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Gina DAngeli

Mott Elementary
3/8/16
Reading
Second Grade

Topic: Main Idea and details in a text.


Standards
RI.2.1 Ask and answer such questions as who, what, where, when, why and how to
demonstrate understanding of key details in a text.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics
and texts with peers and adults in small and larger groups.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.

Objectives
The student will be able to identify the main idea in a non-fiction text as well as provide details
from the text that support the main idea with 85% accuracy.
Materials

6 Fossils Literature worksheets


6 Tigers Literature worksheets
6 Rocks Literature worksheets
18 Main Idea & Key Details Graphic Organizer

Procedure
1. Students will meet on the classroom carpet.
2. (Introduction) I will state the objective to the class: Today, students will be able to
accurately identify the main idea in a non-fiction text as well as provide details that
support the main idea.
3. I will ask students to turn and talk about what a main idea is.
4. Allow for student response
5. I will remind my students that they have been working on details from a text in the story
they read about how parent penguins care for their babies.
6. I will then and ask students to share with me examples of details from the text about
parent penguins that they completed on a previous worksheet from the beginning of the
week.

7. Allow for student response.


8. I will present Main Idea & Detail Anchor Chart to review.
9. I will read my Thunderstorms text.
10. After reading the first two sentences, I will ask my students to turn and talk: what do
you think the main idea is?
11. I will continue reading until I finish.
12. I will model my three details by presenting my index cards and adding them to my chart.
13. I will introduce todays writing activity by presenting the three topics: Tigers, Rocks and
Fossils worksheets.
14. I will state directions: Students will be divided up into three groups of six. You will each
have a topic. Your job today is to identify your main idea, as well as provide three details
that support your main idea on your organizers.
15. I will announce which students are in what group.
16. I will give directions for the technology center and the writing center activities students
can complete if they finish their work early.
17. I will ask if there are any questions before we move to our groups.
18. I will dismiss group one to the math center carpet to work as a group.
19. I will dismiss group two to the back table to work as a group.
20. I will announce that group three will remain on the carpet to work as a group.
21. As students work on their worksheets I will rotate to each group to ensure student
comprehension as well as ensure student work is being conducted appropriately.
22. With five minutes remaining: I will have students stop their work. I will ask the class as a
whole group what did we work on today?
23. Allow for student response.
24. I will ask if anyone needs more time or if anyone has finished.
25. I will instruct students who still need to finish that they will be able to work on this
tomorrow as we must leave now for special.
26. Dismiss students to special.
Assessment
1. Turn and Talk: Students will be assessed by myself during turn and talk: What is a
main idea?
2. Orally: Students will be assessed for comprehension of key details of a text during carpet
discussion when asked to provide me with examples from previous text they worked on
earlier in the week: How Penguin Parents Care for Their Babies.
3. Teacher observation: Students will be assessed for comprehension of direction and task
by me as I rotate to each group while students work on their main idea and details
worksheet.
4. Worksheet: Students work conducted on their Main Idea and Details Worksheets.

Management Issues
To ensure the students focus remains on topic, I will allow opportunity for a turn and talks, as
well as classroom discussion during our time at the carpet. I will also have students engage with

each other by working in groups of six at different locations in the classroom that will allow for
movement, socialization and learning from other peers.
Transition
When students transition from classroom carpet to to their groups work destination I will
maintain class order by dismissing groups one-by-one as well as dictating the group members
before they leave the carpet so that when it is time to transition, the students will know exactly
where they are going and who they are working with.
Differentiation
I will pair lower level students with high level students in groups.
I will provide worksheets for low level students to only identify two details in a text.

Self-Reflection
Due to the time constraint of this lesson, knowing we would have to stop in the middle
for the students to be dismissed to special, I was still pleased with the way my lesson went.

While this lesson was meant to reinforce the concept of main idea and details to a nonfiction text from previous lessons the students had engaged in my favorite part of the lesson was
the collaborated groups I created for students to be able to work together in finding the main idea
and details to their own non-fiction text. For my previous lessons, students always worked
independently after a mini-lesson at the carpet, but today students worked together in groups of
five spread through out the classroom and I was truly impressed and happy with the amazing
work the students were able to conduct regardless of limited time. I saw first hand the benefit in
pairing lower level students with high level students in groups, and how effective learning from
peers can be when doing so. It was interesting to watch the roles students took on in their own
groups and I feel that even if there were not three teachers in the room (one teacher to a group)
the students would have still be able to successfully work together independently in their groups
and still achieve the academic task connected to my lesson.
On thing I would change if I had to repeat this lesson is during the mini-lesson at the
carpet, I would have matched the same diagram/organizer on my anchor chart to be identical to
the organizer on the students worksheets that they had to complete to make comprehension of
the tack easier, especially for my lower level students who did show confusion and needed to
stay at the carpet longer so that I could chunk the directions into smaller pieces for them to
understand the task. Although I feel the model went well that I presented on my anchor chart, I
feel because of the diagram I used on my anchor chart was a different visual than that on my
students worksheet that was the cause of confusion of the task for some students.
I also learned to not ask questions I really dont want a answer to. This lesson began after
the students returned form recess and so there was a lot of excitement and a lot of energy that
returned into the class with the students. Focusing seemed to be a challenge in the beginning at
the caret. There was immense calling out and a lot of movement. Verbal cues to bring the class to
order was not strong enough, and so when I began to ask questions like do we not want to learn
today? I realized that I was almost setting myself up for failure because with a student reply like
no, I dont want to learn today that defeated the purpose of trying to maintain classroom
control. So, I learned not to set my self up for an unwanted response by not asking questions or
utilizing question strategies to attempt to regain order of the classroom.
Overall, I am very happy with how the lesson went, especially the amount of
work students was able to achieve in the allotted time they had when the lesson needed to stop so
they could go to special. I learned that it is imperative to incorporate not just the amount of time
of a lesson but also where you want to be exactly when it is time for a lesson to stop or be put on
hold, and to plan accordingly how you will smoothly transition back into the lesson once the
students return to the classroom.

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