Teacher Education Lesson Plan Template

Teacher Candidate: Carlos Trotty Marvaye Payton 10:!0 a"m" Date and Time of Lesson: 1/30/1

#chool: Mathe$s Elementary % Merry$ood Elementary #u&'ect/(rade: Lan)ua)e *rts+ Level 3rd (rade Description of Lesson: ,e $ill read More Than Anything Else aloud to the students" *fter readin)+ $e $ill as- students to discuss in small )roups $hat they &elieve is the main idea of the More Than Anything Else" Lesson Title: Finding the Main Idea. Curriculum #tandards *ddressed:
/ational #tandard0s1: CC##"EL*2Literacy"3L"3"! 3ecount stories+ includin) fa&les+ fol-tales+ and myths from diverse cultures4 determine the central messa)e+ lesson+ or moral and e5plain ho$ it is conveyed throu)h -ey details in the te5t" EEDA: Cooperative groups 4 students per group

Cross Curricular Connections: This lesson will be integrated with Social Studies and.
With Social Studies, students will be acknowledging an African-American historian. Using English Language Arts, students

6nstructional 7&'ective0s1 Criteria:

Antecedent: After reading and discussing More Than Anything Else, Beha ior: students will be able to identify Content: the main idea of the story Degree: correctly 8 ! of the time"

*ssessment0s1 of the 7&'ectives:

! am going to read aloud four other books to the students. After reading each book, students will get in small grou"s of #. While in grou"s ! will walk around and listen to the student$s small grou"s discussions and see if the% are on the correct "age. While walking around, ! will also be writing an% misconce"tions dealing with finding the main idea ! hear an% students make. &nce we return to whole grou" after each book, ! will address an% of the misconce"tions and also assist students with determining the main idea of each stor%. Another wa% to assess student is to administer a 'ui( or test. ! will also assess student with the use of a whole grou" Semantics chart.

Materials/3esources:

)ook, Smart )oard, Writing *ournal, and +encil. .

Prere8uisites 0Prior 9no$led)e1: Students will need to be able to work in coo"erati e

grou"s, "ossess knowledge of a stor% ma", and com"rehension of a stor%,book.

Procedures: -oti ation, grou"ing, !nstructional Strategies .ste"s in the lesson/ to include
'uestioning techni'ues and lesson closure. (roupin): This will be a whole group Interactive Read Aloud. At designated points in the text, students will get in the pre assigned group o! 4.

Motivation: Tell "our group about so#ething that "ou have alwa"s desired. $hat did "oung %oo&er T. $ashington want #ore than an"thing' Discuss with "our group what "ou wrote on "our paper.

6nstructional #trate)ies: Connection: This wee&, we have wor&ed on how to deter#ine the #ain idea o! a stor". Toda" when we will read about %oo&er T. $ashington. $hile listening to #e read this boo& to "ou all, listen to the #an" s#all things #ention that assist "ou in stating what the #ain idea o! the stor".

Teachin): Toda", I a# going to read a boo& to "ou entitled -ore Than An%thing Else, b" (arie %radb". )ro# loo&ing at the cover, what do "ou thin& the boo& will be about, what ti#e period does this loo& li&e it too& place in' $hat do "ou notice about the bo"*s posture' +ow do "ou thin& he !eels' $h" do "ou thin& he !eels this wa"' In this text, the bo" reall" wants to learn to read. +ave "ou ever desired so#ething so badl" "ou would do al#ost an"thing to get it' Thin& about this experience and then split up in "our groups and tell "our group #e#ber about this experience. ,nce "ou have discussed "our experience, each student will share !or the whole class i! the" are co#!ortable. Then the text will be read aloud to the student*s. $hile I read aloud the boo&, students will &now to pa" close attention to details !ro# the stor" that in!ers what %oo&er T. $ashington wanted. Then students will go bac& to groups $hile in group*s students will answer these -uestions, what or who is the boo& about, and what is the overall #essage or argu#ent being #ade b" the author about the topic o! this boo&' As a group, with what the" .ust did, decide whether that is the #ain idea o! the stor"

Then, !ind supporting details !ro# within the stor" to support what "ou all thin& the #ain idea is. A!ter co#ing bac& to whole group, I will sca!!old students b" using a se#antic #ap so as a class with #" assistance/ I will state the #ain idea o! -ore Than An%thing Else. $hich is ever" since %oo&er T. $ashington was a child, he had a desire to learn how to read.

*ctive En)a)ement: Read to when %oo&er sees the #an reading a newspaper aloud. +ow do "ou thin& he !eels' $hat do "ou thin& he will do next' Read to when %oo&er !inds the #an. $hat do "ou thin& he will as& the #an' $h"' Read the rest o! the boo&. 0ow that %oo&er has learned so#e sounds and is beginning to learn to read, what do "ou thin& he will do next' I will read !our pages at a ti#e and on the !ourth page, I will stop and have students go bac& to the pages read and locate where the character has shown so#e interest in learning how to read. Then, I will wal& around the class roo# while students are wor&ing on this part o! the lesson so I can observe and probe i! I need to assist the# or sca!!old the# #ore.

Lin-: T. "ou $hile I read the boo& aloud to "ou all, I want "ou to pa" close attention to what %oo&er $ashington wants to learn how to do. I also want "ou to thin& about the details that help !igure out what that that thing was.

Closure: Exit 1lip: 1e#antic chart: %oo&er T. $ashington in the #iddle o! the chart.

*ccommodations: Students who ha e trouble seeing we will mo e them towards the front
or use a "ro0ector. 1i e students who ha e emerging "roblems and auditor% ersion of the book. Students who ha e beha ioral issues, "ut them close to %ou. $hen listening to students read during guided reading or independent reading, i! the student #a&es a #iscue which inter!eres with co#prehension, I will as& -uestions such as: 2 Does that #a&e sense' 3se#antic cues4 $hat would #a&e sense based on what has happened so !ar in the stor"'

2 Does that sound right' 3s"ntactic cues4 ,R $hich sounds better 5555 or 55555' 3s"ntactic cues4 2 I! this word was 55555 3word the child said4 what sound would co#e at the beginning' 3grapho phone#ic cues4 ,R This word starts with 555, what word can "ou thin& o! that starts with 5555 and would #a&e sense in the sentence' 2 Then, have the student reread the sentence to cross chec& to #a&e sure it #a&es sense, sounds right, and loo&s right. I! students en.o"ed this text, the" #a" also en.o" %en.a#in (a"s I! students are having di!!icult" with #ain idea 3whatever the" were teaching that da"4 based on the assess#ent that I gave, I will have s#all groups at the teachers table.

Bradby, M. (1995). More than anything else. New York, NY: Orachard Books.