USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 3rd Subject/Content: Reading
What Standards (national or
state) relate to this lesson?
Essential Understanding
Objectives- What are you
teaching?
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?
Name: _____Ellie Magnuson_________
Group Size: 19 Date of Lesson: 11/7/17
Lesson Content
LAFS.3.RI.1.2: Determine the main idea of a text; recount the key details and explain how they support the
main idea.
LAFS.3.RL.1.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how
their actions contribute to the sequence of events.
LAFS.3.RI.4.10: By the end of the year, read and comprehend informational texts, including history/social
studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently
and proficiently.
What evidence supports the MI?
The student will be able to determine the main idea of a text and recount the supporting details by
highlighting and writing down the main idea and underlining the supporting details in the text with 100%
accuracy in finding the main idea and 66% accuracy in finding the supporting details.
Based on the student’s test results on my teacher’s SchoolCity data charts, not many students in the 3rd
grade have successfully met the standard, “LAFS.3.RI.1.2: Determine the main idea of a text; recount the
key details and explain how they support the main idea.” Only one student in this class has 100%
mastered the standard, but the rest of students either scored between a 0% or a 66.6%, which means
every student needs extra assistance to accomplish this standard.
LAFS.3.RL.1.3 was already taught by my CT to the students in a lesson at the beginning of the year. They
have to describe the character traits of Thomas Edison, therefore it should be a review to them. This leads
to the next day’s instruction on character traits of Thomas Edison.
Moreover, the standard LAFS.3.RI.4.10 falls under LAFS.3.RI.1.2. and LAFS.3.RL.1.3 because they both
have to do with comprehending text, and the text we are focusing on for this lesson is informational.
It is important for students to learn this because it will help them comprehend texts throughout their time
in school and can help them comprehend more thoroughly texts on daily basis, such as news articles,
online posts, books, or anything else that has to do with reading.
I am teaching the concept in this way in order to provide direct instruction for students, where the
teacher models and then students do it independently. Students will be able to know how to
independently and proficiently comprehend and figure out the main idea of texts in real life and in state
tests.
Formative: You do: Teacher will go over what is expected for the bottom left passage. Say: “There is one
sentence in this section of text that supports the main idea very well. I want you and your partner to talk
about it and highlight that sentence. Break students up into partners and have them complete the bottom
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 3rd Subject/Content: Reading
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?
What misconceptions might
students have about this content?
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.)
Name: _____Ellie Magnuson_________
Group Size: 19 Date of Lesson: 11/7/17
left square passage. Project partner list and allow students to disperse.
Summative: Students move back to their seats and complete the character traits square (bottom right of
paper) as an independent release. They have already learned about what character traits are before; this
is just a review and they will go more in depth with it the next day. It is to show my CT what they already
know for the next day.
The content knowledge that a teacher needs to know in order to teach this lesson is how to find the main
idea and supporting details of a text. They must have some knowledge of Thomas Edison to help explain
to students why he is so important.
Students must have read the entire text before the lesson. My CT will read the entire Thomas Edison story
the day before I teach my lesson. Therefore, students will already know the main idea of the entire story
before I start having them analyze the main idea of the pages. LAFS.3.RL.1.3 was already taught by my CT
to the students in a lesson at the beginning of the year. They have to describe the character traits of
Thomas Edison, therefore it should be a review to them. This leads to the next day’s instruction on
character traits of Thomas Edison.
Based on the student’s test results on my teacher’s SchoolCity data charts, only two students in the entire
3rd grade have successfully met the standard, “LAFS.3.RI.1.2: Determine the main idea of a text; recount
the key details and explain how they support the main idea.” One of those students is in my first block
literacy class, but the rest of students either scored between a 0% or a 66.6%, which means every student
needs extra assistance to accomplish this standard.
Students might have the misconception that there is only one main idea for the entire story. However, this
lesson will show students that even smaller parts of the story can have their own main ideas that help
support the bigger main idea.
Lesson Implementation
 I do, We do, You do:
o Teacher will use the document camera to show the first passage. The teacher will do a
think-aloud with it. Teacher will demonstrate finding the main idea by highlighting it and
underlining the supporting details that support the main idea. The teacher will write down
“MI: *main idea*” in the margins. Students will be expected to do it with the teacher.
o Teacher will start the second passage and read it aloud. She will have students put a star
by the sentence that they think points out the main idea and underline the sentences that
support the main idea. Teacher will ask students what they starred as the main idea and
have a discussion. Then, highlight the main idea that they talked about. Next, discuss the
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 3rd Subject/Content: Reading
Step-by-Step Plan
(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-teaching are
you using?
Name: _____Ellie Magnuson_________
Group Size: 19 Date of Lesson: 11/7/17
supporting details and underline them. Have students write their own main idea sentence
in the margins.
o Students will transition back to their desks and highlight their own main idea sentence
and underline the supporting details from the third passage. They must write “MI: *main
idea*” in the margins.
 Direct instruction:
o Direct instruction’s purpose is to prepare students to do it on their own by explicitly
modeling expectations for student work. That is exactly what the I do, We do, You do
strategy of my lesson plan does. The teacher can scaffold students who need extra support
during the lesson during the “You do” part of the lesson.
Time Who is 1. Teacher will have students read the essential question and objective on
responsible the board.
(Teacher or 2. Class will review over main idea and Thomas Edison Text. Have students
Students)? review/explain MI identified whole group.
3. Hook: Teacher will play video for students from 0:00 to 1:17:
https://www.youtube.com/watch?v=afp8IRUUJUo
10 Teacher 4. Teacher will explain that our focus will be on MI and identify the
minute evidence that is needed to support that
s 5. Teacher will pass out the passages to the class that shows multiple pieces
of text from the story.
6. Students will be instructed to get highlighters and clipboards out from
their table bins. Teacher will transition them to the carpet to sit.
7. Start “I do, We do, You do:” Teacher will use the document camera to
show the first passage. The teacher will do a think-aloud with it. Teacher
will demonstrate finding the main idea by highlighting the supporting
details that support the main idea. The teacher will write them down in
the margins where there is a list of numbers. Students will be expected to
do it on their own paper with the teacher.
Both 8. We do: Teacher will start the second passage and read it aloud. She will
have students put a star by the sentences that they think supports the
main idea. Teacher will ask students what they starred as the supporting
details and have a discussion. Then, highlight the supporting details that
they talked about.
9. You do: Teacher will go over what is expected for the bottom left passage.
7 Students Say: “There is one sentence in this section of text that supports the main
minute idea very well. I want you and your partner to talk about it and highlight
USF Elementary Education Lesson Plan Template (S 2014) Name: _____Ellie Magnuson_________
Grade Level Being Taught: 3rd Subject/Content: Reading Group Size: 19 Date of Lesson: 11/7/17

s that sentence. Break students up into partners and have them complete
the bottom left square passage. Project partner list and allow students to
disperse.
10. Teacher will pull back together whole group to Authors Carpet and
>5 min Both discuss the main idea. On large anchor chart, have students highlight the
evidence in the text and then write their statement on the anchor chart.
2-3 11. Students move back to their seats and complete the character traits
minute square (bottom right of paper) as an independent release. They have
s Students already learned about what character traits are before; this is just a
review and they will go more in depth with it the next day. It is to show
my CT what they already know for the next day.
12. Students will turn the sheet into the blue box and transition straight to
their book nooks (flexible seating for independent reading).
20-30 13. Guided reading groups will begin:
minute Both a. Guided reading groups are based on reading level. We will try to
s meet with all groups, but group 3 (the below level students) will
be guaranteed to be pulled.
b. There are differentiated readings for the groups. Group 1 (above
level) will have a more complex text to challenge them and group
2 (on level) will have an on-level text for them. Groups 1 and 2
will fill out a main idea graphic organizer as a group. We will read
the passage together, discuss the main idea and supporting
details, and write the main idea and one supporting detail down
in the graphic organizer together. Students will write down the
rest of the supporting details and turn it into the teacher.
c. Group 3 (below level) will get a simplified worksheet for main
idea. The worksheet has students write “M” next to the sentence
that is the main idea and write “D” next to the other three
sentences that are supporting details. We will do this as a group
for the first question, and students will do it independently for
question 2. We will discuss question 2. Then, the students will do
question 3 on their own, which asks them to: “Read the detail
sentences below. Can you think of a topic sentence that states the
main idea?” Students will hand their papers to the teacher.
What will you do if… …a student struggles with the content?
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 3rd Subject/Content: Reading
What will you do if…
Meeting your students’ needs as
people and as learners
Name: _____Ellie Magnuson_________
Group Size: 19 Date of Lesson: 11/7/17
Students who struggle with the content will be paired with an on or above level partner during the “you
do” partner portion of the lesson and will be put into group 3 for guided reading groups.
 Group 3 (below level) will get a simplified worksheet for main idea. The worksheet has students
write “M” next to the sentence that is the main idea and write “D” next to the other three
sentences that are supporting details. We will do this as a group for the first question, and
students will do it independently for question 2. We will discuss question 2. Then, the students
will do question 3 on their own, which asks them to: “Read the detail sentences below. Can you
think of a topic sentence that states the main idea?” Students will hand their papers to the teacher.
…a student masters the content quickly?
Students who need to be challenged with the content will be put into group 1 for guided reading groups.
 Group 1 (above level) will have a more complex text to challenge them. Group 1 will fill out a main
idea graphic organizer as a group. We will read the passage together, discuss the main idea and
supporting details, and write the main idea and one supporting detail down in the graphic
organizer together. Students will write down the rest of the supporting details and turn it into the
teacher.
If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
Thomas Edison is a famous figure that was the founder for many inventions we know today. Regardless of
cultural background, students have seen lightbulbs before; they are what light up the room. Thomas
Edison invented the electric lamp and the incandescent light bulb. In the story we read, it teaches
students to never give up and they can achieve great things.
If applicable, how does this lesson connect to/reflect the local community?
The local community is familiar with lightbulbs. Thomas Edison was the founder of the electric lamp and
the incandescent light bulb.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
Group 1 (above level) will have a more complex text to challenge them. Group 1 will fill out a main idea
graphic organizer as a group. We will read the passage together, discuss the main idea and supporting
details, and write the main idea and one supporting detail down in the graphic organizer together.
Students will write down the rest of the supporting details and turn it into the teacher.
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 3rd Subject/Content: Reading
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?
Name: _____Ellie Magnuson_________
Group Size: 19 Date of Lesson: 11/7/17
How will you differentiate instruction for students who need additional language support?
Students who need additional language support with the content will be put into group 2 or 3 for guided
reading groups.
 There are differentiated readings for the groups. Group 2 (on level) will have an on-level text for
them to find the main idea of. Group 2 will fill out a main idea graphic organizer as a group. We
will read the passage together, discuss the main idea and supporting details, and write the main
idea and one supporting detail down in the graphic organizer together. Students will write down
the rest of the supporting details and turn it into the teacher.
 Group 3 (below level) will get a simplified worksheet for main idea. The worksheet has students
write “M” next to the sentence that is the main idea and write “D” next to the other three
sentences that are supporting details. We will do this as a group for the first question, and
students will do it independently for question 2. We will discuss question 2. Then, the students
will do question 3 on their own, which asks them to: “Read the detail sentences below. Can you
think of a topic sentence that states the main idea?” Students will hand their papers to the teacher.
These student would also be paired with an on or above level partner during the “you do” partner portion
of the lesson.
There are differentiated readings for the groups:
 Group 1 (above level) will have a more complex text to challenge them and group 2 (on level) will
have an on-level text for them. Groups 1 and 2 will fill out a main idea graphic organizer as a
group. We will read the passage together, discuss the main idea and supporting details, and write
the main idea and one supporting detail down in the graphic organizer together. Students will
write down the rest of the supporting details and turn it into the teacher.
 Group 3 (below level) will get a simplified worksheet for main idea. The worksheet has students
write “M” next to the sentence that is the main idea and write “D” next to the other three
sentences that are supporting details. We will do this as a group for the first question, and
students will do it independently for question 2. We will discuss question 2. Then, the students
will do question 3 on their own, which asks them to: “Read the detail sentences below. Can you
think of a topic sentence that states the main idea?” Students will hand their papers to the teacher.
Students who are below level in the standard based on SchoolCity data will be paired with an on or above
level partner during the “you do” partner portion of the lesson.
A.H. is a student with diabetes and is allowed to look at her phone to check her blood sugar levels and
must be released to the clinic if her tracker starts beeping.
 Document camera
 Passage Worksheet
 Main idea graphic organizer
USF Elementary Education Lesson Plan Template (S 2014) Name: _____Ellie Magnuson_________
Grade Level Being Taught: 3rd Subject/Content: Reading Group Size: 19 Date of Lesson: 11/7/17

Include any resources you used.  Lower level main idea and supporting details worksheet
This can also include people!)  Anchor Chart
 Sticky Notes
 Clipboard
 Highlighters

Partner List based on SchoolCity data on the given standards (initials only):

Mastery Not Mastered

W.A. H.M.
A.D. C.S.
A.H. H.O.
J.F. N.C.
S.C. B.A.
Z.H. A.E., E.G.
L.H. M.C.