USF Elementary Education Lesson Plan Template (S 2014) Name: _____Ellie Magnuson_________

Grade Level Being Taught: 3rd Subject/Content: Reading Group Size: 19 Date of Lesson: 11/7/17

Lesson Content
Standards LAFS.3.RI.1.2: Determine the main idea of a text; recount the key details and explain how they support the
main idea.
LAFS.3.RL.1.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how
their actions contribute to the sequence of events.
LAFS.3.RI.4.10: By the end of the year, read and comprehend informational texts, including history/social
studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently
and proficiently.
Essential Question What evidence supports the MI?

Objectives Given an informational text, the student will be able to determine the main idea of a text and recount the
supporting details by highlighting and underlining the supporting details in the text.
Rationale Based on the student’s test results on my teacher’s SchoolCity data charts, not many students in the 3rd
grade have successfully met the standard, “LAFS.3.RI.1.2: Determine the main idea of a text; recount the
key details and explain how they support the main idea.” Only one student in this class has 100%
mastered the standard, but the rest of students either scored between a 0% or a 66.6%, which means
every student needs extra assistance to accomplish this standard.
Evaluation Plan Formative: You do: Teacher will go over what is expected for the bottom left passage. Say: “There is one
sentence in this section of text that supports the main idea very well. I want you and your partner to talk
about it and highlight that sentence. Break students up into partners and have them complete the bottom
left square passage. Project partner list and allow students to disperse.

Summative: Students move back to their seats and complete the character traits square (bottom right of
paper) as an independent release. They have already learned about what character traits are before; this
is just a review and they will go more in depth with it the next day. It is to show my CT what they already
know for the next day.
Lesson Implementation
Teaching Methods  Guided Release: I do, We do, You do:
o Teacher will use the document camera to show the first passage. The teacher will do a
think-aloud with it. Teacher will demonstrate finding the main idea by highlighting it and
underlining the supporting details that support the main idea. The teacher will write down
“MI: *main idea*” in the margins. Students will be expected to do it with the teacher.
o Teacher will start the second passage and read it aloud. She will have students put a star
by the sentence that they think points out the main idea and underline the sentences that
support the main idea. Teacher will ask students what they starred as the main idea and
have a discussion. Then, highlight the main idea that they talked about. Next, discuss the
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: 3rd Subject/Content: Reading
Step-by-Step Plan
Name: _____Ellie Magnuson_________
Group Size: 19 Date of Lesson: 11/7/17
supporting details and underline them. Have students write their own main idea sentence
in the margins.
o Students will transition back to their desks and highlight their own main idea sentence
and underline the supporting details from the third passage. They must write “MI: *main
idea*” in the margins.
Time Who is 1. Teacher will have students read the essential question and objective on
responsible the board.
(Teacher or 2. Class will review over main idea and Thomas Edison Text. Have students
Students)? review/explain MI identified whole group.
3. Hook: Teacher will play video for students from 0:00 to 1:17:
https://www.youtube.com/watch?v=afp8IRUUJUo
10 min Teacher 4. Teacher will explain that our focus will be on MI and identify the
evidence that is needed to support that
5. Teacher will pass out the passages to the class that shows multiple pieces
of text from the story.
6. Students will be instructed to get highlighters and clipboards out from
their table bins. Teacher will transition them to the carpet to sit.
7. Start “I do, We do, You do:” Teacher will use the document camera to
show the first passage. The teacher will do a think-aloud with it. Teacher
will demonstrate finding the main idea by highlighting the supporting
details that support the main idea. The teacher will write them down in
the margins where there is a list of numbers. Students will be expected to
do it on their own paper with the teacher.
Both 8. We do: Teacher will start the second passage and read it aloud. She will
have students put a star by the sentences that they think supports the
main idea. Teacher will ask students what they starred as the supporting
details and have a discussion. Then, highlight the supporting details that
they talked about.
9. You do: Teacher will go over what is expected for the bottom left passage.
7 min Students Say: “There is one sentence in this section of text that supports the main
idea very well. I want you and your partner to talk about it and highlight
that sentence. Break students up into partners and have them complete
the bottom left square passage. Project partner list and allow students to
disperse.
>5 min Both
USF Elementary Education Lesson Plan Template (S 2014) Name: _____Ellie Magnuson_________
Grade Level Being Taught: 3rd Subject/Content: Reading Group Size: 19 Date of Lesson: 11/7/17

10. Teacher will pull back together whole group to Authors Carpet and
2-3 discuss the main idea. On large anchor chart, have students highlight the
minute evidence in the text and then write their statement on the anchor chart.
s Students 11. Students move back to their seats and complete the character traits
square (bottom right of paper) as an independent release. They have
already learned about what character traits are before; this is just a
review and they will go more in depth with it the next day. It is to show
my CT what they already know for the next day.
12. Students will turn the sheet into the blue box and transition straight to
Both their book nooks (flexible seating for independent reading).
20-30 13. Guided reading groups will begin:
minute a. Guided reading groups are based on reading level. We will try to
s meet with all groups, but group 3 (the below level students) will
be guaranteed to be pulled.
b. There are differentiated readings for the groups. Group 1 (above
level) will have a more complex text to challenge them and group
2 (on level) will have an on-level text for them. Groups 1 and 2
will fill out a main idea graphic organizer as a group. We will read
the passage together, discuss the main idea and supporting
details, and write the main idea and one supporting detail down
in the graphic organizer together. Students will write down the
rest of the supporting details and turn it into the teacher.
c. Group 3 (below level) will get a simplified worksheet for main
idea. The worksheet has students write “M” next to the sentence
that is the main idea and write “D” next to the other three
sentences that are supporting details. We will do this as a group
for the first question, and students will do it independently for
question 2. We will discuss question 2. Then, the students will do
question 3 on their own, which asks them to: “Read the detail
sentences below. Can you think of a topic sentence that states the
main idea?” Students will hand their papers to the teacher.
Accommodations There are differentiated readings for the groups:
 Group 1 (above level) will have a more complex text to challenge them and group 2 (on level) will
have an on-level text for them. Groups 1 and 2 will fill out a main idea graphic organizer as a
group. We will read the passage together, discuss the main idea and supporting details, and write
USF Elementary Education Lesson Plan Template (S 2014) Name: _____Ellie Magnuson_________
Grade Level Being Taught: 3rd Subject/Content: Reading Group Size: 19 Date of Lesson: 11/7/17

the main idea and one supporting detail down in the graphic organizer together. Students will
write down the rest of the supporting details and turn it into the teacher.
 Group 3 (below level) will get a simplified worksheet for main idea. The worksheet has students
write “M” next to the sentence that is the main idea and write “D” next to the other three
sentences that are supporting details. We will do this as a group for the first question, and
students will do it independently for question 2. We will discuss question 2. Then, the students
will do question 3 on their own, which asks them to: “Read the detail sentences below. Can you
think of a topic sentence that states the main idea?” Students will hand their papers to the teacher.
Students who are below level in the standard based on SchoolCity data will be paired with an on or above
level partner during the “you do” partner portion of the lesson.
A.H. is a student with diabetes and is allowed to look at her phone to check her blood sugar levels and
must be released to the clinic if her tracker starts beeping.

Materials  Document camera

(What materials will you use? Why  Passage Worksheet
did you choose these materials?  Main idea graphic organizer
Include any resources you used.  Lower level main idea and supporting details worksheet
This can also include people!)  Anchor Chart
 Sticky Notes
 Clipboard
 Highlighters

Partner List based on SchoolCity data on the given standards (initials only):

Shows Previous Mastery Not Mastered

W.A. H.M.
A.D. C.S.
A.H. H.O.
J.F. N.C.
S.C. B.A.
Z.H. A.E., E.G.
L.H. M.C.