Detailed Lesson Plan Preparation

Elementary Education

Name: Mary Catherine Dobner

Title: The Little House: Beginning

Grade: First

Concept/Topic: Reading: Main Idea

Time Needed: 15-20 minutes

Note: A detailed lesson plan is specific enough for another teacher to read and teach
effectively. There should not be any question regarding what to do or how to do it.

Backward Design Approach: Where are you going with your students?

Identify Desired Results/Learning Outcome/Essential Question:

Iden fy main idea and details of a story. How do readers think about a book a er reading it?

NCSCOS/Common Core Standards:

Craft and Structure
RI.1.2 Identify the main topic and retell key details of a text.
Integration of Knowledge and Ideas
RI.1.7 Use illustrations and details in a text to describe the key ideas
Craft and Structure
RL.1.2 Retell stories, including key details, and demonstrates understanding of their central
message or lesson.
Integration of Knowledge and Ideas
RL1.7 Use illustrations and details in a story to describe its characters

1.H.1.1 Explain how and why neighborhoods and communities change over time.

Assessment Plan:
Consensogram chart: Students place a s cker beside the number that they feel most iden es with how
comfortable they are in nding the main idea. 1 means they need more help, 2 i might understand but
Id like more prac ce, and 3 means I think Ive got it and can do it on my own. We will also con nue to
assess as we work on main idea more throughout the week.
Meeting the student where they are:

Prior Knowledge/Connections:
Talk about how weve learned the three ways to read a book (read the pictures, read the words, and
retell the story). During this week while we read The Li le House we will use all three of these
strategies, especially retelling our story.

Lesson Introduction/Hook:
Review what a community is (from last week's learning - a place where people live, work, or play). Have
students close their eyes and picture their community as it is today. What does your school look like?
What do the streets in your neighborhood look like? Etc. Then have students open their eyes. Tell them
that what they see about their community today may look VERY different from a long time ago! This
week in social studies we are going to learn about how communities have changed over time and in
reader's workshop, we are going to read a story that is about a little house and how the community
around her changes!

Heart of the Lesson/Learning Plan:

Differentiation/Same-ation:
The students discuss the book with their peers a er hearing it read by the instructor. This allows for
students to share with their peers their prior knowledge. Having a discussion instead of wri ng an
answer helps students who might struggle with wri ng to also contribute equally to the lesson.

Lesson Development:
The students come to the carpet and nd their sit spots. The instructor will pull out our main idea bag
lled with items that have one thing in common(paper, eraser, pencil: main idea wri ng). Tell the
students that today you will be learning about main ideas and key details. Today we will do the ac vity
whole group, and tomorrow, we will prac ce it in small groups. Dene main idea (the most important
idea) and key details (small pieces of informa on that prove the main idea). The instructor has students
come up and pull items out of the bag and discuss whole group the dierent traits of the items. Ask the
students to turn and talk about what they think the items all have in common and how they know!
Connect both of these discoveries to main idea and key details.
Then, the instructor introduces the book, tells students we will be nding the main idea and asks the
students to discuss what they think the book will be about from the cover picture. The instructor tells
the students that we will be focusing on how we were thinking about the book a er we read it. He/she
tells the students that we will split the book into three parts, the beginning, middle and end, and read
one part every day. Today they will be reading the beginning. The instructor will read through page 12
of the book and then give students me to discuss: What was the most important thing that happened?
How can you use the illustra ons to help you? Come back together as a whole class and talk about what
the main idea is, and the key details they used to support it.

Specific Questioning:
What will this book be about?
What are the three parts of a story?
What was the most important thing that happened?
How can you use the illustra ons to help you?
What is the main idea?
How do suppor ng details help us to decide what the main idea is?

New Vocabulary:
main idea: the most important idea
details: small pieces of informa on that prove the main idea

Concluding the Lesson/Closure/Debriefing:

Ask the students how suppor ng details help us to determine the main idea. Tell them that tomorrow
we will read the middle of the story and to keep in mind how we think about the story a er reading it.
Ask them for idea on what to think about and reinforce no cing key details in illustra ons and in the
words.

Materials/Resources:
The Li le House by Virginia Lee Burton
Bag lled with 1 piece of paper, an eraser, and a pen or pencil

Teaching Behavior Focus:

Direct Instruc on being directly employed is my teaching behavior focus for this lesson. I o en struggle
with explicit teaching and would like to be held accountable for being clear with instruc on and with
direc ons.

Follow-Up Activities/Parent Involvement:

Use the same book to discuss community development for social studies standards.