Teacher Education Lesson Plan Template

Teacher: Ashley LeGrand

Date: Oct. 14, 2015

Title of Lesson: Main Idea and Supporting

Detail

Cooperating Teacher: Bari Strangways

Core Components
Subject, Content Area, or Topic
Reading, Small Group, Main Idea and Supporting Detail
Student Population

A.M.- 24; P.M.- 21

Learning Objectives

I can determine important details in a nonfiction text.

I can use important details to identify the topic of a nonfiction text.
I can find the main idea by thinking of the topic + what the author is saying about the topic.
Virginia Essential Knowledge and Skills (SOL)

ELA.5.6.11 Identify the main idea of nonfiction texts.

Determine the main idea of a text and summarize supporting details.
ELA.5.6.6 Determine important information to support main idea, opinions, and conclusions.
ELA.5.6.4 Use prior knowledge and build additional background knowledge as context for new
learning.
ELA.5.6.12 Identify new information gained from reading.
VDOE Technology Standards
English Language Proficiency Standards (ELPS)
Materials/Resources
Text book
Graphic organizer
Mystery bag
Timer

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

Teach Others/Immediate Use of Learning

Practice by Doing
Discussion
Demonstration
Audio Visual
Reading
Lecture

95%
75%
50%
30%
20%
10%
05%

Safety (if applicable)

Time
(min.)

Process Components
*Anticipatory Set
Introduce the mystery bag to the students. Show the supporting details in the bag, and
Ask: What is the main idea?
*State the Objectives (grade-level terms)

I can determine important details in a nonfiction text.

I can use important details to identify the topic of a nonfiction text.
I can find the main idea by thinking of the topic + what the author is saying about the
topic.
*Instructional Input or Procedure
Explain topic, main idea, and supporting details.
Topic is the main point in one or two words.
Main idea is the topic+ the authors main purpose.
Supporting details support the main idea with facts that relate to the main idea.
*Modeling
Model how to depict a main idea and the supporting details on a graphic organizer.
Before starting independent practice: model what an example of a text feature is and how
to make a prediction before reading the text on page 6 and 7.
*Check for Understanding
Ask the students if they agree with the supporting details and main idea on the graphic
organizer. As the activity is modeled, check for understanding. For instance, how do I find
the main idea? Are some of these slips of paper relevant?
*Guided Practice
Have the students help me with the main idea and supporting detail on the graphic
organizer
*Independent Practice

Have the students independently read p. 6 and 7. Then have them determine the main idea
and supporting details according to page 6 and 7.
Assessment
Collect papers and grade them; record who is able to do this assignment independently
and who needs guided practice.
*Closure
Ask the students what is the purpose of main idea and supporting details?

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

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

For the higher leveled students, have them complete an extra activity with the graphic organizer.
Help the students who may need an extra push.
Classroom Management Issues (optional)
Get the group leaders to pass out books, make sure names are on papers, and collect papers.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?
I could have had main ideas and supporting detail slips from paragraphs in their textbooks.

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