Lesson+Plan+Template

Reading Comprehension Strategy Determining Main Idea ** Reading Development Level ** Advanced Notemaking, Summarizing, and Cooperative Learning 1 - 50 minute session The purpose of this lesson is to determine the main ideas and supporting details within a text in order to write an effective and concise summary. ** Objectives ** After reading one of the five assigned texts of historyical fiction and completing the graphic organizer, students will be able to: 1. Determine main ideas and supporting details. 2. Complete a main idea graphic organizer. 3. Compose a summary of the assigned text based on main idea graphic organizer. 4. Assess summary based on rubric. Resources, Materials, ** ** and Equipment - ** Excellent text selection //A Place Called Freedom// by Scott R. Sanders //Barefoot: Escape on the Underground Railroad// by Pamela Duncan Edwards //Henry's Freedom Box// by Ellen Levine //Pink and Say// by Patricia Polacco //Sweet Clara and the Freedom Quilt// by Deborah Hopkinson
 * Instructional Strategies **
 * Lesson Length **
 * Purpose **

Graphic Organizer: Main Idea Rubric (to be used by teachers and students to assess summaries) Interactive whiteboard, teacher computer

** Collaboration ** Both educators model determining main ideas within the example text, recording notes on the main idea graphic organizer. One or both educators monitor students’ completion of the graphic organizer. One educator models the creation of a summary based upon information from the graphic organizer the other educator monitors student understanding and progress. Shared writing is a common strategy in many classrooms. Please consider co-modeling composing the summary as a shared writing experience with both educators participating. That could be a more effective way to maximize the impact of two educators.

** Assessment ** The students’ complete main idea graphic organizers (actively monitored by both educators), written summaries, and rubrics to assess summaries. **** TEKS: **// 8.1D – Listening // : Listen to learn by taking notes, organizing and summarizing spoken ideas. //8.10F – Reading:// Determine a text’s main (or major) ideas and how those ideas are supported with details. (Assessed by both educators while actively monitoring students.) //8.10G – Reading//: Paraphrase and summarize text to recall, inform, or organize ideas. (Assessed by both educators through rubric evaluations. Mrs. Tyson will assess overall conventions such as spelling, capitalization, punctuation, grammar, sentence structure. Mrs. Henderson will assess the overall effectiveness and clarity of the summary. Both will be based on rubric criteria.) //8.18B – Writing:// Generate ideas and plans for writing by using prewriting strategies such as brainstorming, graphic organizers, notes, and logs. (Assessed by both educators while actively monitoring student progress with graphic organizer.) //8.19A – Writing:// Apply criteria to evaluate writing. (Assessed by students by utilizing the rubric.) //Inquire, think critically, and gain knowledge.// //1.3 - Responsibilities// //1.3.4// – Contribute to the exchange of ideas within the learning community. (Assessed by both educators utilizing observation.) //Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1 – Skills// //2.1.2//-Organize knowledge so that it is useful. (Assessed by both educators actively monitoring student progress while completing the graphic organizer.) //2.2 – Dispositions in Actions// //Share knowledge and participate ethically and productively as members of our democratic society. 3.2 – Dispositions in Action 3.2.3 –// Demonstrate teamwork by working productively with others. (Assessed by both educators through active monitoring.) //3.4 – Self-Assessment Strategies 3.4.2 –// Assess the quality and effectiveness of the learning product. (Assessed by students by utilizing the rubric.)
 * Standards
 * Information Literacy:**

//Day 1// Mrs. Tyson reviews aspects of main idea, supporting details, and summary. Think-pair-share: Describe what you know about main idea, supporting details, and summary. Educators monitor partner discussions and ask for volunteers to share. Mrs. Henderson explains the components of the main idea graphic organizer. Educators model partner reading of //The Blue and the Gray// by Eve Bunting. Both educators model filling out the main idea graphic organizer utilizing the interactive whiteboard. Both educators also model - think aloud strategies and questioning strategies to show the students the thought involved in filling out the graphic organizer. Explain to students that they will be partner reading and filling out the main idea graphic organizer in order to complete a summary of their chosen book.
 * Process //Motivation// **

This is a good way to involve students in the "introduction" to the lesson - but it doesn't grab me as a hook - as motivation. How can you get me (a student) to understand the value of determining main ideas and being able to summarize? What about saving money on my texting? What about my negotiations with my parents for particular favors. Are there times in my outside of school life that these strategies are useful or essential?

1. Partner read a children’s book. 2. Make notes by filling in the main idea graphic organizer. 3. Use the graphic organizer to help you write a summary of the book. 4. Self assess your summary by using a rubric. Review the elements of main idea, supporting details, and summary with students utilizing think-pair-share. Project the main idea graphic organizer on the interactive whiteboard. Both educators model the partner reading of //The Blue and the Gray// by Eve Bunting and model think aloud and and questioning while filling out the graphic organizer. Depending upon the number of students in the class, divide students into partners (or groups of three if necessary). This could be moved to the Guided Practice section because it tells how students will practice the strategies presented. Students will work with their partners or groups to read their children’s book and fill out the main idea graphic organizer. Does this happen on the same day in the same lesson? Students take the information recorded on the main idea graphic organizer and compose an individual summary of their children’s book and evaluate summary based on the rubric.
 * // Student – Friendly Objectives //**
 * // Presentation //**

1. Partner read a children’s book. 2. Fill out the main idea graphic organizer. 3. Compose an individual summary 4. Self-assess individual summary based on the rubric.
 * // Student Practice Procedures //**

Educators monitor students as they partner read and complete the main idea graphic organizer. Educators monitor and answer students’ questions while completing individual summaries.
 * // Guided Practice //**

Students regroup with their original partners (or groups of three) and compare summaries. Ask for volunteers to share their summaries. Effective way to organize closure.
 * // Closure - Do you think the summaries will be completed on the same day? If so, you will need a second presentation in which the educators co-model composing a summary based on the rubric? Might this happen on Day 2. ??? //**

How did we determine the main ideas and supporting details in our children’s books? What makes an effective summary? Why is it important to be able to identify main ideas and supporting details to compose an effective summary?
 * // Reflection //**

This last reflection could frame the motivation above.

**Students will remain in original partners (or groups of three). Introduce possible Web 2.0 tools to utilize for creating book trailers, such as Animoto and GoAnimate. Review the appropriate MLA citations for sounds and images. Students will decide which summary to use to be the basis for creating the book trailer. Students will decide the Web 2.0 tool they will use. Partners (or groups) will create the book trailer based upon the chosen summary and include MLA citations for sounds and images used. Students will then present their book trailers to the class. The librarian will post links to the book trailers on the library’s web page for others to view.
 * Extensions

Brava for your extension ideas. If you plan for technology tools integration from the beginning, you could use these tools to motivate students to engage with the lesson content/process by giving them an example of the final product from the get-go.

[|main idea graphic organizer.pdf] Have you used this graphic organizer in the past? I am curious as to whether or not it gives most students enough scaffolding as far as main ideas go...

[|Summary Paragraph Rubric.dot] The rubric effectively measures the lesson objectives.