Teacher Education Lesson Plan Template

Teacher: Martha Martin Date: 2/20 & 2/21

Title of Lesson: Identify Main Idea & Detail, Cooperating Teacher: Ms. Ann Hobbs (4th
Summarizing Nonfiction Grade)

Core Components
Subject, Content Area, or Topic: Reading

Student Population:

A.M. (Inclusion): 25
Female: 10
Male: 15

P.M. (General): 26
Female: 10
Male: 16

Learning Objectives

TSW summarize a text and identify main idea and important details by turning headings into
questions.
TSW distinguish between relevant and irrelevant details in the text and utilize their knowledge of
narrative structure to organize key points and pieces of information.
TSW develop summaries of reading, using specific textual evidence to support the main idea of
a text.

Virginia Essential Knowledge and Skills (SOL 4.6) The student will read and demonstrate
comprehension of nonfiction texts.

ELA 4.6.6 Determine important information to support main ideas, opinions, and
conclusions.
ELA 4.6.7 Summarize a nonfiction reading selection using important supporting details
ELA 4.6.11 Identify the main idea

Materials/Resources

Word Sort (cut up and in Ziploc bags before the lesson)

Document Camera
“When a Flood is Good News” Articles (cut up for these four headings: Positive Effects,
Negative Effects, Planning for the Future, Good News)
Pencils

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%

DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS YOU
WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety

General classroom & computer safety.

Time
(min.) Process Components
3 min. *Anticipatory Set

TTW review the purpose of summarizing with students.

Discussion: How does summarizing help us after reading an article?
 Remember most important information
 Highlights the main idea(s)
 Short version of what the text is about

TTW briefly refer to the Summary Rubric for Nonfiction text by reminding students of
criteria for a good summary:
 A good summary: Provides a complete understanding of important text
implications (the conclusion that can be drawn from something, although it is not
explicitly stated); fully uses supporting details.

TTW refer back to the anchor chart: How do we effect our ecosystems?

TTW state that today we will be looking at another way humans impact ecosystems:
manmade floods.

TTW state the “I can statements”

1 min. *State the Objectives (grade-level terms)

I can summarize a text.

I can find the main idea and important details by turning headings into questions.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 7-10 *Instructional Input or Procedure
min.
TTW demonstrate to students how to turn a heading into a question, take notes, and
summarize important details.

TTW state that we will turn the Headings into questions in order to summarize the
information. TTW state that we will underline the phrases or words that best answer our
question.

Using the document camera, TTW turn the heading (Manmade Floods) into a
question: What are Manmade Floods? Then, TTW read aloud the first paragraph
underneath.

TTW underline key details that best relate to the question. TTW record notes on a piece
of paper which reflect these key words. TTW write the question as the heading, and put
three bullet points underneath the question.
 Helps ecosystem
 Sediment flows into river
 300,000 gallons of water gush quickly

TTW create a main idea from the statements and provide a sentence or two of relevant,
important details to support the main idea.

5 min. *Modeling

TTW tell students to ask themselves: What is this paragraph about? What is the big
idea of this paragraph?

After hearing student responses, TTW demonstrate how to turn the notes into a
summary: A manmade flood is when humans release large amounts of water into an
environment. Officials created a flood with 300,000 gallons of water in the Grand
Canyon to help the ecosystem by bringing sediment to the Colorado River.

TTW bring students’ attention to the first sentence as restating the heading and making
it the main idea statement. TTW state that students should include essential (important)
information that gives the reader all the data from that paragraph.

1 min *Check for Understanding

Before splitting students into groups, TTW ask students for questions. TTW clarify any
misconceptions or clear up any confusion.

TTW ask for a thumbs up if students understand or a thumbs down for questions or
confusion.

10-15 *Guided Practice

min.
TTW tell students that they will work in groups and attack one paragraph of the man-
made flood article. TTW remind students that they will turn the heading into a question
and then finding relevant, supporting details in the text.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 TTW inform students that as they work together, they should discuss what details
should be included and which ones should not be.

TSW be divided into groups of three or four (via Class Dojo) and find information on one
of the paragraphs for “When a Flood is Good News.”

TTW pass out the sections of the articles (due to the size of the class, there will be
some groups with the same paragraph to summarize).

TTW monitor and guide discussions as needed.

When students are done, TTW bring the class back together and read the article as a
whole. At each new heading, TTW stop and ask the groups that found information on
that heading to share their relevant details.

TTW ask students: How did you determine the important / relevant details? OR Why did
you choose these details?
**Relevant details are ones closely connected to the topic / most important to
understanding the topic.

(here, TTW conclude with: Today, we practiced finding the turning the heading into a
question and finding relevant & important details. Tomorrow we will practice using this
information to make a summary for the entire article.

Before students put materials away, TTW ask one person from each group to bring their
reading journal to his or herself. (TTW compile into a word document to project on the
screen for tomorrow’s summary)

2/20/18 –

(TTW give a brief review of what was covered the day before).

TTW explain to students that summarizing during and after gives us a fuller
understanding of the author’s message / the content of the article.

TTW review how to summarize an article (Anchor Chart). TTW create the Main Idea
sentence (IVTB) on document camera w/ students.

TTW model how to find the main idea statement for the entire text on the document
camera. (IVTB)
 In this article, the author describes manmade floods and how they are a positive
impact on the environment because they spread sediments through an
ecosystem.

TTW put up student statements from the day before on the Promethean Board. TSW (in
groups) make a summary of the full article based on the summary statements from
each portion of the article.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 10-15 Independent Practice (during Achieve rotation in Small Groups)
min.
TSW make a summary of the full article with limited teacher support. For groups who
are not quite there yet, TTW prompt students to include the most important/relevant
information from the group summaries.

TSW continue practicing these skills on Achieve 3000 by summarizing an article they
read. TSW turn headings into questions, and summarize the sections of the article to
create a full article summary.

n/a Assessment

TTW gather evidence of student mastery from discussion questions as a whole group,
when groups provide their summaries, and while monitoring student conversations.

TTW assess individual students based on Achieve 3000 summaries.

5 min. *Closure

TTW bring the class together and discuss with students how the strategy of turning
headings into questions help them summaries.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning

style).

AM Class – Students might need extra help turning headings into questions. Help scaffold the
question with them. If students are progressing slower than expected, students may use a
summary frame provided by the teacher.

PM Class – Students often get off task, perhaps put up a timer on the screen to motivate them to
finish quickly. Remind them that their information must be detailed and accurate, so students do
not rush.

Classroom Management Issues (optional)

Students who may disagree on the summary of their assigned paragraph may write down their
individual ideas on their article.

Students who cannot stay on task will (after a warning) have a dojo point removed.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015