Spring Arbor University School of Education Lesson Plan Guide: Direct Instruction Title: Finding the Main Idea

in Nonfiction Subject: English Grade Level: 10 Time Allotted: 55 minutes

Materials Required: Lecture Worksheet _____________________________________________________________________________________ Common Core Standards: (write out) RI.9-10.2 - Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Objective(s): A portion of the Common Core Standard stated in terms of Blooms taxonomy (level/verb) The student will learn the main components of nonfiction, including types of nonfiction, main idea, and supporting details. Purpose: Learn the main components of nonfiction and how to find the main idea and supporting details in a current event article _____________________________________________________________________________________ Instructional Procedure: What information do students need to accomplish the objective? 1. Anticipatory Set: 2. State Purpose and Objective of Lesson: a. I will tell the students I want them to learn to pick out the main idea and supporting details of an article b. I will then tell students that they can use these skills to organize their thoughts about articles in school and in the real world outside school. c. Students will comprehend how to pick out Main Topic and supporting details in nonfiction. Students will be able to correctly identify the main idea and at least two supporting details. 3. Plan for Instruction: a. Modeling i. I will provide a lecture worksheet with key words missing (See Strategy 32 Teacher Prepared Notes) ii. I will give a short lecture and ask the students to fill in the missing key word on their worksheet as we go iii. I will fill in the work on my worksheet on the overhead as we go, to ensure they dont miss the key word. b. Guided Practice: i. After discussion, I will read them an article and ask the class to help me determine the main idea and supporting details

SOE Faculty, 2/26/10

ii. I will write the results on the board and discuss with students c. Independent Practice: i. Students will practice finding the main idea and supporting details of a short article. ii. Students will write down the main idea and at least one supporting detail of their article for a ticket out the door 4. Differentiation Considerations: a. I enlarged the print on the article for students with visual impairments. b. The students will read the article, and then I will read it out loud to class. 5. Assessment: a. Informal Formative Ticket out the door 6. Closure: a. I will review the definition of the main idea and supporting details of a nonfiction article at the end of class, before they write the ticket out the door. 7. Co-teaching

Teacher Reflection: What did I want the students to learn? I wanted the students to learn to identify the main idea and supporting details of nonfiction. How will I know they learned it? I will review their ticket out the door What will I do for the students that didnt? Review this lesson with more guided practice. Provide additional individualized help to students. Pair them with a student that gets it. What will I do for the students that did? Review this lesson with more independent practice. Pair them with a student that doesnt get it. Teaching something is a great way to learn. What went well? What would I change if/when I teach this again?

Explanation of Identified Instructional Strategies Strategy 32: Teacher Prepared Notes I chose this strategy because I want to ensure my students have a good set of notes that included the most important details about nonfiction. This is the first lesson in my mini-unit about nonfiction, and I believe it is important for my students to have this information in an organized form to refer to in later lessons and as a study guide. The benefit of this strategy is that the students will start the mini-unit with a solid foundation of notes. The students will need to pay attention to fill in the missing words as I lecture on nonfiction. I prefer this over student prepared notes because many students will spend more time figuring out what to write down as notes than they will spend learning the content. Possible cons to this strategy are that the students will not listen to the lecture and just copy their neighbors notes to fill in the missing word. If they are not going to listen to my lecture, at least they will have an organized set of notes to refer back to and to study from.

SOE Faculty, 2/26/10