Teacher Education Lesson Plan Template

Teacher: Alyssa Brock Date: ---

Title of Lesson: Main Idea with Simple Cooperating Teacher: Beth Kelly
Machines (Small Groups)

Core Components
Subject, Content Area, or Topic
Reading, Understanding Nonfiction, Main Idea, Science, Simple Machines
Student Population
11

Learning Objectives
- Students will practice identifying nonfiction text features in a text
- Students will practice identifying topic and main idea of a text
- Discuss one of the simple machines being learned this week
ELA3.6.1 Preview and use text features including table of contents, heading, pictures, captions,
maps, indices or charts.
ELA.3.6.5 Identify the main idea.
SCI.3.2.1 Identify the purpose and function of the six types of simple machines.
Materials/Resources
Book: Force and Motion copies
Topic and main idea half sheets
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Safety (if applicable)

Time
(min.) Process Components
*Anticipatory Set
Call on students to define topic and main idea- topic is what you are reading about and is
one or two words or a short phrase. Main idea is what the author is trying to tell you about
the topic and is one or two full, complete sentences.
*Instructional Input or Procedure
Students will go on a nonfiction text feature scavenger hunt through the book, each finding
two nonfiction text features.
*Check for Understanding
Students will share what text features they found, where they found them, and what they
help them learn or understand. Each student must come up with different features, so if
the first student to share come up with table of contents and images and the second
student comes up with table of contents and labels, the second student must find
something other than table of contents so there are no repeats.
*Guided Practice
The group will turn to the page showing the simple machine being learned about and TTW
read aloud to the group while students follow along in their own books. TTW explain
difficult words and examples in the description of the simple machine, leading a
discussion with students about the examples and where they might have seen some of
these examples or others that use the same simple machine.
*Independent Practice
Students will re-read the page and determine the topic and main idea of the text on their
own. Students will write the topic of the page in one word then describe the main idea in
their own words using a complete sentence.
*Closure
TTW check each student’s work for a complete main idea sentence that makes sense and
relates to the information found in the text. The student may then go back to their seat to
continue working on their reading choice board.
*Denotes Madeline Hunter lesson plan elements.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015