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Teacher Candidate Christi Clendenin Date October 24, 2016

School Ruthlawn Elementary Grade/Subject 2nd Grade/Reading


Lesson Topic Main Idea and Supporting Details

INSTRUCTIONAL OBJECTIVES/STUDENT OUTCOMES


● Students will be able to identify the Main Idea of a story and identify the details of the
story that support the Main Idea.
● Students will also be able to identify the topic of specific paragraphs within the story.

WV CSOs
ELA.2.R.C1.5 Identify the main topic of a multiparagraph text as well as the focus of specific
paragraphs within informational text. (CCSSR1.2.2)

NATIONAL STANDARDS
CCSS.ELA-LITERACY.RI.2.2 Identify the main topic of a multiparagraph text as well as the
focus of specific paragraphs within the text.
CCSS.ELA-LITERACY.RI.2.6 Identify the main purpose of a text, including what the author
wants to answer, explain, or describe.

MANAGEMENT FRAMEWORK
Overall Time: 40 minutes
Time Frame: 10 minutes teacher intro and demonstration
20 minutes student activity
10 minutes regroup for assessment and closure

STRATEGIES
Teacher led discussion, group practice, independent practice and activity within smaller groups,
group discussion.

DIFFERENTIATED INSTRUCTION/ADAPTATIONS/INTERVENTIONS
I will be discussing Main Idea and Details with the whole class and using the SmartBoard as a
visual aid/interactive tool. I will be giving students a graphic organizer web so that they can
mimic what is being modeled on the SmartBoard during the lesson. I will determine the level of
understanding by asking the students specific questions about Main Idea and Details. I will base
my differentiated instruction needs off of the answers received during the discussion. If
necessary, I will go back and review prior material that we have covered, related to this lesson,
and use questioning to guide the students to the level of understanding expected for their grade
level.
PROCEDURES
Introduction/Lesson Set
I will discuss Main Idea and Supporting Details with students to refresh this idea with them. I
will be reviewing prior knowledge of Main Idea and Supporting Details with students using a
previous story for which we have already discussed and determined the main idea and supporting
details. We will then reread the new story, Super Storms, as the students follow along in their
books. I will have the students visualize the story for better understanding. Then we will discuss
the Main Idea and Details of this story and of each paragraph.

Body & Transition


● I will have a Main Idea/Supporting Detail graphic organizer web displayed on the
SmartBoard (Document 1: See Attachments)
● I will have a student come up to the SmartBoard and fill in the Main Idea
● We will discuss how we know that this is the Main Idea
● I will have other students come up and fill in Supporting Details
● I will assess the level of understanding of this subject based on the answers that the
students give
● I will then discuss Main Ideas and Supporting Details within specific paragraphs and
model one on the SmartBoard
● We will discuss how the web helps us identify the main idea and details of the paragraph
● I will display another web on the SmartBoard for another paragraph in the story and have
students come up to fill in the Main Idea and Details
● I will give each student their own Graphic Organizer Web to fill out for a specific
paragraph within the text and have students work within their groups (students sit daily in
6 group settings) to complete their Graphic Organizer Webs together

Closure
We will review Main Idea and Details and then discuss the answers that each group came up
with during their group work activity.

ASSESSMENT
The lesson objective is for students to identify what the Main Idea is in a story and give details to
support that main idea. Students should then be able to analyze each paragraph to determine what
the main idea of the paragraph is and the identify details of the main idea.

Diagnostic:
I will ask students what a Main Idea is. I will ask them how we know what the Main Idea is of a
story. I will summarize a story that we worked on a couple of weeks ago and ask them what the
Main Idea of that story was. I will ask them what details of that story support that Main Idea. If
the students have a good concept on Main Idea and Details of a story, I will proceed to teach the
lesson on their current level. If they struggle understanding the concept of Main Idea and Details
I will go in depth to explain the Main Idea and Supporting Details using the previous story as the
topic.

Formative:
I will observe students as they answer questions that I ask during the Diagnostic phase of the
lesson, when they are answering questions on the SmartBoard during the lesson and as they work
in their groups on their activity. I will assist students who seem to be struggling with the concept
as they work in their groups and ask questions that will lead them to the answers that will help
them complete their projects.

Summative: As students work in their groups and discuss the outcomes of their group activity, I
will determine if they were able to achieve understanding of the objective.

MATERIALS
Students will need their reading books to follow along with the story as we read the story for the
second time. I will be using the SmartBoard to display a Graphic Organizer Web for the students
to assist with during the lesson. I will be giving each student their own Graphic Organizer Web
to complete during group activities. Students will also need a writing utensil.

EXTENDED ACTIVITIES
If Student Finishes Early
If a Student/Group finishes early I will have them illustrate the Main Idea and Details of their
paragraph.

If Lesson Finishes Early


If the lesson is finished early, I will have a Halloween Story and Graphic Organizer Web
(Document 2: See Attached) on Main Idea/Supporting Details for the students to work on. I will
read the story and let the students work on their web on their own. If they finish the web early, I
will have them illustrate the main idea and details.

If Technology Fails
If the SmartBoard is not working properly, I will create a web using markers on the Dry Erase
Board that is displayed in the classroom.
Christi Clendenin
Ruthlawn Elementary
Mrs. Laliberty
Mrs. Ashley Jordan
Second Grade/Reading
October 25, 2016

Having a set plan with set objectives helped me stay focused on the objective and stay on

task. The procedures helped the lesson flow and having the specific times laid out also helped me

stay on task and not ramble, so I was able to get to everything. Knowing and having my

materials planned out cut out the stress of what I was going to do. Because I had preplanned and

was familiar with the lesson, I was able to challenge the students to a higher level of thinking and

be able to respond properly.

I feel like teaching two classes at once was too much for me starting off. I would

probably have broken the classes up and had one group working on their iPad lessons while

teaching one group and then switching off and re-teaching the lesson to the second group. The

teachers often do this for more intimate time with the students. Knowing the WV CSOs and

planning my lesson around them made sure that I was teaching the students on the right level and

content that they will need to have an effective year.

Although I put a lot of thought into WHAT I was going to teach, I didn’t put enough

thought into HOW I was going to teach. Almost immediately I felt overwhelmed. I did not

incorporate the time that the students would take/need to come up to the board and do things.

Other students became restless as the students came to the board to answer questions. The

students followed along perfectly and enjoyed the group lesson. I was able to go from group to

group and do more intimate teaching with the students who were struggling.
My objectives, strategies and assessment were appropriate for the group that I was

teaching and the students caught on very quickly. I stayed with the current lesson that the teacher

was on and used the objectives that the text suggested. I felt like there was not enough time for

group work and that the students may have benefitted more from more intimate group work than

whole class work.

The sequence that I taught the lesson flowed and allowed me to stay on task, without

backtracking, and the students to easily follow along. Material distribution worked out well and

the students were easily able to move from the large group to the smaller groups. I was able to

summarize the lesson and assess the students understanding by discussing the group activity at

the end of the lesson. I was able to tell that the students understood the lesson and grew in their

knowledge by working with them in their groups and seeing their finished work, as well.

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