Bridgewater

College Teacher Education Program Lesson Plan

Name: Kelly Grieco
Subject/Grade Level:

Lesson Title:

Unit:

Date or Lesson #:

English, 6th Grade

Hanger Houses

Reading Strategies: Main

Idea and Supporting
Details

9.22.15

Virginia SOL/National Standard:

6.1 The student will participate in and contribute to small-group activities. 6.2 D The student will paraphrase and
summarize what is heard. 6.4 C, D, F The student will use context and sentence structure to determine meanings and
differentiate among multiple meanings of words. Students will identify and analyze figurative language. Students will
extend general and specialized vocabulary through speaking, listening, reading, and writing. 6.5 A, E, I The student will
identify the elements of narrative structure, including setting, character, plot, conflict, and theme. The student will use
prior and background knowledge as context for new learning. The student will identify and summarize supporting details.
6.7 C, I The student will organize writing structure to fit mode or topic. The student will revise sentences for clarity of
content including specific vocabulary and information.
Measurable Lesson Objective(s): (Written on board for students to see)
Overall, aiming for students to improve on recognizing main idea and pick out supporting details authors and artists are trying to convey.

Poetry Entrance Slip Students will access schema to draw conclusions about a given poem and the main idea of that
poem provided by the author. TTQA Students will organize structure to fit the topic and clarify content.
Reading Zone Students will read a novel of their choice for comprehension and understanding. Students will show this by
responding to a prompt / question and recording that response on their bookmark page.
Hanger House (Main Idea) Paired Group Activity Students will show comprehension, in pairs, of the song provided by
creating a house model of what a main idea roof and supporting detail pillars would look like. Students will use their
reading strategy skills to find the main idea in the song that the artist is trying to convey.
Materials/Technologies/Resources Needed:
Plastic Hangers, Construction Paper, Tape, Markers, YouTube access, Smart Board access, and Entrance Slips.
YouTube Clips:
https://www.youtube.com/watch?v=THX0XRB54Yk - Brain Pop
https://www.youtube.com/watch?v=f55ycCgTFB0 - Bieber
Assessment (Formative and/or Summative):
Formative Turn The Question Around (TTQA) Slip involving poetry and finding the main idea. (Entrance Slip)
Requiring student participation in the group activity and during the Smart Board activity. (Formative / Kinesthetic (Main
Idea) House Model)

Hook (Not the first thing we do however):

Smart Board Soccer Activity Do this activity prior to the main idea direct instruction and kinesthetic crafting project.
Teacher will:

Students will:

Open Smart Board activity and pull

names of students from popsicle stick
cup. Have students come up to the front
of room to add letters to the Soccer
Smart Board interactive hook.

Participate in a fill-in-the-blank soccer

animated Smart Board activity to get
them to start thinking about the two
key terms for the day!

Accommodations/
Differentiation:

Anticipated
Time:

If the Smart Board 5min.

activity does not

work, simply ask
students what
two terms they
think we will be
learning about for
the day draw
popsicle sticks for
participation.

Access /Review Prior Knowledge:

Entrance slip with a fun poem asks students to pull out the main idea from the piece. Students are to be familiar with
TTQA and should respond in complete sentences on their entrance slips.
Teacher will:

Students will:

Ask students to complete the entrance

slip to the best of their ability.

Complete entrance slip to the best of

their ability, access prior knowledge of
finding the main idea, and answer the
questions in complete sentences using
TTQA form.

Then Go over warm-up entrance slip

once students have had a few minutes at
the start of class to work. Read poem or
have a student read the poem out loud,
and ask students about finding the main
idea. Ask students what clues from the
text helped them to mold the main idea.

Accommodations/
Differentiation:

Anticipated
Time:

There is no
technology for this
section.

10-15min.

Direct Instruction: This will occur periodically before the process of creating the hanger house.
Guided Practice: Finding the Main Idea of a song and creating a model of main idea with supporting details using a hanger
and construction paper.
Independent Practice: Reading Zone and Bookmark

Teacher will:

Students will:

Independent Practice Reading Zone

Administer reading zone by asking
students to take out bookmarks, remind
them to write down what page they are
beginning on for the day, and have the
student complete this task before
allowing them to scatter around the
room to read. Set timer for twenty
minutes. Read silently with students or
prep for next lesson step. Ask students to
find a stopping place in their books once
the timer goes off. Ask students to write
their stopping page for the day in their
bookmarks. Ask students to answer
responding question that will be
displayed on the Smart Board. Then,
remind students to place bookmarks
back in English folder in English section of
AVID binder.

Reading Zone Take out bookmarks and

write down the start page number for
that corresponding day. Reading silently
for 20min. Once reading zone is over,
write down stopping page for that day.
Respond in bookmark to the question
on the Smart Board. Put bookmark away
in English folder of English section of
AVID binder after having answered the
daily response question.

Accommodations/
Differentiation:

Anticipated
Time:

Help students who

do not have a
reading zone book
check one out so
that they can still
participate in the
activity.

25-30min.

Break students up into elbow buddies.

Students will work with their elbow

buddy.

35-45min

Direct Instruction Introduce Main Idea

with Brain Pop Video. Afterwards, ask
students to write down one thing they
now know after having watched the
lesson.

Students will listen and watch the video.

Students will write down one new thing
they now know since having watched
the lesson video. The students can
briefly discuss the important thing they
learned with their elbow buddy.

Ask students to write on the same sheet
of paper for the next part of the lesson.
Guided Practice followed by Modeling
Paired House Making Activity Teacher
will pass out necessary materials for
crafting a Main Idea and Supporting
Details House. Teacher will show Song
Youtube video and work through the clip
with the students. Teacher will pause
often and guide students through the
questions. Afterwards, teacher will
model how to create a hanger house
and incorporate main idea and

Students will partner up with their

elbow buddy and use the hangers and
materials provided to create a Main
Idea and Supporting Details House.
Students will be practicing working
together in a small group as well.
Students will follow along with the
song YouTube clip and write down
supporting details they think they hear
the artist saying within the song.
Students can work with their partner on
choosing supporting details. Students
will create a Hanger House and add

supporting details into the activity.

Make sure to monitor how well students
work in groups.

the main idea of the song and

supporting details of the main idea as
modeled by the teacher. Students will
craft their hangers and turn them in at
the end of the class period.

Closure: Start to clean up your table and put away everything that belongs in your AVID binder. Make sure all table bins
are placed back on the shelf one person from each table is responsible for returning the bin to its proper place.
Someone raise their hand and tell me something they learned today about main idea or supporting details.
Teacher will:

Students will:

Initiate closure of the lesson. Remind

students to clean up their tables. Ask
students to place hanger houses inside
the red bag provided. Reiterate the
definitions of the two key terms for
the day: main idea and supporting
details.

Clean up tables. Put all English

materials back in English section of
AVID binder. Put hanger houses in Ms.
Gs red bag. Listen to teachers final
comments for the lesson.

Accommodations/
Differentiation:

Anticipated
Time:

Change closing
tasks depending
on what point
we reached in
the lesson for
the day.

5min.

Declarative Summary Statement:

You should now understand what the difference is between the main idea of a story and the details that support the story.
You should be able to better recognize the main idea and supporting details of future stories, songs, and poems.
Activity If Extra Time Remains or Technology Fails:
Extra time will be put into finishing up the hands-on house models. Technological delays will be resolved with hard copies
of all materials that would have been displayed electronically.