Name: Ashleigh Best Content or ELA/SS Today’s 11/18/2020

Subject: Date:
11/30/2020 3 19
No. of
Date to be Taught: 9:30-10:30 Grade:
Students:
TSW learn about and begin to identify the SWBAT explain the definitions 1 of 3
Central Focus of
various innovations made throughout Lesson of main idea and key details and Lesson
Learning Segment
history. TSW be able to discuss the Focus: begin to identify them in the of :
or Unit of innovations and how they affect their passage.
Instruction: lives.
Connection to Prior Students have been taught/reviewed past vs. present and learned to categorize items from each appropriately. Students have also
Learning or learned about historical figures, events, and places in the past and their effects on that time and in the present. The concept of rights and
Previous Lesson responsibilities as citizens has been discussed and taught to students, including the rights that children have today. Students have also
worked to identify the main idea and key details in every Panorama unit that has been covered prior to this unit.

Prior to unit week, the students will be provided a pre-assessment using Google Forms. This format has been shown to be most effective with the
Data Used to Inform
students, as we are fully online and do not have much additional time during class to play formative assessment games such as Kahoot or Quizizz.
Instruction: Within the Google Form, the students will be assessed on their ability to identify the meaning of main idea and key details, along with identifying
each within a provided passage.
Formative or Summative How will feedback be
Learning objectives stated
Content Standard: Assessment Strategy: provided to the students:
behaviorally including criteria:
Alignment of When provided the pages of the text on RI.3.2 Analyze informational Throughout and after the Feedback will be provided to
Learning a Pear Deck, SWBAT identify and text development. lesson, TTW use a checklist to students through verbal
Objectives, Content highlight the main idea and key details a. Determine the main idea of determine and document if the positive reinforcement. Along
accurately at least 2 out of 3 tries. a text. students accurately identified with this, the students will be
Standards, and
b. Retell the key details and the main idea and key details provided individual feedback
Related
explain how they from the provided pages of the through student-friendly
Assessments:
support the main idea. text. rubrics and comments within
Google Classroom.

When prompted to compare and
contrast children’s lives in the past and
present, SWBAT discuss and identify
how children worked in the past
compared to today with an accuracy of
at least 2 out of 3 correct answers.
SS.3.3 Local communities change Throughout the lesson, TTW
over time. use a rubric to determine how
the students compared how
children worked in the past to
the present. TTW use evidence
from the students answers on
Pear Deck and verbal responses
to assess student
understandings.
Feedback will be provided to
students through verbal
positive reinforcement. Along
with this, the students will be
provided individual feedback
through student-friendly
rubrics and comments within
Google Classroom.
 Academic Language Academic Learning objective Formative or Summative How will feedback be
Objective: stated behaviorally including Content Standard: Assessment Strategy: provided to the students:
criteria:
When provided vocabulary words, SS.3.3 Local communities change TTW use a checklist to keep Feedback will be provided to
SWBAT provide an example of the over time. track of and determine how well students through verbal positive
terms (automatic, factory, industry, the students provided examples reinforcement. Along with this,
innovation, labor, progress, and of each vocabulary term. TTW the students will be provided
technology) at least 7 out of 8 tries. also take anecdotal notes when individual feedback through
necessary to provide additional student-friendly rubrics and
assessment data for students. comments within Google
Classroom.
Previously Taught & Continuing with this Lesson:
Description of Academic  Panorama textbook series & how to use it
Language Demands  PearDeck & how to use it
 Main idea and key details
 Changes in environments and communities
Introducing in this Lesson:
 Methods of identifying main idea and key details
 Children’s rights throughout history
 Innovation and how it relates to students’ lives
Bloom’s Functions:
 TSW identify examples that support the vocabulary terms.
 TSW define main idea and key details.
 TSW predict what the text will be about.
 TSW demonstrate their ability to identify the main idea and key details within a passage.
Expressive Language Support:
 TSW be able to type their answers in the chat or unmute to discuss throughout the lesson.
Receptive Language Support:
 TTW share her screen on Zoom, where images and text will be presented for the students to reference if they cannot hear the teacher.
 TTW type the discussion questions in the chat box for students who are unable to hear the discussion.
Vocabulary Terms:
 Automatic: having the ability to work without the help of people
 Factory: a large building where people use machines to make things
 Industry: all the businesses that make one kind of thing or do a specific thing for other people
 Innovation: a new thing, idea, or way of doing something
 Labor: difficult physical work
 Predict: to say what you think will happen in the future
 Progress: steps you take to make something better over time
 Technology: the way people use scientific ideas in their everyday lives
 Main idea: the point or the overall message of a paragraph or text
 Key details: important information that supports the main idea
 Viewpoint: how a person thinks about or sees a given situation
  Innovations Pre-Assessment
Resources and
 A Child’s Right to Learn by Shirleyann Costigan
Materials Required:
 Pear Deck Slides with texts for students to draw/annotate on
 Main Idea & Key Details Checklist
 Comparisons Rubric
 Vocabulary Checklist
Accommodations for Whole Class:
IEP/504 Students  Provide options to respond to prompts using microphone or typing in the chat box
 Discussion questions typed in the chat box for students who are not able to hear the teacher
Struggling Learners:
 Additional wait time
 Ability level grouping and assignments
 Discussion questions typed in the chat box for students to reference if processing slower than peers
Advanced Learners:
 Students will be provided optional activities to complete if they finish early or wish to complete more
 Ability level grouping and assignments
Speech IEP Student:
 No accommodations listed in IEP other than Speech Services (pulled during interventions)
 Provide options to respond to prompts using microphone or typing in the chat box
Candidate and/or Teacher ISTE Standards:
Student Use of  5b. Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active,
Technology deep learning.
 7b. Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs,
provide timely feedback to students and inform instruction.
Student ISTE Standards:
 1d. Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot
current technologies and are able to transfer their knowledge to explore emerging technologies.
Student Technology:
 Using Zoom to watch, listen, and interact with the teacher and peers
 Have access to and use their e-books to access the stories being read throughout the week
 Using Pear Deck draw on the pages to underline or highlight the main idea and key details of the passage. TSW also be able to interact
with the slides to answer comprehension questions throughout lessons.
Teacher Technology:
 Share screen to share Google Slides document and main idea/key details chart
 Operate Pear Deck slides for students throughout lessons
 Lesson Hook, TTW use the share screen option on Zoom to share her whiteboard application. TTW tell the students that she will begin drawing an object
Motivation, and/or and that they are to begin guessing (or predict) what she is drawing in the chat box on Zoom. TTW will draw two different types of cars to
Instant Activity: represent innovation: the first car will represent the Ford Model T and the second will represent a Tesla Model S. TTW then explain that
these pictures show the innovations that have been made within transportation.
Process/Instructional Strategies/Learning
Content Information: Tasks/Planned Supports (including academic Targeted Differentiation: Product:
language supports):
Vocabulary terms: 1. After the students have predicted what the teacher was Process: TTW verbally state the definition and TSW type an example of
individual meanings and drawing, TTW have the students join Pear Deck to introduce example sentence for each vocabulary term. She will each vocabulary word
examples of each the vocabulary words for the week. For each vocabulary also provide pictures and the written definitions for presented in the text box on
word, TTW ask the students to provide an example by students on their screens. Pear Deck.
typing in the box on Pear Deck. TTW share some students’
responses and may ask them to explain their response to the Product: TSW be able to verbally state and explain
class for further explanation. their example for the vocabulary term if they do not
want to type it through Pear Deck.

Environment: TTW provide the students with the

option to have music playing while they are working
to attempt to increase motivation and focus.
Making predictions 2. After reviewing the vocabulary, TTW introduce the first text Content: TTW restate or explain what the term predict TSW type their
of the week, A Child’s Right to Learn. TTW ask the means if necessary. She will also provide examples of prediction of what the
students, “What do you think ‘A Child’s Right to Learn’ predictions for the text through modeling if needed. text will be about in
might mean? What can you predict this text will be about? the text box on Pear
TSW respond through Pear Deck and through verbal Product: TSW be able to verbally state their prediction Deck.
responses. After hearing their predictions, TTW explain that for the text or will be able to type it through Pear Deck.
long ago, children did not have a right to go to school like
we do today. Instead, they went to work. TTW explain that
this text will show the innovations that were made to help
give children the right to learn. TTW also explain that the
focus question for this unit is: How has technology changes
how we live, work, and play?
Main Idea: the point or 3.
the overall message of a
paragraph or text
Understanding children’s
lives in the past
Key details: important 4.
information that supports
the main idea
Understanding children’s
lives in the past
Key details: important 5.
information that supports
the main idea
Viewpoint: how a person
thinks about or sees a
given situation
Understanding children’s
lives in the past
TTW begin by reading pages 1-3, to introduce the text and Content: TTW restate or explain what the term main TSW compare jobs
provide background information for the students. After idea means for the students if necessary. TTW also they have today to
reading page 1, TTW ask, “What are some jobs that you provide an example of a main idea. jobs that children had
have to do at home? What about at school?” TSW answer by in the past. TSW also
typing in the text box or by unmuting their microphones. Process: TTW model how to answer the question by use the drawing tool
TTW then explain that children in the past used to work on highlighting the evidence of the main idea in the on Pear Deck to
farms and in factories. TTW ask, “How are those jobs textbook. highlight and/or type
different from the jobs you have today?” After the students what they believe the
answer, TTW continue reading. Before reading page 4, Product: TSW be able to choose if they underline, main idea for the text
TTW ask, “What do you think the main idea is for this circle, or highlight the main idea. They will also be is.
text?” (Long ago, children had to work until child labor able to choose which color they use to identify the
laws allowed them to go to school and spend time playing.) main idea.
TSW highlight or underline what they believe is the main
idea by using the drawing tool on Pear Deck.
TTW then read page 4 to explain what life was like 200 Content: TTW restate or explain what the term key TSW use the drawing
years ago in America. After reading this page, TTW ask, detail means and how it relates to the main idea. TTW tool on Pear Deck to
“What detail explains how children in the country spent also provide examples of key details if needed. highlight the detail
their time?” (Country children worked in fields or did that explains how
chores at home.) TSW highlight the detail that answers this Process: TTW model how to answer the question by children in the
question using the drawing tool on Pear Deck. TTW also highlighting the evidence of the key detail in the country spent their
highlight this part of the text to model referring to the text to textbook. time.
find answers.
Product: TSW be able to choose if they underline,
circle, or highlight the key detail. They will also be
able to choose which color they use to identify the key
detail.
TTW read page 5, which explains children’s environments Content: TTW restate or explain what the term key TSW highlight the
and conditions at work. After reading this page, TTW ask, detail means and how it relates to the main idea. TTW sentence(s) that show
“How did children in the city spend their time?” (City also provide examples of key details if needed. TTW how children in the
children worked in factories, mills, and coal mines.) TSW also restate and explain the meaning of viewpoint city spent their time.
highlight the sentence(s) that they believe answer this before asking the students to answer the question about TSW also type their
question. TTW highlight this portion to the text again using relating the author’s viewpoint to the text. answer to the question
modeling. TTW also ask, “Do you agree with the author’s about viewpoint using
viewpoint that children did not have much of a chance to get Process: TTW model how to answer the question by the text option on
a good education? Why or why not?” (Possible answer: Yes, highlighting the evidence of the key detail in the Pear Deck or
I agree. Children were always working. They were too busy textbook. TTW also model how to answer the unmuting their
or tired for school.) viewpoint question if necessary. microphones.
Product: TSW be able to choose if they underline,
circle, or highlight the key detail. They will also be
able to choose which color they use to identify the key
detail. TSW be able to choose between answering the
viewpoint question on the Pear Deck slides or through
unmuting their microphones.
 Connection to Within this lesson, the students are practicing going back into texts to highlight main ideas and key details. The students have interacted with
Research/Theory: the teacher modeling how to “mark the text”, but this is one of the instances in which they are “marking the text” on their own. According to
AVID (2010), “’Marking the Text’ is an active reading strategy that asks students to think critically about that reading. It helps students
determine the essential information in a reading passage, isolating it visually from the rest of the surrounding text.” (p. 1) “Marking the Text
gives students a way to isolate essential information that can be referenced (or found) easily during a writing task or class discussion.” (AVID,
2010, p. 2) While the students are not quite ready for extended writing responses, they will be able to use these details that they have marked in
the text to participate in discussions and to complete graphic organizers. This will also prepare them for responses within the AIR tests that they
take twice during their third-grade year.
Lesson Closure: TTW close Pear Deck and bring the students back to Zoom. TTW provide the students with an exit slip through a poll. The poll will ask two
questions: “What does ‘main idea’ mean?” and “What does ‘key details’ mean?” After the poll, TTW explain that the students will be given a
compare and contrast chart in Google Classroom. TTW then transition to math by saying, “We are now going to get ready for our ten-minute
break. When we come back, we will learn about different innovations that we can use to solve addition and subtraction problems.”

References
AVID Critical Reading. (2010). Marking the text. pp. 1-2. Avlord Schools. Retrieved from https://www.avlordschools.org/site/handlers/
filedownload.ashx?moduleinstanceid=15788&dataid=25357&FileName=marking_the_text.pdf
Frey, N., Kratky, L., et. al. (2020). A child’s right to learn. In Panorama: Reading through the lens of social studies.
(Grade 3). National Geographic Learning/Cengage: Monterey, CA.
Frey, N., Kratky, L., et. al. (2020). A child’s right to learn/History of innovation. In Panorama: Reading through the
lens of social studies interactive worktext (Grade 3). pp. 212-215. National Geographic Learning/Cengage:
Monterey, CA.