UNION UNIVERSITYS LESSON PLAN FORMAT

Name Amy Poteet

Date April 24, 2017 Grade/Subject Language

TENNESSEE ACADEMIC STANDARD(S):

RI.3.1: Student will find the answers to specific questions within informational text
RI.3.2 Student can figure out the main idea of information they read

LEARNING OBJECTIVES, ASSESSMENT, AND THINKING:

Level of
What measurement
Thinking in
criteria will be used to Formative or
Learning Objectives Blooms
assess the objective? Summative
(stated behaviorally) Taxonomy OR
(minimum of 3 for the Assessment?
Webbs Depth
lesson)
of Knowledge
TLW identify the main Teacher observation Formative Knowledge/
idea and supporting Comprehension
detail of an informational
text at their independent
reading level.
TLW comprehend and Tiered activity Formative Knowledge/
read fluently an Comprehension
informational text as their
independent reading
level.
TLW write a paragraph Teacher observation Formative Knowledge/
summarizing the Comprehension/
informational text using Application
the main idea and
supporting details.

WHAT IS THE IMPORTANT THING?:

It is important that students are able to identify the main idea in informational text.

PRIOR KNOWLEDGE/SKILLS:
Identify the reoccurring idea in a paragraph.
Identify unimportant ideas in a text.
Write a paragraph on topic.

INSTRUCTIONAL PROCEDURES:

Lesson Opener
Attention-getter (sign that lesson is starting)
Feet on the floor, eyes on me, clap twice in unison.
Hook: The teacher will show a hamburger bun to the students. The teacher will ask if anyone
had this for dinner last night. The teacher will ask what they might eat with this bun. The
teacher will then expand on their ideas while leading them into listing the layers of a
juicy, cheesy, hamburger. The teacher will explain the analogy of how the good stuff
inside the bun is like the good stuff we list in a paragraph.

Bridge (relate to past learning) Ask the students if they had every read a book and then told
someone about that book? Did they give them EVERY detail or just the ones that were
interesting or exciting?
Development of concepts and/or skills
Step-by-step Explanation (include planned questions, differentiation, technology integration
I do The teacher will read the passage Saving the Hawaiian Monk Seals aloud to the
students.
 The teacher will ask the students to skim the passage first paying attention to the title,
picture, caption, and bold words.
The Teacher will say, The title tells us that the passage is about what topic?
The teacher will ask what does the picture show us?
The teacher will talk about how the bold words introduce words we should know. What
happens when we read a word we dont know the meaning of?
The teacher will say, Now that we have skimmed the text, what do you think the text is
about?
The teacher will explain that sometimes the title is also the main idea of the passage.
Now, as we read, lets underline all the supporting details that directly support the main
idea, saving the Hawaiian monk seals. Underline each sentence that describes how or
why we are going to save the Hawaiian Monk Seals.
The teacher will remind the students to circle the main idea and underline the supporting
details.

Guided practice (include how it will be monitored and assessed)

We do
1. The students will be grouped by reading levels.
2. Each group member will receive the same passage.
3. Each student will be given a blank hamburger main idea graphic organizer.
4. Students read the passage quietly.
5. Once the students are done, the teacher will ask the students what ideas keeps
occurring in the passage. Allow students time to discuss their answers in their
groups. The teacher should circulate and provide feedback as needed in the
individual groups.
6. The students will then fill out the graphic organizer.
7. The students will work together to answer the questions following the passage.
They can discuss their answers and give reasons why they chose that answer.
8. Finally, as a group, they will create one summary based on their graphic
organizers and follow the writing rubric as they write the summary. Student
groups can share their summary with the rest of the class and the teacher can
provide correction and feedback as needed.
They do
1. The students will receive an informational text at their reading level and a Main
Idea graphic organizer.
2. The students will go back to their seats and read the passage on their own.
3. They will circle the main idea and underline the supporting details.
4. They will write the information on the Main Idea graphic organizer.
5. The student will answer the multiple choice and written response questions
related to the passage.
6. The will write a paragraph summarizing the passage using the main idea and
supporting details.

Independent Practice, if applicable

You Do-
1. The students will choose and read an informational piece on their reading level.
2. The students will draw the hamburger graphic organizer on individual whiteboards and
take a picture on the classroom Ipad.
3. The student will email their image to the teacher.

Alternative and/or supplemental activities for additional practice

Lesson Closure (include question for reflection)

o The teacher will share with the class (using the document camera) a few exemplar
summaries showing the students what makes these good examples.
o The teacher can also (using the document camera) show an article and point out how the
students correctly determined the main ideas and supporting details.
 Accommodations for individual learners with disabilities (include adaptations for at least three
types of disabilities)

Disability
(low/high cognition, behavioral differences, learning disabilities, Accommodation specific to this lesson
hearing/visually impaired, physically impaired)

Approaching Level On level informational passage.

Simplified hamburger graphic
organizer.
On Level On level informational passage.
On level hamburger graphic organizer.
Above Level On level informational passage
Higher level hamburger graphic
Organizer.

FUTURE ASSESSMENT/ACTIVITIES THAT SUPPORT RETENTION OF CONCEPT(S) &/OR SKILLS:

CROSS-CURRICULAR/MI ADDRESSED:

CLASSROOM LEADERSHIP/MANAGEMENT STRATEGIES TO BE USED:

Preventative: Greet, seat, complete

Active learning/multiple modalities incorporated
Cl Mgmt Plan: Rules/consequences/routines/procedures
Parents contacted
Supportive: Directions given
Students redirected
Positive learning behaviors recognized
Academic feedback given
Proximity control used
Individuals/small groups monitored
Appropriate learning behavior cued
Lesson pace considered
Teacher withitness anticipated
Classroom management plan implemented
(routines/consequences/routines/procedures)
Corrective: Procedures and rules cued
Individual behavior observed
Individual behavior described
Correction for individual behavior planned
Plan executed

ROOM ARRANGEMENT, MATERIALS, AND TECHNOLOGY NEEDED FOR THE LESSON:

REFLECTIONS ON TEACHING AND LEARNING:

1. How do you think the lesson went (be specific)?

2. What was the strongest component of the lesson?

3. What instructional component needs the most refinement and what do you plan to do to improve that area?
4. How did you know which students accomplished the goals and objectives of the lesson and which did not?

5. How did you provide academic feedback to your students?

6. What insights are you discovering about your teaching?

7. How did your choices and actions of classroom management support student learning?