INSTRUCTIONAL PLAN

Teacher: Lydia Rogers Date:10/31/22

Grade/Subject:4/ELA Time Frame: 45 minutes

DESIRED RESULTS

Big Idea/Concepts:

Students will be able to use details and examples in a text when explaining what it says.
Students will be able to determine the main idea of a text.
Students will be able to explain how the main idea is supported by the text.

California Content Standards or Common Core Standards:

4.RI.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

SL 4.1a,b: 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation
and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
Academic Objective:

Given an informational text to read (or through read aloud), students will be able to identify the main idea of a text.
Then, be able to and explain it using details and examples that show how they support the main idea.

Language Objective for English Learners:

English learners will use academic vocabulary when participating in the class discussion.

Teacher will monitor and assess their progress through observation of their verbal communication in the class discussion.

ASSESSMENTS

Beginning
Teacher will assess students recall and explanation of main idea and how to identify it by opening a discussion and asking
what they remember about the term.

During
Teacher will observe the student responses to, “What do you think is the main idea? “How do you know?” “How do
these details support the main idea?”

End of Lesson
Students will complete a graphic organizer indicating the main idea and provide details that support the main idea.
 ADAPTATIONS, REMEDIATION AND EXTENSIONS

The lesson will be adapted for English learners by incorporating academic vocabulary and practicing speaking and
listening to hear and understand register of their peers during class discussion. The text will be read aloud, and students
will follow along in their textbooks. Illustrations and captions will be used to explain the text.

Special needs learners will have vocabulary written in black with a yellow highlighted background to improve their focus
while writing. Frequent check-ins will be provided to ensure they are following along, plus multiple opportunities to
participate and show their learning.

All students will benefit from frequent pauses to check for understanding during reading and a graphic organizer will be
used for the assignment to assist with focus, information processing, and direction on the class activity.

RESOURCES

PowerPoint, online graphic organizer to be used in student ClassKick accounts, student ELA journals, K12 textbook story,
“Still Standing: The Leaning Tower of Pisa”

INSTRUCTIONAL DELIVERY

Instructional Plan
ENGAGE/ANTICIPATORY SET (hook):

Question students about what they know about main idea?

Call on student(s) to read aloud the learning goals

DIRECT INSTRUCTION:
Teacher will show slide of how to find the main idea and review text features that can help.

Teacher will prepare students to open their textbooks and follow along as teacher reads the assigned text.

Teacher will walk through the text identifying text features and prompt student to use the features for clues to
the main idea.

Teacher will read aloud with frequent pauses for questioning, spending time on text features like captions and
clarifying misunderstandings.
GUIDED PRACTICE:

Teacher will have students think and group share the main idea and supporting details.

Teacher will introduce the graphic organizer and explain where the main idea and details are to be written.
Teacher will review with a completed example.

Next, students will work individually in ClassKick and write in their main ideas. Teacher will review answers with
students and address misunderstandings by directing students to areas of the text where answers may be found,
connecting background knowledge, and reteaching.

INDEPENDENT PRACTICE:
Students will then work independently to complete their graphic organizers.
CLOSURE:
Teacher will recap the learning goals-

Today, we identified the main idea of the text and were able to use details and examples to explain the text and
explain how the main idea is supported by the text.