Cecilia Serrano Observation 6: Lesson Plan

Subject: ELA

Lesson Title: Guess the main idea?

Group: 2nd grade/ Students will understand how to identify the main idea in a text and/or pictures.

Estimated Time: 40 minutes (in blue) Break-down time (green) Start: 10:10 a.m. End: 10:50 a.m.

Date: November 15, 2016

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Cecilia Serrano Observation 6: Lesson Plan

Standard(s): ELA:

o 2. RI. 2: Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. Supporting Standards:

2. RL. 7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

2. RI. 7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Learning Goal(s): (Include a language goal for ELLs from ELD standards if applicable.) Students will be able to know after this

lesson how to identify the main idea in a text and/or pictures. (Bloom’s Taxonomy: Understand)

Resources/Materials: Pencil (all students) ELA notebook (all students) Whiteboards (4) Markers (4) Overhead and timer (teacher only)

Key Vocabulary: Main idea: the topic or big idea that an

informational text is about. Key details: important pieces of

information that support the main idea of a text.

Anticipatory Set: (10 Minutes Total) Do you know what a main idea is? What

about key details; do you know what they are?

Go over key vocabulary Write anchor chart on the board

Factual KnowledgeStudents will know: how to identify the main idea in a text and/or pictures.

Procedural KnowledgeStudents will be able to: identify the main idea in a text and pictures.

Conceptual KnowledgeStudents will understand: how to identify the main idea.

Instruction (“I do”—teacher models): (15 Minutes Total) (Factual Knowledge) Look at Anticipatory Set (10 min.) Display anchor chart on the board (5 min.)

o Go over each step: the main idea, key details, what to look for, etc. o I have a physical hard copy of what the anchor chart should look like. o Students write down the anchor chart in their ELA notebooks.

Guided Practice (‘We do”—shared practice teacher and students): (5 Minutes Total) (Procedural Knowledge) Introduce the game: Guess the Main Idea? (1 min.)

o Today we are going to play a game called… Display the rules for the game (2 min.)

o Set the groups. 4 groups of 4 or 5. o #1 in the group will have a whiteboard and marker. They will be the recorder of the

group (just write). o I will display the images/text on the overhead and students will display Level 0. o After I have displayed the four images/text sentences, students will be given 1 min. to 30

seconds to discuss what the main idea is. o Then # 1 will flip the whiteboard so everyone can see. o Next, # 2 student will verbally say what the whiteboard of the group says (communicator

only).

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Cecilia Serrano Observation 6: Lesson Plan

Ask for any questions before I begin an example of the game. (1 min.) I will model the example of the game, and then the students will model my example in their

groups. (2 min.) Independent Practice (‘You do”—practice collaboratively and/or independently): (15 Minutes Total) (Conceptual Knowledge) Have students play the game. (15 min.) Have students work in their groups with their partners using Level 1. See Guided Practice for rules of the game. Closure: (1 Minute Total) pick one student to share their experience of understanding the game, but most importantly to identify the main idea of a text or pictures. There is only enough time for one person to share. Differentiation for Student Needs: Partner talk/ group talk to involve everyone. Everyone needs to participate by talking and

collaborating in your group. This shows responsibility for your behavior. Reflect back on community lessons from the class to show kindness while working in groups. Essential Questions: (see Bloom’s taxonomy.) How does the world work? (Quarter 2) What is this text really about?

Integration Areas:

ELA/S.S.- community lessons (see: Differentiation For Student Needs)

Instructional Strategies: Avoid calling on the same students

o Pick sticks to call on students Allow enough wait time

Extensions: (10 minutes’ extension or a new lesson) Have more pictures and/or sentence clues

to extend the game Can have a new lesson—read an

informational text and integrate the game to identify the main idea of the text.

Formative Assessment: (4 Minutes Total) (Checking for Understanding) Use whiteboard and marker for an Exit Ticket “Show me on your whiteboards: tell me; what is a main idea?” (2 min.)

o Using Level 0. Students will show their white boards and hold their whiteboards high in the air. (2 min.)

o I will come around with a student list to check for students understanding of what is a main idea.

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Cecilia Serrano Observation 6: Lesson Plan

Baking a Cake

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Cecilia Serrano Observation 6: Lesson Plan

Football

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Cecilia Serrano Observation 6: Lesson Plan

Recess

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Cecilia Serrano Observation 6: Lesson Plan

Movie Theatre

Whales These animals are very big and some are blue.

These animals live in oceans. These animals’ babies are

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Cecilia Serrano Observation 6: Lesson Plan

called calf.These animals eat plankton and

other small organisms.Brazil

This country’s favorite dance is called the Samba.

The Amazon River is found here.

The official language is Portuguese.

The country’s flag.

Mexico The country’s favorite sport is soccer.

The official language is Spanish. The country is known for Rodeo competitions.

The country’s flag.

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