Lesson Plan

Teacher Samantha Mattfield Date: 3/29/19

Title of Lesson: The Literate Fossils Grade: 5th
Objectives: By the end of the lesson, students will have identified the main ideas of three non-

fiction texts and summarize them effectively to demonstrate understanding of key science

concepts and comprehension in reading.

Subject: Reading and Science
SOL Science 5.7 (b) the rock cycle and how transformations between rocks occur

SOL Reading 5.6 The student will read and demonstrate comprehension of nonfiction texts.
Materials and Resources:

 Notebooks

 Pencils

 Smart board or chalkboard

 Glue

 Worksheet
Process Components
Anticipatory Set: The teacher will ask some of the students what a main idea is and how they

can identify it in a non-fiction text. The teacher should ask for some examples of terms that

inform readers on what the main idea is.

Objectives: Students will work with the teacher on identifying the main idea from a specific

text and then completing another worksheet on their own. By the end of the lesson, the

students should be able to say

I can identify the main idea.

I can summarize the key ideas from a paragraph.

I can explain key points about fossils and rocks.
Instructional Input: The teacher will start the lesson by asking the students what a main idea is.

The teacher should then move on by explaining that they will be working on two texts, one

with the teacher’s help and the other on their own. The students are to read the individual

paragraphs and locate the main idea, write it out, and then summarize all the paragraphs and

identify the main idea of all three paragraphs. Once they are done, they are to return to their

seats where the teacher will then ask them what they learned and what they found interesting

to signal the end of the lesson.

Modeling: The Modeling is the same as the Guided Practice in this lesson. The teacher will

show the students after reading out loud the paragraphs one at a time how to identify the main

idea. This will show the students what to do for when they do another worksheet on their own.
Check for Understanding: During the Guided Practice, the teacher will ask the students what

the main idea of each paragraph is. This will let the teacher know if they understand how to

identify the main idea in a non-fiction text.

Guided Practice: The teacher will have a worksheet up on the SmartBoard. They will read the

paragraphs out loud to the class one at a time than ask students what the main idea is from

each paragraph. The teacher will guide the students toward the right answer by pointing out

key terms or sentence placement that would inform them of what the main idea is. The teacher

will then write it out for them on the SmartBoard and move on to the next paragraph until they

have gone over everything.

Independent Practice: Once the teacher has finished going over the worksheet with the student,

they should then have the paper passers come up and pass around another worksheet for them

to complete. The students will be required to do this part of the lesson on their own with little

help from the teacher. They may work with one other classmate but will be separated if they
are distracted and fail to do their work. They will be allowed to choose where they sit in the

room but will be reminded to clean up after themselves and to focus on their work. The

students will have about fifteen minutes to complete the worksheet which they will turn in to

the teacher as soon as the time is up.

Assessment: The final worksheet will be used as a grade for the teacher and will inform them

of how well the students can identify the main idea of a text and summarize the key points

from the non-fiction article.

Closure: As soon as the students have turned in their papers, the teacher will ask them what

they have learned about fossils and the rocks that they are in. The teacher should give multiple

students a chance to speak. A good way of learning how much the students understood the

assignment is to ask them what the main idea was of one or two of the paragraphs. After that,

the teacher should give the students an opportunity to share something interesting they learned

or what they liked about the lesson.

Differentiation Strategies: Some students are auditory learners and have accommodations to fit

those needs. The teacher can sit down with these students during the second worksheet and

read the paragraphs out loud for them. They sometimes still struggle to understand what they

have heard so the teacher can ask them prompting questions to help them identify the main

idea of the text.

Classroom Management Issues: Many of the students have trouble listening and are quick to

interject while the teacher is talking. The teacher should remind the students before the lesson

to raise their hands before speaking and to be respectful of the teacher. If students repeatedly

show that they cannot behave during the lesson, they should be moved to a different part of the

room where they will be able to complete the assignment efficiently.