McNeese State University

Department of Education Professions

Lesson Plan Template
Course: Edtc 245 Semester: Fall 2018
Name Donica Thomas Email: donica.thomas@cpsb.org
Primary Subject Area: ELA Grade Level: 2nd
Title Of Lesson: Finding The Main Idea Approximate Duration:
Overview of Lesson (Danielson, 1c)
Students were able to identify the main idea in the text, determine the topic, a new title for each
passage, and construct a sentence that supports the information.

Louisiana Student Standards (LSS)

Identify the purpose or main point and supporting details.
Educational Technology Standard
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
Additional Standards
Reading Standards for Literature The following standards offer a focus for instruction each year and help ensure that
students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that
students read increasingly complex texts through the grades. Students advancing through the grades are expected to
meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in
preceding grades
Interdisciplinary Connections + Standards
Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text & connect with other
teachers to get feedback.
Student Outcomes (Danielson, 1c)
Students will be able to identify the main idea in a text and determine the topic, a new title for the passage, and construct a
sentence that supports their findings.
Lesson Procedures
Time Step By Step Lesson Procedures Pre-planned Seed
Questions
30 - 40  Where would
min. Guided Practice: Choose a passage, article, reading, or book to model with the you find the
students. You can display the passage, do a simple read aloud, or distribute copies of your main idea?
reading to your students. Read aloud the passage to the students, I would read it once  How would you
thoroughly and then read it again using out loud thinking, jotting down notes, questions, and come up with
highlighting important information. Talk out how you would generate a main idea. Have an the main idea
anchor chart that looks as the model below. Fill in each area and model thinking aloud how from the story?
you are creating each object.
Then do another reading, have students do think aloud, highlight, add questions and talk
through information. Have them come up with the topic, title, and sentence to support.

*Copy this on chart paper to model 2x: one time for you to fill out, one time for you to have a
guided practice:
Should be introduced as:
Title of Passage:
My Main Idea:
Topic of my passage:
New Title:
Sentence to support
 Teacher Materials Student Materials Technology References
Resources
 Corduroy Don  Kids need www.brainpop.com www.Betterlesson.com
Freeman markers and Reading from a
 Lesson a glue stick book:
vocabulary  'Main www.education.com/
idea' student
words from the
worksheet
Reading/Writing
word wall: key
details,
summarize, point
of view, main idea
 Text Feature
Headers for
Literature
 Set up whiteboard
with organizer
from worksheet

Relevance / Rationale

Exploration / Extension / Supplemental

Assessment Criteria For Success

 The learner will be able to give the sequential order of the story.
 The learner will be able to find the main idea by underlining it in the story.
 The learner will be able to relate the title of the story to the main idea.
Differentiation (Danielson, 1c, 3e )
Examples of differentiating content at the elementary level include the following:
1. Using reading materials at varying readability levels;
2. Putting text materials on tape;
3. Using spelling or vocabulary lists at readiness levels of students;
4. Presenting ideas through both auditory and visual means;
5. Using reading buddies; and
6. Meeting with small groups to re-teach an idea or skill for struggling learners, or to
extend the thinking or skills of advanced learners.

Post Lesson Reflection

What did we learn today? What are three things we can also determine when we determine the main idea of a passage? When you
look back on your do-now what three things can you also tell me