Lesson Plan Template

Name: Katelyn Czoschke Grade Level: 6th

Target Content/Lesson Topic: Determining the Main Idea/Supporting Details from Nonfiction Texts Date: 11/7/20

Planning
Essential Question -Can I read a non-fiction text and identify its main idea with supporting details?
What is the essential question that this
lesson addresses? What is the core
purpose of the lesson that includes the
strategies and skills necessary to
accomplish the deeper learning in the
standard? How does this lesson fit into
the larger unit of study?
State Learning Standards -R.6.2 Summarize texts, from a variety of genres, to determine a theme or central idea and how it is developed
Identify relevant grade level standards by key supporting details over the course of a text. (RI &RL)
and Learning Outcomes from the State
Content Learning Standards, Common
Core Standards, and school learning
outcomes.
Learning Targets/Objectives -Students will be able to examine a non-fiction text and determine its main idea with supporting details.
What should the students know or be
able to do after the instruction? Use a
common format with a measurable verb
that matches the cognitive domain
standard. This should be a small piece of
the standard stated in measurable
terms.
Grouping Grouping
Describe how and why students will be -Students are working in pairs to work on the “Term Sort” and the poster about the passage they read.
divided into groups, if applicable
(homogeneous, heterogenous, random /
based on ability, interest, social
purposes, etc.) Co-Teaching Strategy
Co-Teaching Strategy n/a
How did you collaborate with your co-
teacher to plan, instruct, and assess
learning? What Co-Teaching Model will
1

September 1, 2020
 you employ?
-One Teach, One Observe
-One Teach, One Assist
-Station Teaching
-Parallel Teaching
-Supplemental
-Alternative (Differentiated)
-Team Teaching

Differentiation -If student is struggling, teacher will read the passage to them individually.
Respond to your students’ needs and -Student will be given a “Boxes and Bullets” graphic organizers with the main idea pre-written, the student
adjust the content, process, product, must find supporting details.
and/or environment to reach individual
learners based on their readiness,
interests, and learning preferences
(Tomlinson, 2014). Discuss planned
supports here.
Assessment
Formative Assessment -At the end of the lesson, the students will be given a compare and contrast sheet where they will provide
How will you monitor student learning similarities and differences in their peers’ posters.
throughout the lesson? Be specific
about how your chosen assessments
connect with the objectives above.
Does your formative assessment
have/need evaluation criteria? If so,
attach a copy of your evaluation criteria.
Summative Assessment -Students will be creating a poster for every non-fiction text they read, mentioning the main idea and
How will students demonstrate mastery supporting details of the passage.
of the standard? Note: This assessment
does not have to occur during/after this
lesson but in upcoming lessons.
Evaluation Criteria -For the Summative Assessment, there will be a rubric that I will go off of to grade each poster. This rubric may
What material(s) will you use to
include, 1 main idea, 3 supporting details, and colorful yet relevant images.
evaluate learning? Please attach a copy
of your checklist, rubric, observation
criteria, or other measure.
Procedures (Teacher[s] will…, Students will…)

September 1, 2020
 Describe the presentation of the overall -To introduce the lesson, the teacher will pass out a “Term Sort” sheet that includes different terms such as
lesson. topic, topic sentence, main idea, supporting details, and non-fiction. On the “Term Sort”, there will be the
Introduction and Connection to definitions of these terms.
Previous Learning -Students will have to match the terms to their definition.
● Anticipatory Activity (Hook) -Students will work on this with a partner.
● Activate prior knowledge. -Teacher will circulate around the classroom to see how in-depth they need to go with discussing these terms
● Be sure students understand and how to apply them when reading the text.
procedures and instructions for -When students are done with their “Term Sort”, they will discuss the answers as a class.
lesson.
-Teacher will ask volunteers to share with the class what definition they got for each term.
● Establish clear expectations.
● Model concept
The Introduction, During, and Wrap-up
groupings/ instruction/ lesson
progression might look different!
During (Lesson Progression) - Teacher will explain that they will be reading a non-fiction text about the Everglades.
In this portion of the lesson, you will be -Teacher will hand out the passage.
letting go and letting students engage in - The students will also receive a graphic organizer called, “Boxes and Bullets”.
productive struggle; engaging in gradual -This graphic organizer will have one big box for the main idea and several bullets for the supporting details.
release, inquiry, or other learning -Before starting the graphic organizer, the teacher will put a passage on the board to model. This passage is
methods. Please write what you are called, “The First Thanksgiving”.
looking for in terms of:
-Teacher will read the passage aloud.
● Students’ thinking and how they
will start the lesson
-Teacher will then reread the passage and highlight important details in the story.
● Provide appropriate support -Highlighting will help the students determine supporting details from the passage.
(not explaining how to do it) -Teacher will pick out one supporting detail from the passage.
● Provide worthwhile extensions. -Teacher will guide the students into finding the next two supporting details.
● Provide opportunities for -When all three supporting details are found, the students will use the supporting details to come up with a
students to engage in using the main idea.
academic language. -Teacher will guide the students into finding the main idea by asking questions such as, “What do all 3
This is where you will be suggesting or supporting details have in common?”
modeling specific strategies and -Now, the students will read the passage, “The Woman Who Saved the Everglades”.
helping students choose which strategy
-After the students are done reading the passage, they will go back and reread the passage and fill out the
makes sense to them. However, you
must make sure ideas come from
supporting details part first.
students. -Students will do this graphic organizer individually.
-Once the students have their supporting details, they will read them over and try to find a common theme
between each of them.
-This will help them determine the main idea of the text.
-Students will read the passage once more.

September 1, 2020
 -Teacher will be circulating around the classroom to make sure that the students are on the right track.
-When the students are done with this graphic organizer, the class with come back together to talk about their
graphic organizer.
-Students should have the main idea be something along the lines of, “Marjory Stoneman Douglas was a writer
and environmentalist who worked to protect the Everglades, an important wetlands ecosystem in Florida.”
-Their supporting details may not be the same as others, this is okay. Students will comprehend differently.

Wrap-Up and Extension -Now, the teacher will pair the students up to work on a poster of what they just read.
This is where you have students talk -Teacher will hand out poster paper and markers/crayons.
about their thinking and share strategies -The poster will contain the title, author, main idea, and supporting details of the passage.
with the whole class. It’s important to -Students may use their graphic organizer as an aid for this project.
name strategies and use academic -Students must converse with their partner to pick the main idea and supporting details they would like to use
vocabulary here, extending the lesson to on their poster.
broader ideas.
-Students will draw images on their poster relating to the main idea and supporting details.
● Promote a community of
learners
-This poster project will help keep the students engaged in the reading and provide practice of identifying the
● Listen actively and probe main idea and supporting details of a non-fiction text.
thinking without evaluating or -After the students are done with their poster, the teacher will hang them up on the wall.
telling them how you would do -The students will participate in a gallery walk.
it. -Students will receive a “Compare and Contrast” sheet where they will write down similarities and differences
Summarize main ideas and identify about their peers’ posters.
future problems that they would be able -Students will have about 8-10 minutes to compare and contrast.
to solve using the thinking you have -After the students have completed their “Compare and Contrast” sheet, they will turn it into the bin.
discussed.

Instructional Materials, - “Term Sort” sheet

Equipment and Technology - “The First Thanksgiving” passage
Attach a copy of ALL materials the - https://www.teacherspayteachers.com/Product/Thanksgiving-Reading-Comprehension-Passage-and-
teacher and students will use during the Questions-2213013?gclid=Cj0KCQiA48j9BRC-ARIsAMQu3WSSGNu6lee15hyMNZOd-ya45d-
lesson; e.g., handouts, questions to 5dNAnmg6BBP4lXDHlO4e8aDysu4waAvWDEALw_wcB
answer, overheads, PowerPoint slides, - “The Woman Who Saved the Everglades” passage
worksheets. List equipment or
-https://www.readworks.org/article/The-Woman-Who-Saved-the-Everglades/3d53c0b1-e3a5-456d-aa08-
technology that needs to be available.
ed16fb7ac452#!articleTab:content/
- “Boxes and Bullets” graphic organizer
-Pencils

September 1, 2020
 -Highlighters
-Markers/Crayons
-Poster paper
- “Compare and Contrast” sheet

September 1, 2020