Demetria DeVincenzo

Grade: 2
Date: October 19, 2016

Day: 1 of 1
Subject: Language Arts
Time: 45 min

Cognitive Level: Application

Objective:

Students will be able to

Learning: ask and answer questions to show that they understand key details in a text

Behavior: by completing a main idea chart

Condition: after reading pages 14-17 in Friends Around the World.

CCSS

ELA-Literacy.RI.2.1
Ask and answer such questions as who, what, where, when, why

, and how to demonstrate

understanding of key details in a text.
ELA-Literacy.RI.2.2
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within
the text.
ELA-Literacy.RI.2.7
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and
clarify a text.

Instructional Strategies:

Opening:

1. The teacher will have all of the students join her at the back carpet with their books to
read Friends Around the World. (Purpose Setting)
2. The teacher will read the objective for the lesson and ask the students to tell her what a
main idea is and what key details are. (Assessing Background Knowledge)
3. The teacher will then show a BrainPop video on Main Ideas. (Anticipatory Set)
4. She will then ask the students to explain some important things that have happened in the
text so far before we begin reading. Anticipated Responses: Isabel is writing to her

e-pals around the world. She received some letters back from three people; Hau from
Vietnam, Akiak from Canada, and Dan from Australia.The teacher will then remind the
students to try and figure out the main idea and key details as we read. (Input)
Presentation:
5. The teacher will read pages 14 and 15 and ask the students What is the main idea in
Isabels letter? Anticipated Response: Sports
How do we know this? What are some key details that she mentions? Anticipated
Response: She says she likes to play sports. She likes the Yankees. She shows a lot of pictures
of different sports.
6. The teacher will then read pages 16-17 and ask the students What is the main topic/idea
here? Anticipated response: Her favorite food
What details does the author use to let you know that the main idea is her favorite
food?Anticipated response: Hau takes pictures of her favorite food, She said the
noodle soup was yummy, She loves fruit.

7. The teacher will then ask the students to, Name some favorite foods Hau likes to eat? And
turn and talk to a partner about how the pictures help you better understand the descriptions in
the text? Anticipated response: You can see exactly what each of the foods look like.
8. The teacher will then ask the students to flip back to pgs 14-15 and ask the students, Why do
you think Isabel included each of the pictures on these pages? Anticipated Response: She went
to a baseball game, She loves the Yankees, These are her favorite sports.

Guided Practice:

9. The teacher will then make a main idea chart on the easel to model how to fill it
out.(Modeling)
10. She will then begin by having everyone look at page 14 and ask herself Who is writing this
letter? What is this letter about? I will write Isabel likes sports in the main idea box. She will
continue to ask questions about what Isabel does and where she goes to fill in the
details.(Modeling)
11. The teacher will then have the students work with a partner to fill out their own main idea
chart about pgs 16-17.
12. The teacher will walk around the room monitoring the groups and assisting them. (Checking
for Understanding)
13. For children who are struggling, I will have them try and write at least two details supporting
the main idea.
14. The teacher will then review the graphic organizer as a class

Closing:

15. Once the students have finished correcting their graphic organizers, the teacher will have
them return to their desks.
16. The teacher will then ask the students to write down on a post it note, What is a main idea?
And what are key details? (Summary of Major Points) (Tying Coherent Parts to a Whole)
17. When the students are finished writing their post it they will come up to the front of the room
and stick it on the board.

Assessment:

Individual Measurability: 16, 5-8
Formative Assessment:12
Differentiation:

Varying Content:
-The teacher is appealing to visual learners by displaying a model on the easel. The
teacher is appealing to auditory learners by reading the story aloud.

Varying Process:
-The teacher will have the model chart displayed for reference to help struggling students.
-The teacher will also encourage students who need to be more challenged to try to look
at the pictures and come up with other details that are not written in the text.
- The teacher will also have the minute and hour hands labeled on their flip clocks for
certain students who are struggling with telling the difference between the minute hand and hour
hand.

Technology:
- The Smart Board will be used throughout the lesson.