Professional Documents
Culture Documents
Author:LaurenFagala
Datecreated:04/06/201611:10AMCSTDatemodified:05/02/201610:46PMCST
DBUProfessionalEffectiveTeachingLessonPlan
TheDorothyM.BushCollegeOfEducationHasAdoptedThisFormatForLessonPlanningBecauseItProvidesA
FormatForPlanningEngaging,Rigorous,RelevantLessonsForStudents.
STANDARDS:ChooseAllOfTheDBU/InTASCAndSPA(SpecializedProfessionalStandards)ThisLessonPlan
Addresses.(NumberAndText)
Standards
TXDallasBaptistUniversityEducatorPreparationUnitCompetencies(2012)
Competency:
Competency#3:LearningEnvironments.Theteacherworkswithotherstocreateenvironmentsthatsupportindividualand
collaborativelearning,andthatencouragepositivesocialinteraction,activeengagementinlearning,andselfmotivation.
Competency:
Competency#5:ApplicationofContent.Theteacherunderstandshowtoconnectconceptsandusedifferingperspectivesto
engagelearnersincriticalthinking,creativity,andcollaborativeproblemsolvingrelatedtoauthenticlocalandglobalissues.
TXTexasEssentialKnowledgeandSkills(TEKS)
Subject/Chapter:110:EnglishLanguageArtsandReading(20092010)
Subchapter:Elementary
Grade/Course:110.14Grade3
Standard:
3.13Reading/ComprehensionofInformationalText/ExpositoryText.Studentsanalyze,makeinferencesanddraw
conclusionsaboutexpositorytextandprovideevidencefromtexttosupporttheirunderstanding.
StudentExpectation:(A)identifythedetailsorfactsthatsupportthemainidea
USAACEIAssociationforChildhoodEducationInternationalElementaryEducationStandards
Domain:DEVELOPMENT,LEARNINGANDMOTIVATION
Standard:1.0Development,Learning,andMotivationCandidatesknow,understand,andusethemajorconcepts,
principles,theories,andresearchrelatedtodevelopmentofchildrenandyoungadolescentstoconstructlearning
opportunitiesthatsupportindividualstudentsdevelopment,acquisitionofknowledge,andmotivation.
VITALINFORMATION
Date
April8th,2016
Subject(s)
Elementary,Reading
LessonTopic
What'stheMainIdea?
Grade/Level
Grade3
Goal
110.12.(b)Knowledgeandskills.(14)Reading/ComprehensionofInformational
Text/ExpositoryText.Studentsanalyze,makeinferencesanddrawconclusionsabout
expositorytextandprovideevidencefromtexttosupporttheirunderstanding.Students
areexpectedto:(A)restatethemainidea,heardorread
Objective(LearningOutcome)
Thestudentwillbeabletoidentifyandsummarizethemainideaafterreadingatext.
ValueandImportance
Abilitytoidentifythemainideaofastoryisimportantbecauseitallowsthereaderto
reflectonwhattheyhavejustreadandwhy.Itisimportanttounderstandthemainideaofa
textbecausethisiswherethepointcomesacross.Themainideaallowsthereadertoseethe
purposebehindwhattheyhavejustread.
MaterialsAndResources
MaterialsNeeded
mainideapuzzles
PassagesfromTheGivingTree
Precutleaves
GivingTreechart
TeacherUseofTechnology
Teacherwilluse"What'sthebigidea"preziduringdirectteachtoexplainwhatmainideaand
supportingdetailsare.
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StudentUseofTechnology
Studentsmayuseipadsandcomputersbothathomeandinclasstocompletetheirindependent
practiceassignments.
InstructionalMotivational
Strategies
Studentswillworkingroupsandperformhandsonactivitiesthroughoutthelesson.
InstructionalStrategies
PriorKnowledgeNeeded
Thestudentswillneedtohavesomefamiliaritywithmainideaandsupportingdetails.This
shouldbereviewedduringthedirectteachandmodelingportionsbutstudentsshouldhavesome
ideaastowhatmainideais.
AnticipatorySet
Studentswillworkwiththeirtablegroupstosolveamainideapuzzle.Puzzleswillhaveboth
supportingdetailsandmainideaviasentences,words,andpictures.Oncethestudentshave
finished,teacherandstudentswilltalkaboutwhateachpuzzlecreatedanddecipherbetween
thesupportingdetailsandthemainideas.
Assessment(Checkfor
Understanding)
Afterreading"TheGivingTree",teachershouldask"HowdidIcomeupwiththatmainidea?"
"Whathelpedmefigureoutthemainidea?".Questionsshouldfocuslessonwhatthemainidea
is,andmoreonhowtheteachercameupwiththemainidea.
DirectTeach
Teachershouldfirstaskclasswhattheythinkmainideameans.Afterstudentshavethrownout
ideas,teachershouldpresentpowerpointwithmainideadefinitionandexplanation.The
teacherwillread"TheGivingTree"aloudtothestudents.Duringthereadaloud,teacher
shouldalsobethinkingaloud,askingquestionslike"Iwonderwhatthisbookwillbeabout?"
or"whatdoesthetitletellmeaboutwhatthebookmaybeabout?".Teachershouldhavepre
writtenpostitsplacedinthebooktoguidethethinkaloud.
ContentKnowledge
Amainideaisimportantinformationthattellsmoreabouttheoverallideaofaparagraph
orsectionofatext.SupportingDetailsallowthereadertoidentifythemainidea.
CriticalThinking
"Howwouldyouorginizeacharttoshowmainidea?"
"Whyisfindingthemainideaimportant?"
"Howdidwefindthemainidea?"
Modeling
Duringthedirectteachportionofthelessonplan,teachershouldusethethinkaloudstrategy
tomodelhisorherthinkingtothestudents.Teachershouldsaythingslike"Iwonderwhat
thisbookisabout?"or"Ithink...because".
GuidedPractice
StudentswillusetheleafcutoutsandspecificpassagesfromTheGivingTreetofind
supportingdetails.Onceeachstudenthaswrittendownonesupportingdetailontheirleaf,the
classwillcometogetherandplacetheirleavesonthetreecutout.Studentswillreadtheir
leavesaloudwhileplacingthemonthetree.Onceeveryleafhasbeenplaced,theteacher
shouldpullafewtoreadaloud.Teacherandstudentswillthencomeupwithamainidea
together,whichshouldbewrittenonthetrunkofthetree.
IndependentPractice
Studentswillusewhateverbooktheyarereadingthatweektocreatetheirownmain
idea/supportingdetailschart.Examplescouldbeaflower(mainideaonstem,detailson
flower),atable(mainideaontabletop,detailsaslegs),abody(mainideaastorso,details
aslimbs),etc.Studentsshouldtrytouseathemefromthebooktocreatetheirpicture.
Studentsmaybegivenafewdays,orallweek,tocompletethisassignmentbasedonhowfar
theyareinthebooktheyarereading.
Modifications/Accommodations
forSpecialPopulatio
Studentswithlearningdisabilitiesmayuseashortreaderfortheirindependentreading
practice,andtheteachermaygivethemapremadetemplatetofillin.
Closure
Studentswilldo"wisdomwhispers"tothepersonnexttothem.Thisisavariationofthegame
"telephone".Eachgroupwillbeassignedadifferentquestiontoanswerviawhispers.Onceeach
studentinthegrouphaswhispered,thelastpersonwilltelltheclasswhattheywere
whispering.
WrittenReflections
Thestudentsfullyunderstoodandcomprehendedtheobjectiveofthelessonandwereableto
successfullycompleteitthemselves.Furtherdescriptionandlocatingofthesupportingdetails
mayhavehelpedthestudentssucceedmorewhilesearchingforsupportingdetailsinthe
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passagesofthegivingtree.Reteachingthissubjectasarefreshermayberequiredthrough
furtherpractice,butthestudentsthouroughlyunderstoodtheobjectivesonoindepthreteach
isnecessary.Studentswereabletosuccessfullylocatesupportingdetailsandthencreatea
mainideaaftercompletingtheinteractivemainideatreechart.
ReflectionQuestions
1)workingingroups,interactiveanchorchart,readingalongwiththeteacher.
2)Theinteractiveanchorchartbecauseitallowedthestudentstogetavisualonmainidea
andsupportingdetails.
3)theleasteffectivestrategyIusedmayhavebeenthepowerpoint,simplybecauseitwasnot
asengaging.
4)Lowerlevelquestionskeptthestudentsengagedandactivethroughoutthelearnignprocess.
5)Howdowefindmainidea?Thiswastaughtviatheexplicitinstructionchart.Whyis
undertandingmainideaimportant?Thisallowsreaderstounderstandwhytheyarelookingfor
themainidea,thusaidingintheprocess.Whyisitimportanttofindcorrectsupporting
details?Itisimportantforthestudentstounderstandthedifferencebetweenrelevantand
irrelevantsupportingdetailsasitpertainstothemainidea.
6)Itallowedfordirectteach,andIwasabletoestablishwhatthedefinitionsofmainidea
andsupportingdetailswerebeforestartingthelesson.Italsohelpedenagetheentireclass
whendoingexamplesandmodeling.
7)Forstudentuseoftechnology,thestudentswoulduseIpadsorcomputerstocompletetheir
independentpracticeassignments.Thiswillallowthestudentstolookupfurtherinformation
torefreshtheirmindsonmainideaandsupportingdetails,ifneeded,throughouttheweekas
theyworkontheirprojects.
8)Usingcontextcluesthroughoutabookfromthecovertopicturestothetexttohelpfind
themainidea.
9)Afterexplicitinstructionandmodeling,studentswereabletocomeupwithamainideafor
thebookreadaloud.
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