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Lesson number: 1
Lesson Title: Main Idea
Grade: 3
Subject: Literacy
Duration of lesson: 60 minutes
Central focus: Comprehension
The lesson will focus on how to identify the main idea by using supporting detail of a text.
Essential literacy strategy: Identifying the main idea
Related skills: Vocabulary meaning in context
Reading and Writing connections: Note taking
Content/Common Core Standard(s):
RL.3.2- Recount stories, including fables, folktales, and myths from diverse cultures; determine the central
message, lesson, or moral and explain how it is conveyed through key details in the text.
RI.3.2- Determine the main idea of a text; recount the key details and explain how they support the main
idea.
SL.3.2- Determine the main ideas and supporting details of a text read aloud or information presented in
diverse media and formats, including visually, quantitatively, and orally.
Learning Objectives associated with the content standards:
1. Students will be able to identify the main idea of a text.
2. Students will be able to use supporting details from a text to help identify the main idea.
Academic Language
Vocabulary: Main Idea, Theme, Drones
Language function: Identify
Additional language demand (at least one of the two):
Discourse:
Demands:
1. Teacher is talking and explaining the main idea.
2. Teacher is explaining what is expected on the worksheets.
3. Interactions with other students during partner work (listening and explaining their
comprehension).
Supports:
1. Use of visuals while teacher is talking (ice cream cone with scoops for main idea and supporting
details).
2. Teacher is modeling how to use textual evidence to identify the main idea (highlighting clues).
3. Modeling how to interact with a partner and what is appropriate. Structures to help discussions
during partner work- sentence frames (I agree with you because I think this is the main idea
Procedure
Time
Teacher Action
Student Action
(10)
(10)
(10)
(13)
worksheets).
Closure (7 min) Activity- Main Idea Exit Slip- Teacher will have the students complete a Main Idea Exit
Slip independently to ensure they were able to meet the objective. Teacher will collect slips once
completed to assess the students. (See Exit Slip).
How students will reflect on their own learning:
Students will reflect on their own learning through their worksheets that will be collected and given back
to the students with feedback. Students will reflect on their own learning at the end of the lesson when
asked to complete an exit ticket. Students will be given back comments on their exit ticket. Students will
be questioned on their comprehension and understanding of the lesson content. Students will be able to see
if they can answer the Main Idea Text Passages with their partner as well as contributing to class
discussions.
Accommodations/Modifications to requirements in IEPs and 504 plans:
Students will have larger texts on their handouts as well as pictures. Students will have extra time to
complete assignments. Struggling readers will be paired up with strong readers or a high-level learner to
help guide the struggling student with the passage,
Differentiation- Students will have the supporting details highlighted on their Main Idea worksheet to
help identify the main idea. Students will have one of the supporting details on their Main Idea: Honeybees
worksheet, and Main Idea: Thunderstorms worksheet written for them to allow extra time. Students will
verbalize their answers to their exit ticket.
Technology Integration to Support Learning:
Promethean Board
Brain Pop Video: www.brainpop.com/english/writing.mainidea
SL.3.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own
clearly.
Learning Objectives associated with the content standards:
3. Students will be able to identify character traits in a text.
4. Students will be able to use textual evidence to support the characters traits.
Academic Language
Vocabulary: Character traits, compassionate, impatient, ambitious
Language function: Identify
Additional language demand (at least one of the two):
Discourse:
Demands:
4. Teacher is talking and explaining character traits.
5. Teacher is explaining what is expected on the worksheets.
6. Interactions with other students during partner work (listening and explaining their
comprehension).
Supports:
4. Use of visuals while teacher is talking (anchor chart and list of different characters with different
character traits).
5. Teacher is modeling how to identify the character traits (textual evidence and the page number).
6. Modeling how to interact with a partner and what is appropriate. Structures to help discussions
during partner work- sentence frames (I agree with you because I think this is the main idea
because in this part it says, etc.)
Student Friendly Daily Learning Target: I can use supporting details from a text to help identify
character traits. I can identify the character traits which will help me become a better reading and have a
better understanding of what is occurring in the text.
Monitoring Student Learning: Formal and Informal Assessments prior to, during & after learning
segment
Description of formal/ informal assessments: Students will be assessed during partner work to see if
they are able to identify character traits and explain how they used textual evidence to support them.
Students will complete worksheets that will be collected and checked by the teacher to make sure students
are able to meet the objective. Teacher will have students complete a Character Trait Exit Slip.
What is being assessed: The students understanding of the objective by assessing the students ability to
use supporting details to identify character traits in a text. (See worksheets and exit ticket).
Assessment accommodations:
Students will have larger words on their worksheet.
Students will have extra time to complete the assignments.
Students will be paired with a high-level learner to help assist.
Students will verbally answer their exit ticket to the teacher.
Type of feedback that will be given to students:
Students will receive written feedback on their worksheets as well as their exit ticket. Teacher will give
direct oral feedback/direct questioning (based on learning objective and use of academic language)
throughout the lesson to the students and during partner work.
What students will do with the feedback:
Students will use feedback for future lessons to gain knowledge and understanding of the material
presented. Students will make corrections to worksheets marked by the teacher. Teacher will have a
conference with students on set goals.
Instructional Resources and Materials:
A List of Character Traits Worksheet
Character Traits Worksheet
Character Traits Reading Response Worksheet (Homework)
Character Traits Word Work Worksheet
Write About It (Exit Ticket)
Connection to prior academic learning and requisite skills: Comprehension, fluency, word recognition,
main idea, character development
Connections to cultural/personal/community assets: Students will be able to make personal connections
to character traits by providing examples of some of their family member or friends character traits.
Instructional Strategies & Learning Tasks that support diverse student needs
Motivation/Hook/Anticipatory Set: (10 min) Teacher will ask the students what prior knowledge they
have about character traits. Teacher will then explain that they will be learning how to use textual evidence
to identify character traits. Teacher will then show a video to the class about character traits.
(https://learnzillion.com/lesson_plans/7634-understand-a-character-s-personality-traits).
Procedure
Time
Teacher Action
Student Action
(7)
(10)
worksheet as a class.
(3)
(10)
(2)
Closure (8 min) Activity-Write About It Exit Slip- Teacher will have the students complete a Write
About It Exit Slip in which they identify their best friends character traits. Students will complete their
Exit Ticket independently to ensure they were able to meet the objective. Teacher will collect slips once
completed to assess the students.
How students will reflect on their own learning:
Students will reflect on their own learning through their worksheets that will be collected and given back
to the students with feedback. Students will reflect on their own learning at the end of the lesson when
asked to complete a Write About It exit ticket. Students will be given back comments on their exit ticket.
Students will be questioned on their comprehension and understanding of the lesson content. Students will
be able to see if they can identify character traits with their partner, as well as contributing to class
discussions.
Accommodations/Modifications to requirements in IEPs and 504 plans:
Students will have larger texts on their handouts as well as highlighted character traits on their worksheet.
Students will have extra time to complete assignments. Struggling readers will be paired up with strong
readers or a high-level learner to help guide the struggling student with the passage.
Differentiation- Students will have important character traits highlighted on their Character Trait
worksheet as well as pictures to help them identify character traits. Students will have some of their
Character Traits worksheet filled out as a guide for the students, which will allow more time for them to
complete the worksheet. Students will verbalize their answers to their exit ticket.
Technology Integration to Support Learning:
SMART Board
Video Clip: https://learnzillion.com/lesson_plans/7634-understand-a-character-s-personality-traits
Connection to prior academic learning and requisite skills: Comprehension, fluency, word recognition,
main idea, character development, character traits
Connections to cultural/personal/community assets: Students will be able to make personal connections
to the characters point of view by providing examples of their own point of view and feelings from
previous situations.
Instructional Strategies & Learning Tasks that support diverse student needs
Motivation/Hook/Anticipatory Set: (10 min) Teacher will ask the students what prior knowledge they
have on a characters point of view. Teacher will then explain that they will be learning how identify the
characters point of view by using clues in a text. Teacher will then show a YouTube video on the poem,
Crocodiles Toothache by Shel Silverstein. (www.youtube.com/watch?v=PN8fuyowGO)
Procedure
Time
Teacher Action
Student Action
(5)
(12)
(13)
(12)
Closure (8 min) Activity- Exit Slip- Teacher will have the students complete a Characters Point of View
Exit Slip independently to ensure they were able to meet the objective. Students will choose other
characters (or the same character with a different point of view) from Stone Fox and will identify their
point of view and clues that helped support it. Teacher will collect slips once completed to assess the
students.
How students will reflect on their own learning:
Students will reflect on their own learning through their worksheets that will be collected and given back
to the students with feedback. Students will reflect on their own learning at the end of the lesson when
asked to complete a Characters Point of View worksheet as their exit ticket. Students will be given back
comments on their exit ticket. Students will be questioned on their comprehension and understanding of
the lesson content. Students will be able to see if they can identify the characters point of view with their
partner, as well as contributing to class discussions.
Accommodations/Modifications to requirements in IEPs and 504 plans:
Students will have larger texts on their handouts as well as a list of important character point of views.
Students will have extra time to complete assignments. Struggling readers will be paired up with strong
readers or high-level learners to help guide the struggling student with the passage.
Differentiation:
Students will complete the Open-Mind Portrait worksheet while the other students are completing the
Analyzing Characters Point of View worksheet. Students will have one of the columns on their
Characters Point of View Exit Ticket completed to help guide and support the student which provides
extra time to complete the worksheet. Students will only be required to complete one of the two columns
on the worksheet. If needed, students can verbalize their answers to their exit ticket.
Technology Integration to Support Learning:
Promethean Board
Video Clip: www.youtube.com/watch?v=PN8PfuyowGO