Workshop Lesson Plan

Planning: Brittany Mast

Central focus: Essential literacy strategy: Related skills:

Comprehension Students will show they can Students will need to

comprehend by determining the understand what a main idea is.
main idea and supporting it with Students will also need to know
key details. what supporting details in a text
are.

Standard: Language Function: 21st century skills:

RI.3.2 Determine the main idea of
a text and explain how it is
supported by key details;
summarize the text
Determine: Students will be
determining the main idea of a
text and how key details in the
text will support it
Critical thinking: Students will
be required to think critically as
they read through the text to
find the main idea and find key
details that support the main
idea

Communication: Students will

be communicating with their
teacher and peers while in
small groups to work on
identifying the main ideas in
the trade books being read

Objective

Performance: Students will be able to determine the main idea of a text and key details that support it.

Conditions: Students will complete this activity on a worksheet independently by the end of class.

Criteria: Students will complete this worksheet by identifying 1 main idea and at least 3 key details to
support it.

What theory/research supports using this objective/strategy to align with the needs of your student?

One theory that supports the strategy that we are working on today is Albert Bandura’s Social Cognitive
Theory. The social cognitive theory suggests that students learn through the observation of others.
While working on this lesson, I will be modeling how I read a section and pick out the main idea and key
details. They will pick up on these strategies by watching me model them.
How are the objective, lesson, and materials related to students’ personal, cultural, or community
assets?

The book that we will be reading during the lesson will draw on their classroom community because as
a class we have been reading the who was books so they will all have a shared experience. They will
be able to draw on their prior knowledge because they have all read books by Dr. Seuss and can draw
on their past experiences of reading those books to help them relate to the ideas being told.

Vocabulary Discourse Syntax

Terms:
Discourse required in this
Main idea lesson:
Supporting details
Students will partake in
discourse through
construction of oral and
written language throughout
the lesson.
Syntax required in this
lesson:
Students must focus on
sentence structure within the
required readings to
understand what the
sentences are saying so that
they can comprehend the
main idea that the sentences
are conveying. They will also
understand that the main
idea is often written first and
the key details follow it.

How do you teach/support How do you teach/support How do you teach/support

vocabulary development? discourse development? syntax development?

I will have anchor charts
hanging on the board that
students will be able to
reference throughout the
lesson reminding them of what
the definitions are. They will
also be completing a turn and
talk so that they can verbalize
the definitions in their own
Students will be encouraged
to talk by completing a turn
and talk with their shoulder
neighbor to talk about “what
is the difference between a
main idea and supporting
details.” Students will be
encouraged to partake in
writing by completing the
I will teach/support syntax
development by modeling to
the students where I found
the sentence in the
paragraph that stated the
main idea and then how I
found sentences after, to
support it. Modeling proper
syntax for the students is
words. worksheet where they are also a crucial way to help aid
identifying and writing the their development.
main idea and at least 3 key
details.

Supports, accommodations, and modifications (IEPs, 504s, other learning needs)

This will be filled out with the specific needs from your class, but should minimally support the
needs identified in red.

Student Supports, accommodations, and Supports, accommodations, and

modifications to be provided during modifications to be provided during
instruction assessment

ELLs To provide support during instruction, During the assessment, students will be
ELLs will be provided a copy of a mini given the passage in their native language
anchor chart in their native language to along with English. Students will also be
reference during the lesson. They will also given extra time so that they can translate
be given a version of the texts we will be between the two texts and not feel rushed.
reading during modeling and guided
practice in their native language so that
they can follow along. They will be given
these worksheets early so that they are
able to comprehend the material and do
not feel flustered reading the English and
Spanish versions at the same time.

Struggling To provide support during instruction to During the assessment students will be
readers
struggling readers, I will provide them with given sticky notes once again to help them
sticky notes to write down the ideas of remember what they are reading and they
each paragraph we read so that they can will be given extra time so that they do not
reference them at the end when they are feel rushed to finish.
trying to figure out the main idea. This will
help them paraphrase as they are going
along so that they do not forget what they
have read and give them reference points
when trying to find the main idea.
Summarizing can also help them
remember what they are reading.

Readers To provide support to readers who are During the assessment, students will be
performing
performing above expectations, they will given a text that is more complex and at a
above
expectations be challenged to answer questions that higher reading level so they will be
explain their thinking. For example, challenged.
instead of only having to answer, “what is
the main idea?” they will also have to
justify their answer meaning “why is that
the main idea?”
Prior academic learning:
Students will have prior knowledge in what a main idea is, what supporting details are, and
how the sentence sequence can help them figure out what the main idea is and what
sentences support that main idea.

Meaningful connection to prior academic Learning:

In previous lessons, students have learned about main idea, supporting details, and how to
determine where those things are located within a text. They will be putting all of that
information together now. They have done 1 lesson on the main idea and finding sentences in
the text. They have also completed 1 lesson on key details and where those sentences might
be in the text. Now it is time to combine all of this information into one lesson.

Materials:
Anchor charts (main idea and supporting details), Book (Who Was Dr. Seuss), Worksheets,
Pencils, Expo Markers, Independent Books, Roald Dahl biography

Implementing:
Whole-Group Instruction (focused mini-lesson) Differentiation:

Teaching point: *for struggling

Good morning class! Today we are going to be combining all of the learners, I would hang
skills we have been working on in previous classes to complete our the anchor charts that
assignment today. Can anyone raise their hand and tell me what we we made in previous
have been working on this week in reading? *Possible student classes to reference
response: main idea! Very good! On Monday, we learned what a
main idea was. On Tuesday, we learned about key details and how
they help support the main idea. Today we are going to be combining
both of those skills together and identifying the main idea and key
details that support that main idea in one text. We are going to be
practicing this by reading the first couple of chapters of Who Was Dr.
Seuss. Before we begin, I would like for you to do a turn and talk with
your shoulder neighbor to answer this question “What is the
difference between a main idea and a supporting detail?” You will
have 1-minute, Ready GO!
Explanation: *same as above
Okay class, let’s bring it back together. Can anyone raise their hand
and tell me what you and your partner talked about? *Possible
student response: A main idea is the big picture and a supporting
detail is a detail about the big picture. I like that answer, very nice! A
main idea is the main point that the author is trying to make and a
supporting detail is something that explains or helps prove the main
idea. Hopefully that jogs your memory from our previous classes.

Modeling: *for students who are

I am now going to model how I find the main idea and supporting visual learners, they
details of a passage by reading chapter 1 of Who Was Dr. Seuss? will be able to follow
You can get out your Who Was Dr. Seuss book and follow along or if along on the smart
you would rather follow along on the smart board, I have the passage board or in their
typed out for you. We are going to start at the beginning of page 1 individual book
that starts out with “Theodore Seuss Geisel was born…”
*for students who are
Read entire Chapter 1 (pages 3-14) auditory learners, they
can listen to me read
Hmmm now that I have finished reading that passage, I am thinking out loud
to myself, what was that whole passage about? If I had to sum it up in
one sentence what would that be? Hmmm *teacher taps head* I
believe the main idea of chapter 1 is that Tom’s (Dr.Seuss) family
had a large influence on his writing. I am going to grab an expo
marker and write on the bottom part of my ice cream cone where it
says the main idea “Tom’s (Dr.Seuss) family had a large influence on
his writing.” Now I need to find 3 details that discuss Dr. Seuss and
his family. Oooh here is one, “Ted believed that his love of verse
came from his memories of those pie poems.” I know this is a
supporting detail because it talks about Dr. Seuss and that his love of
rhyming came from his mother's rhymes for her bakery. I am going to
write that next to my first scoop of ice cream that says “detail.” Now
I’m going to find another supporting detail. I am going to start looking
at the sentence after my first supporting detail. “His father, also
named Theodore, liked to dream up goofy, complicated inventions in
his spare time.” I know this is a supporting detail because it helps
explain how Ted knows where to come up with the crazy inventions
that are found in his books. I am going to write that next to my second
scoop of ice cream that says “detail.” It is now time to find my last
supporting detail. I am going to start looking for it in the sentence
after I found my second supporting detail. Here is one, “After a visit to
the zoo, Ted would rush home and draw animals on the walls of his
room. Somehow the animals never ended up looking quite like what
he had seen, so he would make up names for them.” I know this is a
supporting detail because his dad would take him to the zoo which is
a family influence that influenced his drawing.”I am going to write this
last sentence next to the scoop of ice cream that says “detail.”

Guided practice/active engagement: *for students who are

Now that you have seen how I find the main idea and supporting visually impaired, we
details in a text, we are going to practice as a class! I am going to will write on the ice
read chapter 2 from Who Was Dr. Seuss and we are going to be cream scoop that is
finding the main idea and supporting details. I am going to put the on the board in
passage under the doc cam. Feel free to follow along up here or in different colors so that
your books. We are going to start at the beginning of chapter 2 on they are able to
page 15. differentiate between
main idea and
Read entire chapter 2 (pages 15-24) supporting details.

I want you to take 30 seconds to think about what the main idea of
this paragraph might be. Now that you have had time to think. I want
you to raise your hand and tell me what you think the main idea of
this chapter was. *Possible student response: I think the main idea is
that Ted is a very talented man.” Very good! Come up to the board
and write that next to our cone that says “main idea.” Now who thinks
they know a supporting detail to that main idea? *Possible student
response: A supporting detail is that “he was quickly elected to the
staff and, at the end of his junior year, he was made editor in chief!”
Yes! Very good! How did you know that was a supporting detail?
*Possible student response: it described one of his accomplishments
due to his talented writing and drawings. Great job! Come on up to
the board and write that next to our scoop that says “detail.” Now
someone else raise their hand and tell me what they think another
supporting detail might be? *Possible student response: “The
students loved his stories and drawings and he became a very
important person at Dartmouth.” I agree that that is another
supporting detail, please come up to the board and write it next to our
scoop that says “detail.” Now for our last supporting detail. Can
someone raise their hand and tell me what they feel a third
supporting detail is for Dr. Seuss being a talented man? *Possible
student response: “Helen told ted his drawings were wonderful and
he should become an editor.” Wonderful! That is another supporting
detail. Where did you begin looking for your third supporting detail?
*Possible student response: I began looking after the second
supporting detail sentence. Great job! Come on up to the board and
finish our ice cream by writing that sentence next to our scoop that
says, “detail.”

Independent practice (when appropriate): *for gifted learners,

You have had the chance to watch me model how I find the main they will write out the
idea and supporting details and we have also practiced as a class. It main idea and
is now your turn to practice this by yourselves! I am going to pass out supporting details
a worksheet to you that has a passage on it about Roald Dahl. I want about their individual
you to read it and then fill out the ice cream cone with 1 main idea books that they have
and 3 supporting details. You can complete this at your desk or if you read once they
would like to get up and move around grab a clip board to put the finished their
worksheet on! While you are working, I am going to be calling your worksheet
small groups over so that we can work on these skills together. Once
you have finished the worksheet, I would like for you to turn it into the
green bin on the table and grab your individual books and read
quietly! You can continue to practice finding the main idea and
supporting details in your own books! If you have any questions raise
your hand and I will come to you.

Link/closing:
Today in reading, we combined the strategies of finding main ideas
and supporting details. I modeled how to do this, we practiced as a
class, and then you practiced individually. You now know how to
figure out what the main idea is with any text you are reading. Keep
this in mind as we read passages in the future because we will return
to this strategy. This will also help you on your EOGs coming up.
Thank you for working so hard today, I am proud of each one of you!
It is now time to transition to math. Please put up your individual
books and get out your math book so that you can begin the warm
up!

Small-Group Instruction (differentiated by data) Centers (Data-Driven)

Students will be grouped based upon their readers levels driven from
previous tests.

Group 1: Corgis Group 2: Huskies Group 3: Golden

Retrievers

Time: 10 minutes Time: 10 minutes Time: 10 minutes Time: 10 minutes at

each center

Grouping Grouping Grouping Center #1:

characteristic: characteristic: characteristic: Main idea and
 supporting detail
Students are reading Students are reading Students are reading maze: students are
at a 3rd grade level at a 4th grade level at a 5th grade level given a main idea and
they have to highlight
the supporting details
that go along with it

Needs based on Needs based on Needs based on Center #2:

data: data: data: Matching game:
students are given
cards and have to
match the main idea
with the paragraph

Assigned students: Assigned students: Assigned students: Center #3

Matching game #2:
students are given
main idea cards (one
color) and supporting
detail cards (a
different color) and
must match the
details with the
correct main idea

Instruction: Instruction: Instruction: Centers adapted

Teacher will have a Teacher will have a Teacher will have a from:
grade level grade level grade level https://teachingmadepractical.
com/main-idea-centers/
appropriate book appropriate book appropriate book
selected to read a selected to read a selected to read a
passage out of. As a passage out of. As a passage out of. As a
group we will come group, we will come group, we will come
up with the main idea up with the main idea up with the main idea
and supporting and supporting and supporting
details of the details of the details of the
passage. Teacher passage. Teacher passage. Teacher
and students will and students will and students will
each fill out their own each fill out their own each fill out their own
ice cream cone. Due ice cream cone. ice cream cone.
to students reading Since students are Since students are
below grade level, reading on grade reading above grade
teacher will scaffold level, teacher will level, teacher will ask
how to find the main scaffold some but will questions that involve
idea and supporting begin to ask them explaining their
 details that will push
students in the
direction of
answering those
questions. Some
questions asked
might include, “what
was the story about?”
“what do you think
the author was trying
to tell us?” What is
one detail that helps
describe the big
picture?”
3rd grade trade book
Adapted from https://melissatabor.wikispaces.com/file/view/Reading+Workshop+Lesson+Plan.docx
Assessing:
Assessment: how will you measure student’s mastery (should align with criteria in
objective)
questions to have
them explain their
thinking. Some
questions asked
might include, “what
do you think the big
picture was? How do
you know that was a
supporting detail to
the main idea?”
4th grade trade book
thinking. Some
questions might
include, “why do you
think this was the
main idea? Do you
think this was the
message the author
was trying to convey?
Why do you think the
author used this
supporting detail?
How do you know
that detail supports
the main idea?”
5th grade trade book
How does it measure the essential literacy strategy? How does it
measure the
related skills?

This measures the essential literacy strategy because students are The related skills
showing that they are able to comprehend the passage they are are being
reading about Roald Dahl by filling out the cone where they identify measured because
the main idea and 3 details that support it. students are
having to identify
the main idea of
the passage along
with supporting
details which are
the two related
skills.

Rubric: Include an analytic rubric that will offer students feedback on their strengths AND
weaknesses for both the ELS and related skills.
 Performance Exemplary (3) Developing (2) Beginning (1)

Main Idea Student Student Student

identified the identified a identified a
main idea of topic found in topic that was
the passage the passage not discussed
but it is not the in the passage
main idea

Supporting Student Student Student

Details identified 3 identified 2 identified 0-1
supporting supporting supporting
details that details that details that
were discussed were discussed were discussed
in the passage in the passage in the passage
and related to and related to and related to
the main idea the main idea the main idea

The following is to be completed after implementing

lesson:
Reflecting on students’ performance
Analysis uses specific evidence from work samples to demonstrate the connections
between quantitative and qualitative patterns of learning for individuals or groups.

Feedback is specific and addresses both strengths AND needs related to the learning
objectives.
Next steps provide targeted support to individuals AND groups to improve their learning
relative to
• the essential literacy strategy AND
• related skills.
Next steps are justified with principles from research and/or theory.

Students’ strengths in relation to essential literacy strategy Students’ strengths

in relation to
related skills

Students’ weaknesses in relation to essential literacy strategy Students’

weaknesses in
 relation to related
skills

Reflecting on lesson implementation (with justifications from student performance and

lesson delivery)

Strengths Areas for growth

Given the students' in/ability to achieve the learning standard, describe your next steps to
improve your practice

Next steps for teaching essential literacy strategy Next steps for
teaching related
skills

(Rubric 15) (Rubric 15)

Evidence of students’ use of language function? Evidence of

students’ use of
vocabulary?

(Rubric 14) (Rubric 14)

Evidence of students’ use of syntax? Evidence of

students’ use of
discourse?

(Rubric 14) (Rubric 14)

What theory/research supports using this objective/strategy to align with the needs of your student?

Rubric 15: Using Assessment to Inform Instruction

· The candidate discusses how the research or theory is related to the next steps in
ways that make some level of sense given their students and central focus. They may cite
the research or theory in their discussion, or they may refer to the ideas from the research.
Either is acceptable, as long as they clearly connect the research/theory to their next steps.
· The next steps are clearly aimed at supporting specific student needs for both
individuals and groups with similar needs related to the essential literacy strategy AND
related skills. Candidate should be explicit about how next steps will strategically support
individuals and groups and explain how that support will address each individual’s and
 group’s needs in relation to the areas of literacy learning.
· The candidate explains how principles of research or theory support the proposed
changes, with clear connections between the principles and the next steps. The
explanations are explicit, well- articulated, and demonstrate a thorough understanding of the
research or theoretical principles involved.

information in purple was taken directly from edTPA support documents.