Model of Teaching: Direct Instruction

Student Teacher Name:​_Samantha Lee_ Date of Lesson:​_11/21/2019_

Grade Level(s):3rd Subject Area(s): ELA-Literacy Duration:20 minutes

Content Standard(s):​CCSS.ELA-LITERACY.RI.3.2

Determine the main idea of a text; recount the key details and explain how they support the main
idea.

Learning Objective​:Students will identify the main idea of a text using the key details from the text and demonstrate
this understanding by creating a web-diagram.

Materials:Worksheet, projector, pencils, pens, reading response journal, glue-stick or tape

Student Readiness Levels and Prior Learning: Students have had a lesson or two on main idea and multiple lessons
with key details. Students are ready to put key details and main idea together.

Student Interests and Assets: Sports, animals, books, food.

Central Focus & Essential Language Function Additional Language Language Supports
Literacy Strategy Demands

LESSON PLAN SYNTAX

Teacher/Student Script Student Engagement

Note the following:
Script what you will say, ask, and do. ● Differentiation & Grouping
Include anticipated student responses and actions. ● Explicit Language Instruction
● Technology Integration

Anticipatory Set The teacher will project a worksheet on the
white-board so the display is shown to the entire
class.
T: “Can someone raise their hand to read what it
says at the top of the worksheet?”
Students raising their hand. The teacher calls on one
student.
S: “What’s the main idea?”
Integrating technology with the
projector to keep students interested
because they are excited to see what
they will be learning next on the white
board.
Whole class instruction because I am
teaching a lesson to everyone.
Everyone needs to learn main idea
and details.

Perceived Objective T: “Thank you. Today we will be talking about the key Students are listening to the teacher.
and Rationale details from the paragraph and the main idea that we
learned from the paragraph.”

© 2018 Adapted by Jennifer Miyake-Trapp

Input and Modeling The teacher has two students pass out papers to the
class.
T: “Now that we all have a worksheet, we are going
to read the paragraph all together at the same time.
What does that mean?”
S: “We need to read at the same speed as everyone
else and be respectful of those around us.”
Teacher and students are waiting for
all of the papers to be handed out
before starting, making sure that
everyone starts at the same time.
Choral reading together as a class
developing effective and fluent read
aloud skills. It improves sight
vocabulary.

T: “Very good, let’s begin.”

The teacher and class choral read the paragraph

together.

Checking for T: “What are we talking about in this paragraph? Talk about the text all together
Understanding What keeps coming up over and over again?” understanding what students
comprehending from the text.
S: “Chickens!”

T: “Yes chickens! Chickens keep coming up. What is

the paragraph describing about chickens?”

S: “The paragraph that we read is talking about what

chickens do and what they need.”

T: “Good job, anyone else have something more to

add?”

S: “It’s talking about how to take care of them.”

T: “Who takes care of them though?”

S: “People, students, kids, parents.”

Guided Practice Give me a thumbs up if you can see the bottom of Making sure that students can
the page with the little boxes or squares. Waits for differentiate between a main idea and
everyone’s signal and helps those who need it. key detail.

T: “So the directions at the top of the page say that

there are four sentences below. Three of the
sentences are details and one of the sentences is the
main idea. Let’s read all of the sentences and we will
figure out where the first sentence goes together.”

Students read one by one chosen by the teacher.

S: “Make sure chickens don’t eat chocolate or raw

potato skins.”

S: “Chickens must be taken care of if you keep one

as a pet.”

© 2018 Adapted by Jennifer Miyake-Trapp

 S: “Chickens need plenty of food and water.”
S: “Chicken eggs must be collected.”

T: “Good job, now we will start with the first sentence.

Make sure chickens don’t eat chocolate or raw potato
skins. Is that a detail or a main idea? Is that the main
part of the whole paragraph that you can’t let
chickens eat that?”

S: “No.”

T: “If it’s not the main idea, then what is it?”

S: “A key detail.”

Independent Practice T: “Yes it is just a key detail that relates to the main Teacher circulates the classroom
idea. You’re going to cut these sentences out and while students worked independently
glue them on where they belong. Raise your hand if on their worksheets.
you have any questions and I am going to walk
around the room and make sure everyone is doing
okay. Thumbs up if you know what to do.”

Students indicate their thumbs up signal that they

know what they are supposed to do.

Teacher circulates the classroom answering

questions. Students are cutting out the sentences
and pasting them with tape or glue where they think
they belong as a key detail or the main idea.

Closure T: “When you are finished, share your work with your Students share their work with their
seat partner.” partner and teacher closes up the
lesson.
Students show each other.

T: “Can I have one student tell us what they got as

the main idea?”

S: “I put that chickens put be taken care of if you

keep one as a pet.”

T: “Can you share with the class why you felt that
was the main idea?”

Displays a worksheet that is correct to show the

class what there’s is supposed to look like and they
can follow along when we explain which one is the
main idea.

S: “Because the other sentences talked about what

to do for chickens so I was thinking that the main
idea is taking care of the chickens and the details is
what you do with the chicken stuff to take care of
them.”

© 2018 Adapted by Jennifer Miyake-Trapp

 T: “Yes excellent job! That is exactly what we were
looking for. Chickens don’t eat chocolate, they need
plenty of food and water, and collecting chicken eggs
all has to do with an owner taking care of a chicken.”

Assessment Formative Assessment​ -Finishing their worksheet independently and sharing their work with
a partner when instructed to do so by the teacher.

Summative Assessment​ -Identifying key details and main idea of an informational article.

© 2018 Adapted by Jennifer Miyake-Trapp