Student Teaching Lesson Plan Template (Direct)

Subject: Central Focus: Main Idea

ELA Essential Literacy Strategy: Determine the main idea
Requisite Skills:
- CCSS.ELA-LITERACY.RI.4.2
Determine the main idea of a text and explain how it is
supported by key details; summarize the text.
- CCSS.ELA-LITERACY.RI.5.1
Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.
Essential Standard/Common Core Objective: Date submitted: 1/21/19 Date taught:1/24/19
CCSS.ELA-LITERACY.RI.5.2
Determine two or more main ideas of a text and explain
how they are supported by key details; summarize the
text.
Daily Lesson Objective:
Performance: Students will determine the main idea and details that support the main idea and also one big
main idea of the entire passage.
Conditions: After working in groups, students will work independently to determining details that support the
main idea of the 3rd paragraph and the main idea of the entire passage.
Criteria: Students will determine the main idea and three out of three supporting details correctly to show
mastery.
21st Century Skills: Academic Language Demand(s)
● Language Function: Determine
● Content/Academic Vocab: Topic, Main Idea, Supporting Detail,
Summarizing, text evidence
● Syntax: Graphic Organizer
Prior Knowledge:
CCSS.ELA-LITERACY.RI.4.2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Activity Description of Activities and Setting Time

Yesterday, we focused on one paragraph and determined as a class 2 minutes
what the topic was, we wrote the main idea on a sticky note and
1. Focus and Review matched it to the correct section in the anchor chart and lastly, we
identified the supporting details. Today we are going to focus on a
passage with multiple paragraphs to then find the big main idea.

2. Statement of The students will be able to determine 3 main ideas by looking at the
Objective paragraph and choosing the topic, main idea and the details that support
for Student the main idea, then determining one big main idea.

Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty

 Teacher will review the anchor chart and what the main idea means as 3 minutes
well as supporting details.
Today we are going to practice and build on what we learned yesterday.
Only this time, we will read a lengthier passage, choose a main idea for
each paragraph the same way we did yesterday, determine the details
that support it and then merge the 3 main ideas into one to then chose
one big main idea of the entire passage, so we’ll be summarizing the
entire passage. We are going to use a graphic organizer to help us
visualize how we should determine the main idea and the keys details
that support that main idea.

Teacher will read a 3-paragraph passage about Ruby Bridges aloud.

Teacher will model how to determine the main idea of the second
paragraph in the passage.

“Hmm, let me refer back to my anchor chart, I know that the main idea
is usually the first sentence of the paragraph or the last. In this
paragraph, the main idea is in the first sentence of the paragraph. Let
3. Teacher Input
me go ahead and highlight the main idea. The main idea is mainly what
the author is trying to tell us.
(The schools in New Orleans were segregated, and African-American
children were not allowed to attend the same school as white
children.)

So now I need to ask myself, what details from this paragraph explains
and help support what the main idea is about? Key details are examples
or facts that support and help to describe the main idea.
(search for details in the paragraph that support the main idea;
underline it and write it in the graphic organizer)
1. Ruby had to travel several miles from her home to attend an
African American school.
2. Ruby passed an extremely difficult assessment that showed
she was smart enough to attend the all-white school.
3. Ruby’s mother knew that if Ruby attended the all-white
school, she would receive a better education.

10
Let’s do the fourth paragraph together. minutes
*Read the paragraph aloud*
Turn and Talk to your classmate and discuss what the main idea of this
4. Guided Practice paragraph is about (allow 1 minute for interaction)
What is the main idea of this paragraph?
How do you know that’s the main idea?
What does the author want us to know about this topic?
(Allow responses)

Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty

 Raise your hand if you agree? Why?
Who disagrees? Why?
Write the main idea on the overhead on the graphic organizer
(Even though Ruby was allowed to attend the all-white school, she
still faced discrimination)

What should we do next?

Now that we know what the author is trying to tell us, lets find details
that support that main idea.
Who can identify one detail that supports the main idea?
(Allow responses)
Ask another student to elaborate and ask Why do you think that’s a
good detail?
Does that relate back to the main idea?
Always remember that details explain and give more information about
the main idea.
Write the detail on the graphic organizer on the overhead.
Continue with another 2 details.
1. Ruby was the only student in her class
2. She wasn’t allowed to eat lunch with the other children
3. She wasn’t allowed to play on the playground with the other
children.
Call on another student to provide a detail that relates to the main idea.
If student does not call an appropriate detail, ask how they can restate
the sentence to make it support the main idea or if there is another
sentence that supports the main idea.
Students will work on the fifth paragraph individually in which they 15
will determine the main idea of the paragraph and determine 3 details minutes
that support the main idea. They will use the same graphic organizer
they have been using in the guided practice to complete this section.

We will come together after they are finished to discuss what the big
5. Independent Practice main idea of this passage is about as we focus on the 3 main ideas, we
determined for the 3 paragraphs.

*Come together to discuss a main idea of the entire passage*

So now that we have determined the main idea of the main paragraphs,
how can we summarize those main ideas to come up with one main
idea of the entire passage?
Formal: Independent work using graphic organizer (determining the main idea and
6. Assessment Methods supporting details)
of all objectives/skills: Informal: Turn and talk during guided practice; asking to explain their responses
during Guided Practice.
7. Closure Can someone tell us what we learned today? (Allow answers) 5 minutes

Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty

 Today we focused on a passage that contained 3 paragraphs. Together,
we were able to identify the topic of the passage, what the main idea
was for each paragraph and searched for details that allow us to support
that main idea. We then determined what the big main idea was of the
entire passage by looking at the main idea of the paragraphs and
combing them together.
Tomorrow, we will continue practicing on determining the main idea of
a more complex passage. Since we already know how to determine the
main idea of one paragraph, tomorrow will be more practice in
determining the big main idea. We are summarizing what the passages
are about and coming to a conclusion about what the passage is mainly
about and putting it in one sentence.

Exit Ticket Assessment:

Does Not Meet Partially meets Meets criteria
Criteria criteria
Main Idea of 4th Student N/A Student
paragraph determined the determined the
incorrect sentence correct sentence
(0 pts) of the paragraph.
(2 pts)
#1 Supporting Student did not Student Student correctly
Detail of 4th determine a determined a determined a
paragraph supporting detail sentence that can supporting detail
(0 pts) partially support (2 pts)
the main idea
8. Assessment Results
(1 pt)
of all objectives/skills:
#2 Supporting Student did not Student Student correctly
Detail of 4th determine a determined a determined a
paragraph supporting detail sentence that can supporting detail
(0 pts) partially support (2 pts)
the main idea
(1 pt)
#3 Supporting Student did not Student Student correctly
Detail of 4th determine a determined a determined a
paragraph supporting detail sentence that can supporting detail
(0 pts) partially support (2 pts)
the main idea
(1 pt)

Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations

Rual
Jamario
Sunem
Jaime
Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty
 Jacob
(pull small group during guided practice to work with
teacher)

Materials/Technology:
Smart Board to have the article in guided practice
Graphic organizer for guided practice

Reflection on lesson:

CT signature: ________________________ Date: ______ US signature:

____________________________Date: ______

Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty