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Literacy Lesson Plan

Teacher: Noelle Bough


School: Andrew Jackson School
Grade: 3rd Grade
Date: TBD

WHAT:
In this lesson, students will get an opportunity to practice identifying the main idea based
on a piece of writing that speaks to their individual interest and one that theyll be likely to read
outside of school.

In our classroom, students have been reading a chapter book about Benjamin Franklin
and at the end of every chapter, students are asked to identify the main idea. Some of the students
are catching on, but most of the time students will mistakenly identify a minor detail as the main
idea. Im hoping through this lesson, students will be able to get the extra practice they need with
a shorter piece of writing, and be able to drive the purpose and process of identifying main ideas
across to a small group of students.

HOW:
This lesson will begin with a group discussion on why its important to be able to identify
a main idea in our readings. We will also go over the anchor chart in our classroom that lists out
prompts for how a main idea can be identified: look at titles and headings, what is the text mostly
about, look at pictures, look for words that are used repeatedly.

I will proceed with modeling the process of reading an article and will ask the group to
help with identifying the main idea, along with key details of what we had just read. The process
will be modeled by asking ourselves questions such as what is the title of this article? What is
this mostly about? A main idea web will be constructed on the whiteboard. We will also come
up with a new title for the article - this gives students another opportunity to think about the main
idea and how it can be applied when developing titles and headings when writing.

After the process of the activity has been modeled and carried out as a group with teacher
guidance, students will then be given magazines (ones that are appropriate for children, e.g.
TIME for Kids, National Geographic Kids) and will work independently to select one article that
theyre interested in reading. Students will put together a main idea web based on the magazine
article that theyve selected.

WHY:
Students in the class have been working on identifying the main idea for about three
weeks. The task is always based on each chapter after a read aloud or shared reading lesson; the
fact that students are still identifying details as the main idea got me thinking that they might
need to do this type of activity based on a shorter piece of writing in order to build the
foundational skill of determining the main idea of a text. It may also help to have the entire text
in front of them as theyre working on identifying the main idea.
As a mini standalone lesson, I thought it would be more engaging for students to be able
to pick their own articles that they were interested in. Reading a fascinating article may also
promote interest in reading informational text - which is a significant part of the common core
standards.

This lesson reflects the English Language Arts Common Core State Standard, under
Reading Informational Text: [d]etermine the main idea of a text; recount the key details and
explain how they support the main idea (CCSS ELA Literacy R1.3.2).
Goals/Objectives
Students will be able to identify the main idea and key details of an informational text. Students
will also be able to construct a main idea web to represent their thinking.

Standards
CCSS ELA Literacy R1.3.2: Determine the main idea of a text; recount the key details and
explain how they support the main idea.

Materials and preparation


Each student needs:
- Pencil
- Markers
- Scissors
- Glue

Instructor needs:
- Graphic organizer for students to use as a draft (see page 6)
- Construction paper (at least one per student)
- Whiteboard and markers
- Pre-selected article
- Main idea anchor chart from classroom
- Magazines for children (e.g. TIME for Kids)

Classroom arrangement and management issues


1. The lesson with the small group (4-6 students) will take place in the hallway, right outside Commented [1]:
the classroom. There is a large table there, where I will set up with necessary materials and Prepare yourself and the students for the potential noise.
whiteboard easel prior to the lesson.
2. Students will be asked to bring materials listed above to the lesson.
3. Magazines will be kept out of sight until after the group discussion and modeling process to
avoid distractions.
4. Management concerns are mainly related to students getting distracted by flipping through
the magazines and taking too much time to select an article. I will establish norms,
expectations, and time limits from the beginning of the lesson and will stop and repeat as
necessary throughout the lesson.

Plan
Total time allotment: 60 minutes
1) Hook (15 minutes)
- Ask students remember how weve been identifying the main idea of each chapter in the
Benjamin Franklin book? Why do you think its important to be able to point out the main
idea in what we read?
- Have the students turn and talk to discuss. Write responses down on whiteboard. Guide
students to think about the connections between identifying the main idea and being able to
summarize text and showing that we understand what we read.
- Pull up the classroom anchor chart of prompts to help with identifying the main idea. Direct
students attention to it, lets go over these steps so we can remember what we need to do
when we try to find the main idea.

- Read aloud a pre-selected article to the group, each student will have a copy of it to follow Commented [2]:
How will you help the students to remain engaged in this
along. Afterwards, briefly go over the steps again asking for responses e.g. What is the article as it is being read aloud to them? Will they each
title? What are the pictures about? As a group, come to a consensus about the main idea of have a copy of the article to follow along? Will this be an
the article. interactive read aloud, in which you pause to ask questions
and have brief conversations with the students?
- Draw a main idea web with connecting details as a group, modeled by the teacher. Let
Commented [3]:
students know we should have at least three details from the article. Ask students why this Explain this and ask them what they think its purpose is.
may be helpful.
- Ask students if we have to come up with a new title for this article, what should it be?
Encourage creativity here. Write a new title above the main idea web on the whiteboard.
- Let students know that theyll fill out the graphic organizer first. Once its completed, Ill Commented [4]:
Theyll fill out the 3 details based on the new title?
take a look and if its ready, Ill provide a sheet of construction paper for them to create
their final product.

- Quickly dDemonstrate the process: write new title at the top, cut and glue the article below Commented [5]:
Its OK to not rush this.
the title, and draw the main idea web (thats already on the whiteboard) underneath. See
page 7 for example. I will hang this on the whiteboard for reference as students work on
their own.
- Ask students if they have any questions before they make their own.
2) Body of the lesson (35 minutes) Commented [6]:
- Pass around magazines to the students, have them quickly flip through and choose an article This is a large chunk of time for 3rd graders. Consider
walking the students through one step at a time. Think about
(emphasize that they only have 3 minutes to do this). what they need to do first (choose an article and read it for
- Pass out the graphic organizers, have the students fill it out. See page 6. the main idea). What should they be doing as theyre
reading? After theyre done reading, guide them through the
- I will walk around to observe and offer help if needed. Once students fill out the graphic next step.
organizer, I will check to make sure its ready for the final draft. If they are, I will give
them a piece of construction paper. Hand out magazine articles for students to select from.
- Once every student has an article, pass out the graphic organizers. See page 7.
- Ask students to read their article, suggest that they should think about what the main idea is
while theyre reading.
- Once theyre done reading, walk around to make sure the students are understanding how to
fill in the main idea of the article in their graphic organizer.
- Once students have their main idea, ask them to re-read the article to look for four of the
most important details. Have them write it down in the graphic organizer. I will walk
around to assist as needed.
- At this point, if two or more students seem to be misidentifying the main idea, I will stop
the group to reiterate what the main idea is. I will go over the steps in our anchor chart and
refer back to the article and main idea from the beginning of the lesson if it seems like that
would help.
- Once students graphic organizers are filled out and ready for the final draft, I will give
them a piece of construction paper.
- Students will work on creating their final draft on construction paper. Commented [7]:
Do a midpoint check-in. If at least two students have missed
- The final product should look similar to the example on page 6. the main idea and the details, pause the group to reiterate the
learning objective or teach it in a different way.
3) Closure (10 minutes)
- Ask the students to go around and share what the main idea of the article they read was,
along with one important detail.
- Have students trade their final draft with a partner so they can read each others work. Ask
them to give a compliment about something that their partner did well.

Assessment
Informal assessment will be provided through observation during the course of the lesson.
During the beginning portion of the lesson, I will be able to get sense of how much students
understand about main ideas through listening to their turn & talks as well as the group
discussions. While I model the process of this lesson, students have a chance to contribute to
creating the new title and main idea web - this could serve as another way of an informal
assessment.

While students work independently, I will be going around to answer any questions, observe
their process, and assess if theyre ready for the final draft. These assessment opportunities
throughout the lesson would lead to a better understanding of each student - what they
understand, what theyre curious about, their ability to identify main ideas/differentiate between
the main idea and details, as well as getting a general sense of their writing/reading level.

Anticipating students responses/Teachers possible responses


a) Management issues - there is a possibility students will get distracted and not pay attention
during the lesson or go off topic during the group discussions. Having a small group is a
good way to make sure these issues are minimized (as well as a hand-picked group of
students), but it may also help to emphasize that we only have a little amount of time to
create this final product, so having their attention is absolutely crucial. I also anticipate
students will be tempted to flip through the magazines and get off-task; before handing out
the magazines I will tell them that they only have three minutes to pick out their article and
that theyre being timed. If they cant pick before the three minutes is up, I will pick for
them. Hopefully this will limit any distractions during this portion of the lesson.

b) Response to content of the lesson - I anticipate that some students may still struggle with the
concept of main ideas and others who already feel comfortable with it. The beginning
portion of the lesson is meant to be thorough - having the students talk about the importance
of main ideas, taking them through the anchor chart, and modeling the process of identifying
the main idea and details of an article - could help with those who are still trying to grasp the
concept and serve as a reminder for others who feel comfortable with it. I do not anticipate
all students to be able to correctly identify the main idea of their own articles on the first try.
The graphic organizer could help with this, as it allows students to put down their thoughts
first, allowing a chance for me to take a look and help if necessary, before they proceed with
the final draft.

Accommodations
Accommodations for students who may find the material too challenging
There may be an ESL student in the group who could find it challenging to read the magazine
article, I will make sure to include some shorter articles that are easier to read in the selection Commented [8]:
provided to the group and assist them in selecting a just right text for them.; I will plan to read How might you modify the articles in advance to
accommodate for learning differences?
the article aloud to them. I will also spend more one-on-one time with the student to help them
go through the steps in identifying a main idea. If needed, I would also help with writing out
their thoughts onto the graphic organizer (ensuring they understand what were writing down),
and have them copy it when putting together the final draft on construction paper.

Accommodations for students who may need greater challenge and/or finish early
For students who may find this lesson too easy, I would still have them do the activity but
possibly encourage them to find a longer/more advanced magazine article. If they finish early, I
would first ask them to add more details onto their web and if they still have time, I would ask
them to help someone who is finding the material too challenging. If there is only a bit of time
left, they can decorate their main idea web, drawing out the main idea or details.
Graphic organizer:
Example of finished product (on construction paper):

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