Running head: LESSON PLAN #3- MAIN IDEA & SUPPORTING DETAILS

Saint Josephs University

Pennsylvania Standards Aligned System
Lesson Plan Format
Candidates Name: Molly Aiello
Date: 2/5/16

Course: SPE 739 Student Teaching

Subject: English Language Arts & Reading Comprehension

Duration: 60 minutes- Individual TOD Session

Grade Level: 5th Grade
Lesson Topic: Main Ideas and Supporting Details
______________________________________________________________________________
1. Big Idea(s) and Related Essential Question(s)
a. Big Idea: Do all stories have a main idea that is supported by details?
b. Question: How can we identify a main idea?
c. Question: How do supporting details help us understand what the main idea is?
d. Question: How do I navigate online resources to find a news story?
2. Instructional Objectives:
a. The student will understand that all stories have a main idea with supporting
details.
b. The student will find the main idea and supporting details in a news article.
c. The student will learn to navigate online resources to find news articles
3. Related Academic Standards: Common Core and/or PA Standards:
a. NYS CC: Reading Standards for Informational Texts: Key ideas and Details:
Grade 5: 2: Identify the main topic of a multi-paragraph text as well as the focus
of specific paragraphs within the text.
b. NYS CC: Reading Standards for Informational Text: Integration of knowledge
and Ideas: Grade 5: 8: Describe how reasons support specific points the author
makes in a text.
c. NYS CC: Reading Standards for Informational: Key Ideas and Details: Grade 5:
2: Determine two or more main ideas of a text and explain how they are supported
by key details; summarize the text.
d. NYS CC: Reading Standards: Foundational Skills: Fluency: Grade 5: 4: Read
with sufficient accuracy and fluency to support comprehension. a. Read gradelevel text with purpose and understanding. b. Read grade-level prose and poetry
orally with accuracy, appropriate rate, and expression on successive readings. c.
Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
4. Vocabulary:
a. Main Idea
b. Topic
c. Supporting Details
d. Evidence

LESSON PLAN #3- MAIN IDEA & SUPPORTING DETAILS

5. Materials/Resources:
a. Loose Leaf Paper
b. Pencil
c. Laptop with internet access
d. Scholastic News
e. Brain POP Main Idea video, by BrainPOP, Published Feb 13, 2015
- https://www.youtube.com/watch?v=THX0XRB54Yk
f. A Super Celebration Article, by Scholastic News, Published February 5, 2016
- http://magazines.scholastic.com/news/2016/02/A-Super-Celebration
6. Instructional Procedures:
a. Introduction: Introduce the topic of finding the main idea of a story by showing
the Brain POP Main Idea Video. After watching the video, discuss what the
student learned about main ideas and supporting details. To facilitate discussion
ask students, What is a main idea? What are supporting details? How was they
used in stories? Do they provide structure to stories? What examples can you
give of a main idea from a story, book, or movie you have seen? How do you
know that is the main idea? What supporting details give evidence to support the
main idea?
b. Developmental Activities: Read the Scholastic News article A Super
Celebration. Ask the student to listen from the main idea and details that support
their main idea choice. After reading the story, discuss the story with the students.
Discuss the main idea and supporting details. Model appropriate ways to identify
both the main idea and supporting details.
c. Closure Activity: Invite the student to log into their school account on the laptop.
Introduce the student to the Scholastic News website, making sure to show the
student how to search for articles that match her interests. Give the student a few
minutes to practice navigating the website and then instruct the student to pick out
two articles of interest. For each article, the student should identify the main idea
and at least two supporting details. If needed provide student support to research
articles or identify the main ideas of their articles.
7. Addressing Learners Diverse Needs:
a. The Brain POP video will be shown using closed captions to make the sound and
language used to deaf learners.
b. The student will complete their TOD session in a quiet location to avoid
environmental noise distractions and to focus on TODs voice.
c. The student will use assistive technology to help access auditory sound, including
bilateral hearing aids, FM receivers, and FM transmitters.
d. The student will wear her glasses to access visual cues and to provide clear vision.
e. The student has bilateral congenital ear deformities. One ear is more severely
deformed than the other, causing profound hearing loss in her left ear. Her right
ear has a moderate to severe hearing loss, so she wears one hearing aid and an

LESSON PLAN #3- MAIN IDEA & SUPPORTING DETAILS

f.
g.
h.
i.

j.

attached FM receiver. Due to this specific circumstance, the students right ear
must be closer to the speaker.
To help the student check for understanding, student is permitted repeated
directions.
The student will receive small group instruction when possible.
The student will receive extended time on all activities if needed.
If needed, the student can have videos repeated to accommodate for the language
barrier and to provide access to language and time for visual understanding of the
video.
When watching videos, the student's FM transmitter's microphone will be set near
the speaker to amplify the video's sound.

8. Formative/Summative Assessment:
a. Formative Assessment: This form of assessment is used to gather feedback on
the students understanding and areas in need of improvement. To formatively
assess the student, I will use planned observation and documented observation of
the students participation in the discussion and activity. I will specifically
document the students understanding of the lessons vocabulary and the students
application of past ELA knowledge.
b. Summative Assessment: Summative assessments provide educators with a way
to measure success and the students understanding. To summatively assess the
student I will use a rubric. The rubric will be based on a point scale of 0-3 points,
with 0 being not successful to 3 being highly successful.
Topic
Discussion
Reading of
News Article
Main Idea

Supporting
Details

Overall
Concept

3
2
Highly engaged Generally
engaged
Enthusiasticall Read most of
y read all news the news
article
stories
Correctly
Identified the
identified all
main idea of
main ideas
some of the
stories
Identified all
Identified
supporting
one-two
details
supporting
details per
story
Demonstrated a Demonstrated
mastered
a foundational
understanding
understanding
of the concept
of the concept

1
Minimally
engaged
Read one or
fewer news
stories
Was unable to
identify the
main idea of
the stories
Identified one
supporting
detail for each
story

0
Not engaged

Demonstrated
a basic
understanding
of the concept

Did not
demonstrate
an
understanding

Did not read

news stories
Did not try to
identify the
main ideas
Did not
identify
supporting
details

LESSON PLAN #3- MAIN IDEA & SUPPORTING DETAILS

of main ideas
and supporting
details

of main ideas
and
supporting
details

4
of main ideas
and
supporting
details

of main ideas
and
supporting
details

9. Reflection on Planning/Instruction:
a. Data analysis will be conducted based on students past performance
b. If needed, re-teaching will be used to make sure the student is mastering the
content material (as applicable). If re-teaching is needed, I could provide the
student with a specific passage and graphic organizer to help refine main idea and
supporting details identification skills (See Appendix B).

Appendix A: Super Bowl News Article

February 5, 2016
This article appeared in the February 1, 2016, issue of Scholastic News Edition 5/6.
A Super Celebration

LESSON PLAN #3- MAIN IDEA & SUPPORTING DETAILS

Super Bowl 50 will kick off this Sunday.
On Sunday, the Carolina Panthers and the Denver Broncos will meet in Super Bowl 50. Tens
of millions of people will watch the game on TV. The stadium will be packed with cheering
fans, some of whom paid thousands of dollars for their tickets.
A lot has changed since the first Super Bowl.
In 1966, the Green Bay Packers were the champions of the National Football League (NFL).
The Kansas City Chiefs were the best team in the rival American Football League (AFL). On
January 15, 1967, the teams played to decide footballs true champion. The Packers won the
game, which was officially called the AFL-NFL World Championship Game. Today, its
remembered as the first Super Bowl.
That game has the not-so-super distinction of being the only Super Bowl that wasnt sold out.
In fact, more than 33,000 seats at the Los Angeles Coliseum were empty. Many fans were put
off by the ticket prices, which ranged from $6 to $12. They thought that was too much to pay
to watch a football game.
The chart below shows just how big the Super Bowl has become in the past half century.

Appendix B
Re-Teaching Activity

LESSON PLAN #3- MAIN IDEA & SUPPORTING DETAILS