Professional Documents
Culture Documents
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.
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 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
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
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
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.