Elementary and Early Childhood Education Lesson Plan Template

Name: Krystianna Lewis Date: Oct 28. 2019

Course: Read/Write across the curriculum Lesson Plan #: 3
Subject Area(s): Reading Grade Level/Time Frame: Kindergarten/ 25 minutes

Step 1: Learning Context  The lesson will begin on the carpet where morning meeting is
Identify conducted with the use of the Simplicity board and the white
Learners board.
(Classroom  The tables are arranged in a row with 3-5 students at each
Context) table. This is all the classroom has space for and the students
in Kindergarten do not use desks.
 The classroom has a closet that is occasional used as a
sensory room to give students a chance to cool down if
necessary. The closet has various seating options and books
to cool down with. The classroom also has a library with
various books for the students to read and a sot carpet for
them to sit on.
 The classroom has 5 Ipads, 2 laptops, and one classroom
computer for centers. The simplicity touch board and the
teacher’s laptop are at the front of the class. The class uses
Raz kids for centers for students to read on the Ipad.
Learner Description Number of students in class:
 Number of males: 12
 Number of females: 9
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs 10 Visual supports
or 504 plans Manipulatives
Software for writing
Repeated directions
Timers
Slant board/loop scissors
Transition cues
Noise canceling headphones
Alternative seating
Breathing strategies
Students w/ EIPs 1 Student is pulled at the
beginning of the day to go to
another room to be worked with
for no more than 30 mins.
English learners 2 Students are pulled once a week
for no more than 30 minutes to
be worked with in another room.
Gifted N/A
Students with N/A
gaps in academic
knowledge
Other learning N/A
needs
Personal Assets,
Cultural, Assets, The books provide a meaningful connection to student’s
Community Assets communities and lives because the books highlight on living
(also referred to as organisms they can see outside or in an aquarium. The students in my
Funds of Knowledge) classroom are very outdoorsy and love playing with and watching
living organisms. In our classroom we have a pet fish and the students
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 love to go up and watch the fish swim. The students enjoy being
outdoors and playing in the trees and digging in the dirt to find insects.

Step 2: Georgia Standard (s) ELAGSEKR12 With prompting and support, identify the main topic
Identify of Excellence, WIDA (main idea) and retell key details of a text (supporting details).
Curricular Standard(s), etc.
Priorities SKL2. Obtain, evaluate, and communicate information to compare the
similarities and differences in groups of organisms.

Prior Academic This lesson will activate the student’s prior knowledge to identifying
Knowledge and characters, settings, and details in a story. This lesson will also activate
Prerequisite Skills the students reading skills; such as, using pictures to help them
determine the meaning of words and potentially what the book is
about.
The skills necessary for this lesson is being able to identify key details,
recall information, analyze pictures. The academic knowledge the
students will need for this lesson is what a key detail is, what a main
idea is, and how you determine a main idea and detail.
Central Focus, The central focus of the lesson is identifying the main idea
Overarching Goal, Big and key details of a book. The primary ELA standard that I will teach
Idea, or Essential for this lesson is reading informational on key ideas and details. In
Question(s) order to demonstrate an understanding of the
comprehension/composition strategy, students will need to be taught
the following skills: identify what repeats, organize the information
they read, add up facts to determine the main idea. These skills build
on each other by getting the students focused in on reoccurring topics
and then they will transition to recording details they find important in
the boxes and bullets and then they will add up all the facts they
recorded in the bullets to determine the main idea.
The purpose of teaching this content is for the students to be
able to complete a main idea and key details graphic organizer
independently. The Science standard that I will teach for this lesson is
focused on the Life Science of living and non-living organisms. My
books chosen for the lesson cover lady bugs, frogs, and octopuses.

Learning Objective(s)  Students will independently complete a graphic organizer.

or Learning Target(s)  Students will identify the main idea of the text.
 Students will identify three supporting details from the text to
support the main idea.
Potential Possible misconceptions that may occur during the lesson is what is
Misconceptions considered a detail and what is the main idea. If this happens, I will
and/or Developmental explain to the students that a detail is the smaller topics that occur
Approximations during the story and the main idea is the common topic that each page
covers throughout the book. I will provide a visual of a pizza with
toppings and show the students that the pizza crust is the main idea but
the toppings on the pizza are what make the pizza unique and give the
pizza detail.

Academic Language Academic Language Whole Class Differentiated

Vocabulary Supports Supports
 Words and Language function: -Anchor chart with -Scaffolded
phrases with Identify the definition instruction
subject specific -Model how to
meanings that identify

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 differ from Multiple meaning N/A N/A
meanings used words:
in everyday life N/A
(e.g., table,
ruler, force) Academic -Anchor chart with -Modeling
 General vocabulary: images and
academic Identify, context description of the
vocabulary used clues vocabulary
across
disciplines (e.g., Subject-specific -Anchor chart with -Modeling
compare, vocabulary: images and
analyze, Main Idea, Key description of the
evaluate) details vocabulary
 Subject-specific
words defined
for use in the The main idea is….. -Post sentence stems -Turn and talk
discipline on the board
A supporting detail -Model how to use
Language Function: the from the text is….. the sentence stems
content and language verbally and written
focus of the learning -Have the students
task (e.g., activities, use the sentence
discussions) represented stems in the turn and
by the active verb in the talk on the carpet
learning objective(s) or
learning target(s) (e.g., Discourse: -Provide a pre-made -Provide pre-made
apply, evaluate, cause Completing a graphic graphic organizer main idea and
and effect, sequence, organizer on the main -Model how to supporting detail
hypothesize, infer, idea and supporting complete a graphic cards that the student
summarize, describe, details of the book organizer will glue down where
explain) they think they
belong in the
Language Supports: organizer
instructional supports The students will demonstrate understanding with speaking during turn
that help students and talks with their partners on the carpet. The students will
understand and demonstrate understanding through writing while completing the
successfully use the graphic organizer.
language function (e.g.,
sentence starters, graphic
organizers)

Syntax: set of
conventions for
organizing information
(e.g., sentences, graphs,
tables); organizes
language to convey
meaning

Discourse: how
members of the
discipline talk, write, and
participate in knowledge
construction using the
structures of written and
oral language; discipline
specific discourse has
distinctive features or
ways of structuring oral

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 or written language, or
representing knowledge
visually.

t Assessment Plan

Georgia Performance Corresponding Learning Format of Assessment(s)

Standard(s) Objective(s) or Learning
Target(s)
ELAGSEKR12 With  Students will Formative- Turn and talk
prompting and support, independently Summative- Graphic organizer
identify the main topic complete a Pre-assessment- KWL chart
(main idea) and retell graphic
key details of a text organizer.
(supporting details).  Students will
identify the
SKL2. Obtain, evaluate, main idea of
and communicate the text.
information to compare  Students will
the similarities and identify three
differences in groups of supporting
organisms. details from the
text to support
the main idea.
Type of Assessment Format of Assessment Supports, Evaluation
(e.g., quiz, test, Accommodations, Criteria
checklist, KWL chart, Modifications How will you
performance task) (Differentiated know or measure if
Assessments, the students have
Culturally Relevant met the learning
Assessment) objective(s) or
learning target(s)?
Pre-assessment KWL chart Scaffold conversation Record responses
with questions on a piece of paper
Formative assessment(s) Turn and talk Provide sentence Record discussion
stems on a piece of paper

Summative Graphic organizer Model completing a Rubric

assessment(s) graphic organizer

Some students will

get pre-made details
and main idea cards
to glue down to the
graphic organizer in
the correct spot.
Pre-Assessment Data Summary
N/A

Step 4: Materials Needed Teacher Resources (must include podcasts):

Create -Smartboard
Learning -Pencil
Activities -Main Idea/Supporting detail graphic organizer
-Ladybugs by Cheryl Coughlan
-Main Idea/ Supporting details anchor chart
-Brain pop on Main Idea

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 Student Resources:
-Pencil

Technology Connection Teacher will use the Smartboard and Doc camera to display and model
how to complete a graphic organizer.

Students will not be utilizing technology during this part of the lesson.
Supporting Diverse I will differentiate for my students who are struggling writers by
Learners allowing them to draw the details and main idea or provide pre-made
cards with the main idea and details on them and the students will have
to glue them where they think the cards belong on the graphic
organizer.

For my visual learners, modeling will be done of the tasks and the
students will be shown a sample that they will be allowed to refer back
to if necessary.
Culturally Responsive The books provide a meaningful connection to student’s communities
Teaching and lives because the books highlight on living organisms they can see
outside or in an aquarium. The students in my classroom are very
outdoorsy and love playing with and watching living organisms. In our
classroom we have a pet fish and the students love to go up and watch
the fish swim. The students enjoy being outdoors and playing in the
trees and digging in the dirt to find insects.
Research and Theory, My lesson is centered around comprehension because the ultimate goal
or Principles of Child of reading is to understand what you read (Hougen & Smartt,2012).
Development Strategies are used to uncover meaning to gain a new or deeper
knowledge on a topic (Hougen & Smartt,2012). The National Reading
Panel acknowledged the effectiveness of various strategies on
comprehension (Hougen & Smartt,2012). Some strategies that are
recognized are summaries, self-questioning, story maps, and graphic
organizers. Graphic organizers offer a visual display of information
from the passage for all learners.
Instructional Strategies To start off the lesson, the teacher will play the brain pop video on
and Learning Tasks main idea to refresh the student’s memory on the topic. When the video
(include activities, ends, the teacher will have the students do a turn and talk and discuss
discussions, or other with their partner what they think main idea is after watching the video.
modes of participation The teacher will provide sentence starters on the board for the students
that engage students to to use in their turn in talk. The sentence starter on the board will be “I
develop, practice, and think the main idea is….” After the students do the turn and talk the
apply skills and teacher will have a few pairs share their thoughts on what main idea is.
knowledge related to a The teacher will then ask the students what a supporting detail is in a
specific learning book. The teacher will provide a sentence starter on the board that says,
objective(s) or learning “A supporting detail is…”. The teacher will call on a few students to
target(s). Learning tasks share. The teacher will then pull out the book on Octopuses that they
may be scaffolded to read the day before and ask the students what the main idea was. The
connect to prior teacher will ask the students how they knew that was the main idea and
knowledge and often ask the students to share some supporting details from the story. The
include formative teacher will show the students the graphic organizer they filled out the
assessments) day before as a class and review what they determined the main idea
and details to be. The teacher will then tell the students that today they
will do this on their own, but about the book we are about to read so
they need to pay very close attention.
The teacher will show the student the cover and ask the students what
they think the book is going to be about. The teacher will have a few
students share and then proceed to read the book. When reviewing the
main idea and supporting details of the text the teacher will implement
the How do I know strategy. The teacher will create an anchor chart
with a hand and the palm of the hand will represent the main idea and

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 three fingers will represent the supporting details. The details will
explain how the student know what the main idea is. After the teacher
reads the book, she will ask the students what they think the book was
mostly about? The students will respond and hopefully someone will
say ladybugs or facts about ladybugs. The teacher will then ask the
students what details support the main idea being lady bugs. The
teacher will give the students a chance to do a turn and talk to discuss
what they think the supporting details are for their main idea. The
teacher will then have the students share what they think the supporting
details are. After the discussion is over and the students share their
thoughts the teacher will prompt the students to go back to their seats.
The teacher will pass out the graphic organizer and have the students
complete the organizer independently. For the students that have
difficulty writing, they will be given typed up responses to glue in the
box they think they belong with.
The anchor chart will be posted on the board for the students to refer
back to if they need a reminder for what main idea and details are.

Connection to the Arts N/A

Higher Order Thinking What is the main idea of a book?

Questions (HOTQs) What is a supporting detail?
How do you know what the main idea of the text is?
How does that detail connect to the main idea?
Explain the connection.

Re-teaching, Re- For reteaching, the teacher could try the gather up facts’ strategy. The
Engagement, Practice gather up facts’ strategy will help students identify the details of the
text. This will provide the students with a different approach to main
idea and details by mastering one aspect before putting the two
together.
Extensions To extend the students they can come up with 4 supporting details and
main idea from a book they read on their own. This will allow the
students to work independently and put their newly taught skills to
work to see what they retained.

Another way to extend could be to compare and contrast the main idea
and details of two books that are similar.
Lesson Closure I will wrap up the lesson by asking the students what they learned
today. Responses the teacher will look for are the definition of main
idea, explanation of supporting details, response to the details and main
idea of the book we just read. After the students share their responses,
we will transition to the tables to complete their summative assessment.
The summative assessment has the students completing their own main
idea and detail graphic organizer on the book we read as a whole class.
Step 5: Post-
Instruction
Reflection

Appendix:

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