USF Elementary Education Lesson Plan Template (S 2014) Kindergarten, 15 students, Language Arts

Name: Mekayla Cook

Lesson Content
What Standards
(national or state)
relate to this lesson?
(You should include ALL
applicable standards.
Rarely do teachers use just
one: theyd never get
through them all.)

LAFS.K.RI.1.2: With prompting and support, identify the main topic and retell key
details of a text.
LAFS.K.RI.1.1: With prompting and support, ask and answer questions about key
details in a text.
LAFS.K.RI.4.10: Actively engage in group reading activities with purpose and
understanding.
LAFS.K.SL.1.2: Confirm understanding of a text read aloud or information presented
orally or through other media by asking and answering questions about key details
and requesting clarification if something is not understood.

Essential
Understanding
(What is the big idea or
essential question that you
want students to come
away with? In other words,
what, aside from the
standard and our
objective, will students
understand when they
finish this lesson?)

Objectives- What are

you teaching?

Students will understand how to use main idea and key details from a text to
understand new information, by asking themselves:
How do the main idea and details help me to know about new information that is
read?
Students will understand how to identify the main idea by examining key details
and the relationship between the two.
Additionally, students will be able to identify frog, spider, snail, hare, beaver
nuthatch (bird), bat and human houses. Students will understand that animals have
homes for shelter, safety, comfort and sleeping, just like they do.

While reading for informational text for comprehension, students will be able to tell

USF Elementary Education Lesson Plan Template (S 2014) Kindergarten, 15 students, Language Arts
Name: Mekayla Cook
the main idea and details from an informational text selection, Whose House Is
This? by Elizabeth Gregoire in this lesson, that is read to them.
Rationale
Address the following
questions:
Why are you teaching
this objective?
Where does this lesson
fit within a larger plan?
Why are you teaching
it this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How
will you know students
have mastered your
objectives?
Address the following:
What formative
evidence will you use to
document student
learning during this
lesson?
What summative
evidence will you
collect, either during
this lesson or in
upcoming lessons?

I am teaching this objective so students can apply necessary skills of identification

and conceptual understanding of main idea/key details to better their
comprehension while reading informational text.
Students need to learn this concept to further their English language arts
understanding while reading informational text.
By identifying the main idea and key details, students will be led to strategic
thinking and complex reasoning when accomplishing standard LAFS.K.RI.1.3: with
prompting and support, describe the connection between two individuals, events,
ideas, or pieces of information in a text.

Formative:
The students contributions to forming the organizer, answering questions, playing
the Main Idea game, their thumbs up indicators, matching with a peer and their
journal entries will be considered when evaluating student understanding
throughout the lesson. A teacher checklist of student participation and
understanding during discussion and independent work (activities listed above) will
be utilized.
Summative:
Given a non-fiction informational text selection, on the students unit test, with
guidance and support, students will be able to identify the main idea and details
using a web graphic organizer.

USF Elementary Education Lesson Plan Template (S 2014) Kindergarten, 15 students, Language Arts
Name: Mekayla Cook
What Content
Knowledge is necessary
for a teacher to teach
this material?
What background
knowledge is necessary
for a student to
successfully meet these
objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know
about them?
What do you know
about their readiness
for this content?
What misconceptions
might students have
about this content?

The teacher must be able to clearly establish and explain what a main idea is, as
well as key details.
The teacher should have read the book, Whose House is This? and be able to
discuss animal habitats.
Students should know that writing in a book (or passage) gives us information.
Students should know that animals live in certain homes within their environment.
Students should have experience using a simple bubble map graphic organizer. If
students have not had experience using a bubble map graphic organizer prior to
the lesson, the teacher should use one whole group guiding students through the
process.

Students may believe that the main idea and topic are the same thing. Also,
students may not be able to identify the most important details.
Lesson Implementation

Teaching Methods
(What teaching method(s)
will you use during this
lesson? Examples include
guided release, 5 Es, direct
instruction, lecture,
demonstration, partner
word, etc.)
Step-by-Step Plan

Scaffolding, whole group activity, pair activity, technology integration, kinesthetic

learning, activating prior knowledge.

Time

Who is

Each content area may require a different step-by-step

USF Elementary Education Lesson Plan Template (S 2014) Kindergarten, 15 students, Language Arts
Name: Mekayla Cook
(What exactly do you plan
to do in teaching this
lesson? Be thorough. Act
as if you needed a
substitute to carry out the
lesson for you.)
Where applicable, be sure
to address the following:
What Higher Order
Thinking (H.O.T.)
questions will you ask?
How will materials be
distributed?
Who will work together
in groups and how will
you determine the
grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students
do?
What student data will
be collected during
each phase?
What are other adults in
the room doing? How
are they supporting
students learning?
What model of co-

responsib
le
(Teacher
or
Students)
?
2
mins
Teacher

1
mins
4
mins

Students
Both

Both
5
mins

format. Use whichever plan is appropriate for the content

taught in this lesson. For example, in science, you would
detail the 5 Es here (Engage/Encountering the Idea;
Exploring the Idea; Explanation/Organizing the Idea;
Extend/Applying the Idea; Evaluation).
1. Before the lesson, fill in Participation/Understanding
Checklist Chart with student initials & open the tabs:
The Main Idea/Key Details hamburger game
http://www.pspb.org/blueribbon/games/burger/burger.h
tml
Log in to www.Myon.com and Search for the book
Whose House is This? by Elizabeth Gregoire. Have the
book prepared to read (pause the book.)
2. Students will be seated in their group seats at desks.
3. The teacher will review Main Idea and Key Detail with
the chart labels. Students should be called on to
explain what main idea and key details are, with
scaffolding to reach these definitions: Main Idea should
be explained as: what the text is mostly about. Key
details: important parts of the story that help tell the
main idea. The chart should be set up to have the
Main Idea on top, with the 3 detail labels below (use
magnets on the whiteboard). Provide students with the
idea: The main idea is the entire pizza, while key
details are the toppings!
4. Go to the game tab that is open on the web browser.
Play the Main Idea/Key Details hamburger game online
with the students. Read the 3 statements aloud, then
drag the Main Idea to the hamburger. Allow a student
to come up and try the game for each set of phrases
until are the correct placements are made for main
idea.

USF Elementary Education Lesson Plan Template (S 2014) Kindergarten, 15 students, Language Arts
Name: Mekayla Cook
teaching are you using?
Both
1 min
Students
8
mins
Students
Teacher
1 min
1 min

Students
Students

1 min
5 min
Students
Both
1 min
8 min
Students
10
min

Direct link to game: (The Blue Ribbon Reader screen

will pop up.)
http://www.pspb.org/blueribbon/games/burger/burger.h
tml
(http://theteacherscafe.com/main-idea-key-ideas-anddetails-online-game/)
5. Open the Myon book tab and show the cover page.
Introduce the book Whose House is This?. Have
students predict what the book will be about. Lead
them to recognizing that the book may address what
kind of houses animals live in, based off the title page.
Instruct students to put a thumb up for each key detail
they hear.
6. Allow a student to click through the book as the
website reads the book aloud. As the book reads, put
your thumb up for each key detail: when the book
reveals what kind of house the animal lives in (This is
a red eyed tree frogs leaf).
7. Instruct students to go to their special spots on the
carpet, one color table at a time.
8. Distribute each student a piece of the Animal/Home
match cards. (There are 14, if there is full attendance
provide a student with the Main Idea card Different
animals live in different homes.)
9. Ask each student to stand and show their card, read
the label that corresponds/tells what is on the card.
10.
Tell students they will have 60 seconds to find
their cards matching animal or home. (Frog-leaf, Snailshell, Hare-nest, Spider-web, Beaver-lodge, Bat-cave,
Nuthatch-tree nest). Have the students sit down with
their matching peer, then each pair will share with the
class on the carpet.
11.
Instruct students to return to their seats with

USF Elementary Education Lesson Plan Template (S 2014) Kindergarten, 15 students, Language Arts
Name: Mekayla Cook
their cards.
12.
Read the 3 labels for the Main Idea/Key Details
chart: Different animals live in different homes, Bats
live in a cage, Beavers live in a lodge, and Snails
live in a shell. Have students identify where each
label strip should go in the organizer. (Main Idea:
Different animals live in different homes. Other 3 are
details.)
13.
Instruct students to pull out their writing
journals. Model on the ELMO to write: Date 4/4/2016,
Title of the book Whose House is This?, Main Idea
Different animals live in different homes. Students
can then glue their detail card (animal or home) and
write the corresponding key detail. (So if a student had
the lodge card, they would write: Beavers live in a
lodge.)
What will you do if

a student struggles with the content?

Struggling students will be gathered (as the others write in their journals) to create
a Main Idea/Key Details chart with another teacher in the room. The meaning of
main idea and key details will be reviewed while students practice identifying the
concepts with another familiar book (or with the one just read).
a student masters the content quickly?
Students can write a simple summary paragraph based upon the information
recorded in the graphic organizer for the book.
Students can write full sentences with vivid verbs.

USF Elementary Education Lesson Plan Template (S 2014) Kindergarten, 15 students, Language Arts
Name: Mekayla Cook
Meeting your students
needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
The students in my kindergarten classroom adore animals, so this book will appeal
to their interests.
The lesson includes a read aloud and discussion (auditory appeal), online game
(engagement), peer matching (movement for kinesthetic learners), various
grouping patterns to meet student preferences and reflective journaling. Visual
learners will benefit from the read alouds text highlighting.
If applicable, how does this lesson connect to/reflect the local
community?
The local community includes a few of the animals mentioned in the book: bats,
beavers, snails and spiders. Students need to have the knowledge of identifying
main idea and key details in order to succeed in reading throughout life.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
The type of information recorded could be extended to video clips of animal
habitats or student friendly informative articles from the paper or Internet, from
sources like National Geographic.
How will you differentiate instruction for students who need additional
language support?
For the summative assessment, students can demonstrate understanding orally.
Instead of filling in the graphic organizer the teacher can read an informational text
to the students and ask questions from the guided question section to determine
their understanding.
Students can be given copies of the book to follow along with the Myon/teacher

USF Elementary Education Lesson Plan Template (S 2014) Kindergarten, 15 students, Language Arts
Name: Mekayla Cook
reading. The teacher can provide the main idea and details on paper for students to
cut and paste in the correct location on the graphic organizer.
Accommodations (If
needed)
(What students need
specific accommodation?
List individual students
(initials), and then explain
the accommodation(s) you
will implement for these
unique learners.)
Materials
(What materials will you
use? Why did you choose
these materials? Include
any resources you used.
This can also include
people!)

Students can work in collaborative pairs (the corresponding animal or house) to

complete their journal entries.
Students can draw the main idea and details instead of writing them in their
journals.
ESOL students and those with 504 plans will be allotted extra time: J.A., G.P. and A.

Labels for chart: visual/spatial learners will benefit

Flat place for chart- ideally magnetic white board
Animal/home match cards with labels
ELMO, to guide student work for the journal entries
Laptop with internet connection: game and Myon book
Participation/Understanding Checklist Chart, made by myself
Resources:
Activating prior knowledge and increasing engagement with an online game:
http://theteacherscafe.com/main-idea-key-ideas-and-details-online-game/
Book resource, provided by my collaborating teacher
www.myon.com Whose House is This? by Elizabeth Gregoire