Grade Level/Subject: 2nd grade/ Reading

Central Focus: Main idea and supporting details/ informational text

Essential Standard/Common Core Objective: 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.

Date submitted: 3/18/14 Date taught: 3/19/14

Daily Lesson Objective: To identify the main idea of a story and three supporting details using a graphic organizer. 21st Century Skills: Critical thinking & Problem Solving Communication &Collaboration Academic Language Demand (Language Function and Vocabulary): Main idea Details Graphic organizer Prior Knowledge: Students have been learning about the authors purpose and how that leads to the main idea of a story. Students have also learned how to highlight key facts in informational text.

Activity

Description of Activities and Setting The teacher will draw three boxes in a row on the smart board. The teacher will then label the organizer Clothing. The teacher will then say: Lets talk about clothing. What are three kinds of clothes that you wear? What are some reasons we need these different kinds of clothes? The teacher will use the graphic organizer on the smart board to record students responses, such as: We need coats to keep us warm. We use hats to shade our heads from the Sun. Art aprons help us stay clean. The teacher will then explain that a main idea is what a paragraph or text is mostly about and that details tell more about the main idea. Add the label Detail to each of the three boxes and say: These are details about clothes. What is a main idea about clothes? Elicit from students a main idea, such as People wear different clothes for different reasons. Then draw a long rectangular Main Idea box above the three smaller boxes and write the main idea in it. Explain that the sentences in the smaller boxes are details that tell more about that main idea. Students will be able to identify the main ideas and key details of a multi paragraph passage.

Time

1. Focus and Review

7mins

2. Statement of Objective for Student 3. Teacher Input

The teacher will create a new main idea graphic organizer. This time, supply this main idea and write it in the main idea box: Isabels favorite game is soccer. Label the box Main Idea. Think aloud: I think Isabel might think soccer is her

15 mins

favorite game because she likes to run. This is the reason soccer is her favorite game. A reason can be a detail that tells about a main idea. Encourage students to think of other reasons as examples of details. Remind students that the details have to tell more about this particular main idea. As students suggest details, ask: How do you know that this detail tells more about this main idea? Explain that each time students can state the main idea of something they read, they show that they know what its really about. Point out that a main idea is often the first or last sentence in a paragraph. Display the Projectable Very Strange Fish. Prompt students to use the picture and the title to predict what the topic will be. (A sea horse, a strange fish) Think aloud: I think the topic of this passage is either sea horses or strange fish. I want to find out what the author wants me to know about them. Then I can figure out the main idea. Read the first paragraph aloud. First, have students confirm the topic (sea horses). Then have students identify the main idea. Elicit that the first sentence is the main idea and model underlining it. Then ask: Which details tell you more about why they are strange? As students respond, highlight the details. Point out that a passage with two paragraphs will probably have two main ideas. Read the second paragraph aloud. Have students identify the main idea of the paragraph and underline it. Ask: Which details show why sea horses are not good swimmers? As students respond, highlight appropriate details. Ask students where the main idea statement is located in each paragraph (in the first sentence). Practice with the Reproducible PDF Distribute the practice passage Search Dogs to pairs of students. Read the title aloud and invite students to think of ways that dogs can help people. After the partners take turns reading the passage to each other, have them find the main idea in each paragraph and underline it. Then have them highlight details. As a tip for finding the main idea, remind them to ask Is this what the paragraph is mostly about? As a tip for finding details, remind them to ask, Does this tell more about the main idea? Have the pairs create a main idea graphic organizer, like the ones from the teacher input section, for one paragraph to show their thinking. Have students identify where the main idea statements are located in each paragraph (in the first sentence). The class will then meet back up on the carpet to discuss what students underlined and highlighted. Students will then go back to their desks and get out their independent reading time non-fiction just right books. In their journal they will make a graphic organizer (like one attached to lesson plan) containing the main idea and three details from their book. The teacher will be conferencing with individuals and small groups during this time period.

4. Guided Practice

15mins

5. Independent Practice

12 mins

6. Assessment The teacher will assess the students graphic organizers in their journals that they completed on their Methods of all just right books. The teacher will assess the completeness and accuracy of the graphic organizer to objectives/skills: make sure that the main idea is properly represented and that there are three supporting details. The teacher will have students partner up and share their graphic organizer on their non-fiction just right book with each other. They will go over the main idea 7. Closure 4 mins of their story and the three important details they found that support the main idea.

8. Assessment Results of All objectives/skills:

All students did really well on their graphic organizers. They all had the main idea and three details by the end of the assessment. This example above is from a students journal that was reading a book about Armadillos. His three details about armadillos included that they have claws on their toes, a large thin tongue, and that they are 2 feet long. This students work is an example of mastery in the objective. Targeted Students Student / Small Group Modifications/ Accommodations: Modifications/Accommodations: Teacher will have independent and small group conferences with Having students read their non-fiction just children during the independent practice to make sure they understand right books in the independent practice is the objectives and concepts. accommodating to the individual students reading level and needs. Materials/Technology: (Include any instructional materials (e.g., worksheets, assessments PowerPoint/Smart Board slides, etc.) needed to
implement the lesson at the end of the lesson plan.)

Graphic Organizer Format chart Smart Board Class set: Journal Search Dogs

Very Strange Fish Highlighters Pencils

Reflection on lesson: During this lesson, I worked on giving positive feedback and compliments on students work and answers. I also made sure to relate the lesson to other subjects of study and to pick topics they would be interested in. The students love learning about animals so I picked two articles, one on recue dogs and the other on seahorses. I activated prior knowledge by asked them to recall what the learned yesterday about the authors purpose and tied that in to the definition of main idea. When giving the class examples about how to fill out a graphic organizer properly, I used clothes as the main idea because thats something everyone in the class could relate too. The students really enjoyed filling out information on the smart board and it kept them very interactive. Students were overall very engaged during this lesson, which made the lesson run smoothly. Students got really into their partner talks during the activities and a majority of students would raise their hands to share what their thought and answers with the class. Students did very well on the assessment and I think finding the main idea and details came easier to them during this time because they got to use books that they selected and were interested in. I would teach this lesson again in the future but a change I would make would be to just use one article and model the first paragraph of the article and have students do the second one. Something I found challenging during IMB was time management in the classroom. I wanted all my students to share their answers and thoughts because I think it creates a positive environment when students feel free to share but it also takes up more time than I would of thought. I think by using one-article students would benefit just as much and it would create more time to share and have class discussions. I enjoyed teaching this lesson to my class and think it was very beneficial to them.

Name:___________________________________________

Date:_____________________

MAIN IDEA

Detail #1

Detail #3

Detail #2

Search Dogs
Dogs have many special skills. They can hear better than people can. Their sense of smell is also very good. Dogs often know when danger is near before people do. Search dogs use these skills to help people who are lost. They work with rescue teams. These dogs know where to look in dark woods or deep snow. If people are freezing, search dogs lie on them. The dogs help keep people warm. Search dogs save peoples lives.

Very Strange Fish

Sea horses are strange fish. Their heads look like horse heads, and their tails are curly. They act strange too. They suck food through their snouts. Sea horses do not have stomachs. Sometimes two sea horses swim with their tails hooked together. Like other fish, mother sea horses lay eggs. But father sea horses carry the eggs in a pouch like a kangaroo. Sea horses are not good swimmers. Many fish have powerful fins to help them move. But sea horses have small fins. They swim very slowly. Most of the time they stay still. Sea horses are not just another fish in the

sea.