Indiana Wesleyan University

Elementary Education Lesson Plan

Stephanie Winslow
Date Teaching: November 8, 2018

UNIT BIG IDEA

Part of a Whole
- How this lesson fits: Key details (part) help us find the main idea (whole)

LESSON RATIONALE
This lesson is important as having an understanding of main idea, and how to find it, can improve students’
abilities to comprehend reading in content areas, and free choice books.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s) –
o Students will determine the main idea of various passages.
o Students will use important key details and visualization to determine main idea.
B. Objective(s) —
o After completing the lesson, students in the guided reading groups will use text and support of
illustrations/visualizations to provide the main idea of a section of a text.
o After completing the lesson, students will demonstrate their ability to explain how to find main
idea orally, written form, and (or) through a matching activity.

C. Standard(s): Professional Society/State/District

a. 4.RN.22: determine the main idea of a text and explain how it is supported by key details;
summarize the text.
b. 4.RL.2.4: students are expected to build upon and continue applying concepts learned
previously.

II. Management Plan- Time per lesson element, use of space, list of materials. Describe expectations and
procedures.

Time: 45 minutes
- Anticipatory Set: 5 minutes
- Stations: 25 minutes
- Closure: 10 minutes
- Transitions: 5 minutes

Materials:
- Mystery Bag with all items included
- Google Doc for Rotations
- One copy of Fall pumpkin main idea
- Orange construction paper (nine pieces)
- 12 copies of main idea cube
-four to six pairs of scissors
- Three copies of main idea sort
-three pairs of scissors
- six glue sticks
- Guided Reading Sketch -> main idea paper
- Blank map of USA (and colored pencil)
- Five copies of America’s National Parks
- Six copies of The Wonders of Western Geography
- Student iPads for clips

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Space:
- Anticipatory set: students will be at their desks, I will be in the front of the classroom
- Stations – guided reading will be at kidney table
-Fall pumpkin main idea will be on floor between table
- Main ide cube will be on the carpet
-Main Idea Sort – students will gather at desk clusters in their groups

Students:
Students will be reminded of dojo points which can be either given, or taken away during station times. In
addition, I will have giant tickets to pass out to students who are continuously working well with their peers,
and on activities. I will explain to students what behavior I am looking for (diligence, on task conversations,
etc.). I will walk around to see how groups are going while my students at the guided reading group are
completing their independent readings.

Suggestions:
You may wish to include a table or chart to outline the details of the groupings. At end of lesson.

III. Anticipatory Set

• Mystery Bag: WHAT IS THIS BAG MOSTLY ABOUT?
 So, I have this bag. I need some help to figure out why all of these objects and photos are in here. To me,
it seems kind of random, but I’ve been told there’s a reason for everything that is in here.
 I will start pulling out the items:
o Scissors; tape; a bow; wrapping paper; a candle; frosting;
 So, who thinks they know why all of these items are in this bag? What is this bag all about?
 The bag is mostly about a birthday/birthday celebration.
 This is the main idea of the bag. Who can tell me what a main idea is? (allow students to answer). How
are some ways we can find main idea? (Lead into purpose statement)

IV. Purpose: Today, we are going to explore some activities to learn more about main idea, to help improve
our reading comprehension skills. Being able to find the main idea of texts helps us determine what is
important about what was written. This will help you as you continue to go through school. Even in
college, I have to figure out the main idea of my textbooks, or other things I read!

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners—
 Adaptations: The first group I will be doing my guided reading group is with students who typically
fall in below grade level reading (Naliyah, Jamey, Jayden and Walter). For this reason, we are going to
break up the guided reading portion a bit more. We will first read a page together, then do the
correlating with main idea, where I can model for the students. Then, I will ask the students to read a
page individually, and we will come back together to do the next part together. After that, if there is
time, I will ask the students to read a third section and work independently.
o Adaptations: The stations for the groups which I am completing guided reading with have
differentiated individual stations. These stations provide less text and varied activities to meet the
needs of these students, and where they are currently in their reading level abilities.
o Adaptations: The guided reading groups are differentiated and follow students’ reading levels. The
first group will read a book at a lower reading level than the second group. Both groups will explore
main idea.
o Adaptations: No students with IEPs.

VI. Lesson Presentation (Input/Output)

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 Work Stations detailed at end of lesson in chart. Activities are engaging, and varied, yet all connect to
main idea.
o Changes made: Typically, there are four rotations during the literacy block. I will only be having
two rotations, in 45 minutes, as opposed to the 90-minute block. In a normal block, the students
will meet for guided reading, have a read-to-self station, a MapSkills station, and a station where
they typically complete a writing journal, or various other activities. I will be doing the guided
reading groups, keeping the grouping system created in the classroom. My other station
rotations are activities not done in the classroom.

Guided Reading Lessons (for 2 separate groups of learners) should include all 5 stages in the reading
process.

Guided Reading Group 1: Naliyah, Jamey, Jayden, and Walter. America’s National Parks by Johanna
Biviano. Exploring Main Idea by determining importance and visualizing.
1. Pre-Reading. When the students sit down, I will ask them to take a picture walk – look through
the book at the various pictures, noting what stands out to them. (During this time, I will walk
around to the other stations to see if any students have questions about what they should be
doing.) I will come back to the guided reading group and ask what students noticed about the
pictures, or anything else that stood out to them. I will then ask the students, “Has anyone been to
a National Park before? What kinds of things did you notice?” I will talk about my experience at a
National Park. “I once went to a National Park in Australia! What I really enjoyed about this park
were the different kinds of animals I saw there. Since it was in Australia, does anyone think they
know what kind of animals I saw?” (Allow students to guess) “Yes, I saw kangaroos and koalas!”
Then, I will lead into the first section of reading the text. “We are going to read the first page, to
begin to gain an understanding of National parks. So, open your books to page 3.”
2. Reading. I will read aloud page 3 with the students. After reading this I will ask the question,
“So what are you picturing in your head right now?” Students may say something about plants,
nature, animals, forests, rivers, etc. “Yes, I can definitely picture that! I want you all to pick up this
piece of paper I’ve given you, and draw in box one exactly the picture you’ve come up with in your
head. I’m going to draw forests with a flock of birds.” We will then move on, and students will read
a chunk of text on their own. I will ask students to read page four independently, then we will
group back together to discuss. “What did you start picturing while reading page four?” Students
may respond with valleys and rivers, buffalo roaming, nature being protected. After each student
has shared, I will say, “Okay, now I want you to draw exactly what you told me you pictured in box
number 2.” If there is still enough time, students will read page five, and go through the same
process. If not, we will move on to the responding portion. (If I notice certain students in other
stations are off task, I will walk around the room while the students are independently reading,
briefly to check in). “Now, let’s take a look at all of the illustrations we’ve made! What do you think
this whole book, or section, is mostly about based off of your pictures? What is the main idea? Go
ahead and write that down in the last box.” I will ask students to share some of their thoughts
about the main idea.
3. Responding. “If you’ve been to a National Park before, did it help you reading this and knowing
a little more about National Parks? If you haven’t been to one before, do you think you’d like to go
to one now? Why or why not? Did the main idea of this text help you understand more about
National Parks? How so?”
4. Exploring. “What were some supporting details in the text that helped you picture what you
have drawn on your paper?”
5. Applying. Maybe the next time you are reading something, you will start to picture something
in your head. You can and should use that picture to start thinking about the main idea and what
the text is really about!

Guided Reading Group 2: Landon, David, Jaelyn, Anna and Jevon. The Wonders of Western
Geography by Vana Douglas. Exploring Main Idea by determining importance and visualizing.

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 1. Pre-Reading. When the students sit down, I will ask them to take a picture walk through the
book, noting what stands out to them. (During this time, I will walk around to the other stations,
ask students if they understand the directions, or have any questions about the expectations for
this lesson time.) I will come back to the guided reading group and ask what students noticed
about the pictures, or anything that stood out to them. I will then have a map of the USA. I will ask
students if they know which states would be considered Western States, and will color that in. I
will ask students if they have visited any of these states. If they have, I will ask them to share
certain places they visited that were unique to that State. If they have not personally visited a
Western State, I will ask the students if they have seen anything in movies or TV shows set in one
of the States. “We are going to read the first page together, to begin to gain an understanding of the
Western States, and what geographical landmarks are located there. Go ahead and open your book
to page 3.”
2. Reading. I will read page three aloud. After reading, I will ask the students, “What did you
picture while reading this text?” Students may respond with things such as mountains or valleys. I
will say, “I definitely pictured mountains while I was reading this. So, I want you all to grab the
paper I’ve given to you. In the first box, you’re going to draw what picture came to your mind. So, I
am going to draw Mountains in my box!” After all the students have completed their drawing, I will
ask them to read pages 4 and 5 in the text. (During this time, if other groups around the room are
off task, I will circulate and make sure they can get back on track to their activity!) After students
have completed the reading, I will ask them the same question about what they visualized after
reading these two pages. Answers may range from yellow stones, to a vast area of land, geysers, or
volcanoes. Each student can share during this time what imagery this passage provided for them. I
will then prompt students to illustrate this in the second box of the paper. If time allows, we will
continue by reading more pages. Each page being read independently by the students. We will
then move on to form the main idea of the pages we have read. “Based off of the illustrations you
have drawn, what do you think this text is mostly about? What is the main idea? I want you to
write that somewhere on this paper.” If there is time, I will ask some of the students to share their
main idea with the group.
3. Responding. “If you’ve been to a Western State before, did reading this make sense to you? If
you have never been to a Western State, did reading this text make you want to go visit there? Why
or why not? Did this text help you understand more about Western Geography? How so?”
4. Exploring. “Looking back at your illustrations you drew, what were some supporting details
that made you visualize the image?”
5. Applying. The next time you are reading something, you might start to picture something in
your head. You can and should use that picture to start thinking about the main idea and what the
text is really about!

VII. Check for understanding.

a. How did the illustrations you made contribute to finding what the text was mostly about?
b. Having the students write the main idea they found from the text.
VIII. Review learning outcomes/Closure
 Students will return to their desks after cleaning up stations. I will then explain our closing
activity. Students will be broken up into groups of four-five and it is their turn to be the
teacher. They will use their clips application to teach to their peers about how one can find
the main idea of a passage. They can utilize resources from this lesson, or previous lessons
on main idea (such as the anchor chart which has been created) to include in their short
clips video. Students should brainstorm together, then film an explanation of finding the
main idea!
 If there is time at the end of the lesson, we will show off a few of the student’s clips videos!
If there is not time to show a video, I will ask students what resources they used, and to
briefly explain how to teach main idea to someone else.

PLAN FOR ASSESSMENT

o I will observe student responses during my guided reading groups. When students are filling out
their sketches, then forming the main idea of the passage as a whole, I will listen to their responses.

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 o My closing activity with the clips is also a positive way of assessing student understanding of main
idea. Their ability to verbalize and discuss with peers is a good form of formative assessment. I will
be walking around while students are filming their clips as well as have them be uploaded for me to
review later.
o The various stations will also assess students’ ability to discover main idea and components which
are related. I will be collecting the main idea sort activity which students complete to assess who is
able to grasp the concept, and who may still be struggling in some ways.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
- All students met lesson objectives.
2. What were my strengths and weaknesses?
- Strength: differentiating my lesson to meet the needs of individual learners. Providing multiple means of
reinforcement for students to complete many activities pertaining to main idea, and growing what they knew
off of prior knowledge.
-Weakness: reiterating the time frame for stations, as well as the closing activity would have been beneficial
for students.
3. Were all my students actively participating? If not, why not?
-Towards closing activity, three of my students were no longer participating. One stated that he was not
feeling well, and he ended up leaving to go to the nurse. The second said he did not like CLIPS, but ended up
rejoining his group when I said he did not have to be in the recording, as long as he helped his group come up
with ideas. The last was not participating until I moved her to a different group.
4. How should I alter this lesson?
- Reinforcing the time with which I expected my students to complete the lesson as it did drag on more than I
anticipated.
5. What adjustments did I make to reach varied learning styles and ability levels?
-I chose different books with varied levels of difficulty for my guided reading group to reach my varied
learners. In addition, I created different activities, some which proved to be more difficult for students who
typically need a bigger push/challenge to be motivated in their learning.
6. How could I strengthen my anticipatory set?
-I think my anticipatory set was strong, however, I could have more clearly related it to main idea for my
students.
7. Were my group choices beneficial for guided reading?
-Yes, students were able to meet the objective for guided reading and learn from each other. They were
engaged and happy to have the activity based off of main idea.
8. How would I pace it differently?
-My pacing was fine, but I needed to be more clear about my expectation for time and how long I expected
students to take on activities.
9. How could I better pre-correct behavior?
-Be more clear about what “on-task” behavior looks like to me
10. How could I make my lesson delivery clearer?
-Reiterating expectations and connections between the activities at each station and main idea, all of which
connected to my closing activity.

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Station Rotations:
Group: Station
Naliyah Guided Reading Group:
Jamey Full details above. Students will be reading part
Jayden of America’s National Parks by Johanna Biviano.
Walter They will complete a sketch to help determine
the main idea of the text, incorporating key
details which led them to the main idea.
Landon Main Idea Sort:
David Students will be on the tiled (not carpeted) area
Jaelyn of the floor between the desk clusters. Students
Anna will each be given a word sort, a pair of scissors,
Jevon and a glue stick. There will be a group of words
which they must cut out and sort based on
topic. They must then glue the words down on
the columned paper to then create a main idea
of their own above the column where they have
glued down the words. Students will then share
their main idea with their peers in their group
and discuss what similarities and differences
they had.
Lamiya Main Idea Cube:
Ethan Students in this group will be at the carpet.
C’risma They will be given a net of a cube with space on
Jordan it to write. In groups of three, students will read
the passage, and determine what the main idea
is. Students will write down the main idea on
the net, along with details which support it.
Students will then construct the cube from the
net, and gather together with the other group of
three to discuss if they had similarities among
the supporting details, or if they had any
differences.
Janyssa Main Idea Sort
Jeremiah Students will start at their desk. Students will
Estaban each be given a word sort, a pair of scissors, and
Nicholas a glue stick. There will be a group of words
Natalie which they must cut out and sort based on
topic. They must then glue the words down on
the columned paper to then create a main idea
of their own above the column where they have
glued down the words. Students will then share
their main idea with their peers in their group
(of two and three within this group) and discuss
what similarities and differences they had.
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Station
Fall Pumpkin Main Idea:
Students will be on the tiled (not carpeted)
area of the floor in the front of the room
between the desks clusters. Students will be
given pumpkins with a main idea, and leaves
with supporting facts which they must
attribute to the correct main idea. Students
will each be given three pieces of orange
construction paper, a pair of scissors, and a
glue stick. Students will cut out the pumpkins,
gluing two pumpkins each onto a piece of
orange construction paper. Students will then
glue the supporting details (leaves) around
each pumpkin (main idea).
Guided Reading Group:
Full details above. Students will be reading
part of The Wonders of Western Geography by
Vana Douglas. They will complete a sketch to
help determine the main idea of the text,
incorporating key details which led them to
the main idea.
Main Idea Sort:
Students will start at their desk clusters.
Students will each be given a word sort, a pair
of scissors, and a glue stick. There will be a
group of words which they must cut out and
sort based on topic. They must then glue the
words down on the columned paper to then
create a main idea of their own above the
column where they have glued down the
words. Students will then share their main
idea with their peers in their group (of two
within this group) and discuss what
similarities and differences they had.
Main Idea Cube:
Students in this group will be at the carpet.
They will be given a net of a cube with space
on it to write. In groups of three, students will
read the passage, and determine what the
main idea is. Students will write down the
main idea on the net, along with details which
support it. Students will then construct the
cube from the net, and gather together with
the other group of three to discuss if they had
similarities among the supporting details, or
if they had any differences.
Materials:

Link to Google Doc:

https://docs.google.com/presentation/d/1AUHx0hzzfhVJmp0WIWR66B5A6bUpdRJLGFOPUbcpuu4/edit?us
p=sharing

Fall Pumpkin Main Idea:

Attached at end of document.

Main Idea Cube:

Main Idea Sort:

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Guided Reading Sketch Sheet:

Guided Reading Map: