USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being

Subject/Content: Shared
Taught: 1st
Reading
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Group
Size: 18

Name: Katie Zambito

Date of Lesson: 03/09/16

LAFS.1.RI.1.3
Describe the connection between two individuals, events, ideas, or pieces of information
in a text.
LAFS.1.RI.1.2
Identify the main topic and retell key details of a text.
LAFS.1.SL.1.1
Participate in collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups.

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to

a.

Follow agreed-upon rules for discussions (e.g., listening to others with care,
speaking one at a time about the topics and texts under discussion).

b.

Build on others talk in conversations by responding to the comments of others

through multiple exchanges.

c.

Ask questions to clear up any confusion about the topics and texts under
discussion

Students will be able to effectively communicate their ideas with their peers based on the
read aloud story. Students will practice their active listening skills throughout each turnand-talk which will assist the students in determining the character traits that the main
character possesses. The students will be able to identify the main idea, key details, the
main character's traits, and use text evidence to support their responses.

Students will be able to:

- Identify the main characters in the story.
- Recognize the character traits that the main characters possess.
- Identify the main idea of the story

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content: Shared
Taught: 1st
Reading

Group
Size: 18

Name: Katie Zambito

Date of Lesson: 03/09/16

do after this lesson?

- Identify supporting details of the main idea

- Give text evidence to support each response
- Apply prior knowledge of main character, main idea, and supporting details
- Analyze the information presented within the text and recall the main idea and
supporting details from the story.
- Effectively use the turn-and-talk method to communicate their ideas with their
classmates while practicing their active listening skills.
- Respond to questions based on the conversation the students had during their turn-andtalk time.
- Recall a specific supporting detail from the from the read aloud text and record the
statements.

Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

- This objective is being taught in order for students to review main idea and supporting
details with the use of text evidence. Students will recognize the main idea and
supporting details while being able to convert this knowledge in order to analyze the
reason for selecting certain details that relate to the main idea.
- This lesson fits within the larger plan of teaching main idea and supporting details. The
days prior to this lesson, the students will think about the main idea of their independent
reading books and select supporting details of the main idea.
- I am teaching the lesson in this way for students to review the previous lessons from
the week and apply that knowledge to the current information being presented. I am
teaching the lesson in this way to keep consistency between the weekly topics and the
way in which the material has been presented.
- It is important for students to learn this concept in order for them to recognize the main
idea in stories and how to identify supporting details using text evidence. Students must
learn how to identify the main idea and support that main idea with details from the text.
Students must recognize that the main idea must be supported by text evidence rather
than guided by personal opinions about the story.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content: Shared
Taught: 1st
Reading
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge
is necessary for a teacher
to teach this material?

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this

Group
Size: 18

Name: Katie Zambito

Date of Lesson: 03/09/16

- Formative assessment: Students will be assessed throughout the lesson with the use of
turn-and-talk evaluation and documentation of participation with accuracy. Students will
be asked to identify the main idea and supporting details of the read aloud story.
Students will share their thinking (or their partners thinking) with the class to informally
address active listening skills.
- Summative assessment: Students will be asked to document the main idea with
supporting details while using text evidence to support each response. Students will
document their responses on a main idea (whole group) and supporting detail (individual)
worksheet.

Main Idea and Supporting Details

-Main Character: The character that appears throughout the story with a large impact on
the events that occur throughout a book. The main character relates to the reason that
events occur in the way that they do throughout a story.
- Character Trait: A character trait is a word that describes a person. A
physical traitdescribes a person's physical features and physical abilities, but
acharacter trait focuses on a character's personality/demeanor. For example, one
physical trait would be tall and one character traitwould be funny.
- Supporting Details: The main idea is the most important idea in a
paragraph. Supporting details help you to better understand the main idea.
- Text Evidence: Textual evidence is the core of argument and analysis. Textual
evidence is support lifted directly from text to support inferences, claims, and
assertions. Think critically about this. Textual evidence is a student supporting how
they know something.
- Students will review the information that was introduced on the previous week,
regarding main idea and supporting details.
- My learners are first grade students that have started to examine main idea and
supporting details. My students enjoy listening to read aloud stories from books in the
classroom and they enjoy reading the pictures that are included in each book.
- I know that my students enjoy listening to read aloud stories through the use of
observational data that has been recorded throughout each school day. Many of the

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content: Shared
Taught: 1st
Reading
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?

Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan

Group
Size: 18

Name: Katie Zambito

Date of Lesson: 03/09/16

students read the 'read aloud' books during their Daily 5 center time, showing their
enjoyment level of the books.
- After reviewing their work from previous lessons based on main idea and supporting
details, the students have shown the need for support in selecting the main idea of the
story. The students have been exploring these topics throughout their Daily 5 center
activities and discussing the components of the books. The students show that they often
have difficulty in finding the appropriate amount of information to include in the main
idea statement.
- Students may think that the main idea is always within the introduction of the story.
- Students may think that the title will always give a hint to the main idea of the story.
- Students may think that the main character must have positive character traits to
describe them.
- Students may think that the main character must have negative character traits to
describe them.
- Students may think that every statement within the book is a supporting detail of the
main character's traits or main idea.
- Students may think that the main character will share character traits with other
characters in the book.
- Students may think that supporting details can come from their schema rather than
using text evidence to support their answer.
Lesson Implementation
- This lesson will include a review session in which the students discuss their prior
knowledge based on a previous lesson on main idea and supporting details
- This lesson will include multiple uses of modeling. I will model how to properly identify
the main idea, supporting details, and text evidence. The students will identify these
aspects throughout the readings by participating in turn-and-talks and sharing their
thoughts with the class.
- Guided release will be demonstrated throughout this lesson as students discuss the
main idea and supporting details with the use of text evidence before completing the
assignment. Students will review prior knowledge material, analyze the main idea and
supporting details as a group, have instruction on the identification of main idea and
supporting details, participate in turn-and-talks about the story, and discuss the
components that are in the text before moving into individual work.
2 min (teacher and students)- Review main idea and supporting details from previously

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content: Shared
Taught: 1st
Reading
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)

Group
Size: 18

Name: Katie Zambito

Date of Lesson: 03/09/16

read book.
2 min (teacher and students)- Read the first half of the story together (class set of
Journeys books).
3 min (teacher and students)- Read the second half of the story with a predetermined
partner (class set of Journeys books).
4 min (teacher and students)- Discuss the main idea of the story as a whole group with
the use of text evidence.
6 min (teacher)- Model how to properly identify the main idea. Use text evidence to
support each response in relation to the main idea. Model how to identify supporting
details that relate to the main idea of the story.
6 min (teacher and students)- Model and question students based on supporting details
with the use of text evidence.
4 min (students)- Students will work with their predetermined partner or small group to
document the main idea of the story and discuss supporting details.
4 min (students)- Students will individually return to desks to document 1-2 supporting
details from the story.
2 min (students)- Students will share the supporting details that they found as the class
responds with hand gestures (I agree, I disagree, I want to add) to contribute to the
conversation.

What will you do if

Other adults in the room will be circulating to ensure student mastery, accuracy, and
behavior is on task.
a student struggles with the content?
- If the student is struggling with the content, the student will be allowed to look through
the text again to recall information before filling in the supporting details worksheet.
- Students will be prompted with probing questions to assist the student with

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content: Shared
Taught: 1st
Reading

What will you do if

Meeting your students
needs as people and as
learners

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique

Group
Size: 18

Name: Katie Zambito

Date of Lesson: 03/09/16

comprehending the assignment. The student can be reminded of the turn-and-talk

activities throughout the readings to help the student make connections with the
assignment and the text.
a student masters the content quickly?
- If a student masters the content quickly, they will be asked to continue writing
supporting details that describe the main idea from the text.
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
- This lesson connects to the interest of the students because they are able to make
connections with characters in books based on the character traits that are described.
If applicable, how does this lesson connect to/reflect the local community?
- This lesson connects to the local community because the school has been working to
update the school garden. The read aloud story discusses two friends who try to grow a
garden and the success rate that each character has.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
- Students that need enrichment will be encourage to write more than the required
statements on the main idea and supporting detail worksheet. Students will be
challenged to think of another supporting detail that could describe the main idea with
the use of text evidence.
How will you differentiate instruction for students who need additional
language support?
- Students that need additional language support will be allowed to verbally explain the
main idea and supporting details that they remember from the book. Students that need
additional language support will also be encouraged to draw an illustration of their
thinking in order for a deeper explanation of the information that they provide.
MM: Student may choose to not participate in class activities/lessons. Student
occasionally responds to positive reinforcement, but is often left alone to "cool down"
before being asked to complete any further assignments. Student requires extra time to
complete tasks and is allowed to finish work during center time or bell work the next day.
Student occasionally separates herself from the class by pulling the desk away from the
group until she is ready to join the class again.
AH: May need to move closer to the whiteboard to see any writing that is presented. Text
may need to be enlarged by using the Elmo. Student often moves to the carpet area to

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being
Subject/Content: Shared
Taught: 1st
Reading
learners.)

Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Group
Size: 18

Name: Katie Zambito

Date of Lesson: 03/09/16

complete work on a clipboard due to visual difficulties. Student may also need assistance
in reading the text in the story. She will be partnered with a strong reader to give her
additional reading support.
SH: This student has been diagnosed with ADHD. He may stand to complete his work and
move on the carpet while attending to the lesson without receiving a penalty (dropping
his clip). This student has been placed on the corner of the carpet to prevent his
movements from distracting others. He also sits in the last row of desks in order to stand
and move without blocking the view of others or becoming a distraction.
- Individual student clipboards
- Main idea and supporting details worksheet
- Elmo/Projector
- Students personal supplies
- Individual Journeys book