, I don't want
you to worry because we are going to have plenty of time to practice finding the main idea and
being able to support it with details together! I also have a poster up on the board stating what
main idea is. You may all use this as a reference if at any time you forget what main idea is
when I am reading the stories. Any questions?”
 Allow students to ask questions and clarify any misunderstandings on what is
happening in today's lesson. 
“We are now going to move on to reading “Thank you Omu” by Oge Mora. Just remember to
listen quietly. While I am reading the book, I want you all to be thinking about what the main
idea of the book may be. Let's get started!” 

BDA  1 (20 min)

 Text: THANK You Omu
  Strategy: Summarizing -- Main Idea
Before (Pre-reading)- ask them a question to draw them into the book.
 Ask Students an enticing question to draw them into the book. 
“The first book we will be reading today is “Thank you Omu” by orge Mora. This happens to be
one of my favorite books to read because it is such a sweet story. I think you all will like it too.
Just by looking at the front of the book we can see a little boy smelling a bowl of food. Do you
guys have any guesses on what you think the story of the book may be about? Take 30 seconds
to turn to the person next to you and come up with a guess on what the story may be about.
Ready, set, go!
 Allow students to discuss. Then tell them some ideas I think the book may be about
before getting into the reading. 
“Alright, would anyone like to share their ideas with me and the rest of the class? I think this
story might be about a little boy's favorite food he likes to eat. I think that since the boy appears
to be smiling in the photo that he likes whatever is in the bowl. Do you agree or disagree?”
 Allow time to discuss and get the students thinking about the book. 
During (Reading)- Say what they should be thinking while you read the book or part of a book to
them. (main idea)
 Remind the students to think about the main idea while I read the book aloud to them. 
“We are now going to read the book and while we are reading, I want you all to be trying to
figure and think about what the main idea of the story is. Remember if you forget what main
idea is look up at the poster on the board to help remind you. Let’s begin reading!” 
 I am going to pause reading on page 4 and ask the kids if they have any idea on what the
main idea of the book may be.
“I am going to pause reading to you guys now that we have read a few pages of the book and
gotten a better idea on what this book is about. Does anyone have any suggestions on what the
main idea of the story is? If not that's okay we are going to continue to read a few more pages
and then I will come back and ask you guys again.”
 Allow kids to make guesses before continuing the reading. Try and point out key details
to them while discussing as a group. 
 Continue reading up until the last page of the book. 
“I think I may know the main idea of the story. Do you? Up until now we have noticed that Omu
has given her soup to everyone in the community who has asked her for some. She seems to be
getting low on soup but that doesn't seem to upset her. I think that Omu is a really nice person
and cares for others.”
 Finish reading the book to the class
“I want you all to turn to the same partner you were talking to before we read the book and
take 30 seconds to guess the main idea of the story now that we have read the book. All you are
doing right now with your partner is figuring out what this story is about. Ready, set go!”
 Allow students 30 seconds to discuss with partners
 Allow time for the students to share their answers. Most likely someone will say sharing
or giving to others.
“Before reading the book we all made guesses on the main idea of the story by looking at the
picture on the front page of the book. Now that we have read the story, we figured out that the
main idea of the story is sharing and how important it is to share with others what you have.
We all want to be kind to others and share.”

After (Responding)- Ask them some responding questions to a book.

“I want you all to take 30 seconds to think about a time you have had to share with someone
and how it made you feel. If you have never shared with others then think about a time that
someone shared with you. We are then going to take turns going around and sharing with the
rest of the class. Ready, set, Think!”
 Give students 30 seconds to collect their thoughts before sharing.
“Times up! I will start by telling you guys about a time someone shared their candy with me. I
remember in 5th grade my teacher brought it candy for the entire class. We all got to choose
one piece of candy out of the basket. I remember dropping my piece of candy on the floor and
having to throw it away. I was really sad because I didn't get a piece of candy. My friend saw
that I was sad and she shared a piece of her candy with me so I didn't feel left out or sad. It
made me so happy when she shared a piece of candy with me. It is now your turn to share your
story. Let's begin with the person sitting on the left.”
 Have students share their stories. 
After (Exploring)- ask 2 simple questions they can find directly in the text. 
“Thank you all so much for sharing your stories. I am so happy that all of you have shared
before. We all agree that the main idea of this story is sharing? Yes, we do. But whenever we
figure out the main idea of a story, we have to support it with at least 2 details. The details we
are looking for in our story about Omu is evidence that Omu shared with others. Let's go back
through the book together and see if we can find 2 details where Omu shared with others.”
 Turn to a page of the book where Omu shared with others to prompt the students in
pointing out the person Omu shared her soup with. 
 Have kids say their answers and point out details from the book to me.
 Then state two key details to the students where Omu shares with others. 
“The first key detail we find in the story is that Omu Shared with the little boy who knocked on
her door. We know this is true because when we look at the page it states that Omu offered the
little boy so soup and the little boy said yes. This was the first time Omu shared with others. The
second key detail in the story is that Omu shared with the police officer. The page shows us the
police officer could smell the soup all the way down the road. When the police officer knocks on
Omu's door and asks her what the delicious smell was. Omu offered to share some of her soup
with her. There are plenty more examples in the story of Omu sharing. You can use any detail in
the story as long as it backs up your main idea. Is anyone confused on what key details are?
Does anyone have any questions on how to figure out the main idea and key details?”
 Allow time for students to ask questions and clear up any confusion.
“As you all continue to read books in the future. Always remember to be thinking about the
main idea and finding key details within the story to support your main idea.”
 Describe an action and how we will be focusing on main idea in the next few readings.

Anchor Activity 1
 There are only five students so I am going to have them all sit at the circle table in the
front of the classroom to complete the following activity. 
“Can you all please quietly go sit at the circle table in the front of the classroom. You are all
going to work together in completing our next activity. In this activity you are going to be
working on grouping words into the correct category. I will demonstrate this for you once I am
done explaining the rest of the activity. You will each receive your own individual paper but you
may work as a team to work on grouping the words into the correct category.” 
 Give students the worksheet before further explaining instructions so they can follow
along. 
“On this piece of paper are tons of different words that you recognize. The words are going to
fall into three main categories. The three main categories are fruit, football, and body parts.
These main categories represent main ideas. Then, you will cut out and glue the words into the
correct category. The words represent the details of the story. The details of the activity will be
the words you are cutting out and then you have to decide which main idea the key detail
supports. This activity will allow you to practice the main idea and show you how details
support the main idea. I will model then you will proceed to work on the rest of this activity with
your partners.”

 Give students time to work on this activity and help/support them when needed. 
 Once students are done call them back to the carpet for another book reading

“Awesome Job everyone working so hard on this last activity. We are going to take a walk to
clear our minds and take a break from working. When we get back, I am going to have you all
come back over to the carpet to read another book with me. Everyone please go line up at the
door.”

 Take kids on a sensory break walk. 

BDA 2 (20 min) 

Text: The Thank You Book by Mo Willems
 Strategy: Summarizing -- Main Idea
 Have kids sit back in a circle on the carpet for the next reading
Before (Pre-reading)
“We are going to read Thank You Book by Mo Willems. I really enjoy this book and I think you
will too. Just from looking at the picture on the front of the book do you guys have any guesses
on what you think the story of the book may be about? Take 30 seconds to turn to the person
next to you and come up with a guess on what the story may be about. Ready, set, go!”
 Allow students to discuss. Then tell them some ideas I think the book may be about
before getting into the reading. 
“Alright, would anyone like to share their ideas with me and the rest of the class? I think this
story might be about a pig and elephant who are friends. I think the pig and elephant are
friends because in the picture they are hugging and smiling. Maybe, the book will be about
friendship.  Do you agree or disagree? Does anyone have a different idea?”
 Allow time to discuss and get the students thinking about the book. 
During (Reading)- Say what they should be thinking while you read the book or part of a book to
them. (main idea)
 Remind the students to think about the main idea while I read the book aloud to them. 
“We are now going to read the book and while we are reading, I want you all to be trying to
figure and think about what the main idea of the story is. Remember if you forget what main
idea is look up at the poster on the board to help remind you. Let’s begin reading!” 
 I am going to pause reading on page 3 and ask the kids if they have any ideas on what
the main idea of the story may be about. 
“I am going to pause reading to you guys now that we have read a few pages of the book and
have gotten a better idea on what this book is about. Does anyone have any suggestions on
what the main idea of the story is? If not that's okay we are going to continue reading to figure
out the main idea. I will come back and ask you guys again.”
 Allow kids to make guesses before continuing the reading. Try and point out key details
to them while discussing as a group. 
 Finish reading the book to the students. 
“I want you all to turn to the same partner you were talking to before we read the book and
take 30 seconds to guess the main idea of the story now that we have read the book. All you are
doing right now is talking with your partner to figure out what this story is about. Ready, set
go!”
 Allow students 30 seconds to discuss with partners
 Allow time for the students to share their answers. Most likely a student will guess
manners or it is important to say thank you. 
“Before reading the book we all made guesses on the main idea of the story by looking at the
picture on the front page of the book. Now that we have read the story, we figured out that the
main idea of the story is manners and making sure you say thank you to others. We all want to
feel good about ourselves and our identity.” 

After (Responding)
In this story who was the elephant referring to when he told the pig that they were forgetting to
thank someone? As a class we are going to look back through the book and see what we can
find to answer the question.”
 Give students 30 seconds to collect their thoughts before sharing.
“The elephant was referring to himself when telling pig that he was forgetting to thank
someone. We know this because we found on page 45 and 46 that the pig realized he forgot to
thank his friend elephant. It is important to look back at details in a text when trying to answer
questions about a book.”

“Have you ever done something for someone else and they didn’t thank you? I remember one
time I held the door for someone and they didn't even thank me for holding the door. Even
though this made me upset I still hold the doors for others even if they don't have manners.
Take 30 seconds to talk with your partner sharing a time someone didn't thank you or a time
you forgot to thank someone.”
 Have students share their stories. 
“Times up! It is now your turn to share your story with the rest of the class. Let's start with the
person sitting on the right.” 
 Have kids share their stories and discuss as a whole.

After (Exploring)
“Thank you all so much for sharing your stories. I am so happy to hear all these wonderful
stories about a time you guys used your manners. We all agree that the main idea of the story is
manners and saying thank you to others. Yes, we do but remember whenever we figure out the
main idea of a story, we have to support it with at least 2 details from the text. The details we
are looking for in our story is evidence that the pig or elephant was using manners. Let's go
back through the book together and see if we can find 2 details where the pig/elephant thanked
someone.” 
 Turn to a page of the book where the pig thanked someone to guide students towards
correct answers. 
 Have kids say their answers and point out details from the book to me (teacher). 
 Then state two key details to the students where the pig/elephant thanked someone. 
“The first key detail we find in the story is that the pig thanks the squirrels for their great idea.
We know this is true because when we look back at the page it shows the pig thanking the
squirrels. The squirrels were the first to be thanked by the pig. The second key detail in the story
is the pig thanking the snake. We know this is true because when we look back at the page it
shows the pig thanking the snake for playing ball with him. There are plenty more examples in
this book but the details have to back up your main idea. Is anyone still confused on what key
details are? Does anyone have any questions on how to figure out the main idea and key details
of a story?  

 Allow time for students to ask questions and clear up any confusion.

Anchor Activity 2
 There are only five students so I am going to have them all sit at the circle table in the
front of the classroom to complete the following activity.
“Can you all please quietly go sit at the circle table in the front of the classroom. You are all
going to work together in completing our next activity.”
 Wait to begin explaining the activity until are students are seating at the table.
 Give students the worksheet so they can follow along while I am explaining instruction.

“In this brown bag are different photos. You each will choose a photo out of the brown bag.
The picture that you choose will determine the main idea of the story. Once you choose your
main idea out of the bag then it is your job to create supporting details related to the main
idea. Main idea and supporting details are just like ice cream cones. The scoops of ice cream
represent details and the cone is the main idea since it is holding everything together. In this
activity you will receive the main idea but it your job to make up details related to the main
idea of your picture. This activity allows you guys to further practice main idea. You will also get
to create your own story. I am so excited to see what each of you come up with. You can be
creative as possible. Once you are done with the activity you may color your ice cream cone
however you want. Is anyone confused on what they are supposed to be doing during this
activity?”
 Give students time to work on this activity and help/support them when needed. 

“Let’s begin! You will take turns grabbing a photo out of the bag and begin writing your
story. If you at any time get confused while working on the activity don’t hesitate to ask. I am
here to help in any way I can.” “

 Allow students time to complete the activity and share their stories.

Closure (5 Min)

 I will just go over main idea and check to make sure students understand what is going
on.
 I will then give the students an exit ticket. The exit ticket will have a short story on it and
they all have to figure out the main idea of the story.
 Go down to Review learning Outcomes/Closure for the script.

VII. Check for Understanding

I will check for understanding by numerous informal assessments. I will be able to know
if the students have understood the material by asking them to show a thumbs up or thumbs
down when appropriate. Having the students show by their thumbs the correct answer, I will
be able to easily see how many of my students are understanding the concepts learned in
today’s lesson about main idea.

VIII. Review Learning outcomes/Closure

“Alright class, Eyes on me please. Now, that we have completed our activities for today I
want you all to quietly go back to your desk. On your desk is a piece of paper. Please do not
turn this piece of paper over until I am done explaining directions. On this piece of paper is a
short story. Your job is to read through the story and figure out what the main idea of the story
is. You will have 5 minutes to complete this activity. Once you have finished you may raise your
hand and I will come around to collect your papers. Remember this is not a test and I will not be
grading you on if you get the answer correct. This is simply just for me to see what you all took
away from today’s lesson. Any questions? You may now flip your paper over and begin.”

 Give the students time to read the passage and find the main idea.
“Thank you all for working so hard today. The main thing I want you to take away from today’s
lesson is that it is important to know what the main idea of a text is and being able to support it
with key details. We will be practicing this skill throughout the rest of this week.”

PLAN FOR ASSESSMENT

 Formative Assessment- This assessment will occur when I walk around taking notes on
how the students are performing with the mini-lesson activity as well as how they are
doing during the individual activities. These formative assessments will take place during
the guided reading as well as the stations. I will listen to student responses in order to
see if they understand the concept being taught or not.
 Summative Assessment- The summative assessment will occur with the exit ticket the
students received earlier. The students will be given a short passage and their job is to
find the main idea of the passage. They will then turn in their exits tickets to me when
they are finished. This will help me to see what I need to go back and reteach. I will
make sure to explain to the students beforehand that this is not a test.


REFLECTION AND POST-LESSON ANALYSIS

1.      How many students achieved the lesson objective(s)? For those who did not, why
not?                     
2.      What were my strengths and weaknesses?
3.      How should I alter this lesson?
4.      How would I pace it differently?
5.      Were all students actively participating? If not, why not?
6.      What adjustments did I make to reach varied learning styles and ability levels?

7. Did I accommodate all students appropriately to complete this activity?

8. Did students need prior knowledge in order to teach this lesson?
9. Did everyone follow along with the instruction throughout the entirely of the lesson?