SIOP Model Template #2

SIOP Lesson Plan

Submitted by:
Alexa Hale
 SIOP Lesson Plan Template 2
Name: Alexa Hale Grade: 6th Grade Highlight one: ​Teach now ​- Future - Observation

Standards:
CCSS.ELA-LITERACY.RI.6.2 Determine a central idea of a text and how it is conveyed through particular details

CCSS.ELA-LITERACY.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings.

CCSS.ELA-LITERACY.RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of
a text and contributes to the development of the ideas.

CCSS.ELA-LITERACY.L.6.4.A Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function
in a sentence) as a clue to the meaning of a word or phrase.

Theme:​ Informational Text

1. To listen to a passage and be able to identify details in the text

2. To discuss topic, main idea, topic sentence, and supporting details with a partner
3. To write using graphic organizers
4. To read a passage to a partner with fluency

Lesson Topic:
Informational Text: Identifying Main Ideas and Supporting Details

Objectives:
Language:​ (My class uses I can statements so they know their objectives)

● I can identify part of a text by circling the topic in orange and underlining the main idea in blue, underlining the
topic sentence in purple, and underlining supporting detail(s) in green.
● I can predict the topic, main idea, topic sentence, and supporting details of a text orally.
● I can list (written and orally) details from the text to support the main idea.
● I can read a passage out loud accurately, with proper expression and speed.
● I can identify details from the text to determine the main idea of a piece of informational text.
● I can explain the meanings of words and phrases in a text by thinking about how they are used orally.
● I can think and talk about how specific parts of a sentence or paragraph fit into a text and add to the meaning and
ideas in the text.

Content:
● Students will be able to determine the main idea, topic, topic sentence, and supporting details of a piece of
informational text.
● Students will be able to figure out meanings of words and phrases in a piece of informational text by thinking about
how they are used.
● Students will be able to think and talk about how specific parts of a sentence or paragraph fit into a piece of
informational text and add to the meaning and ideas in the text.

Learning Strategies:
● Teacher Modeling: writing into graphic organizers; circling the topic; underlining the main idea in blue (if written),
underlining the topic sentence in purple (if present), and underlining supporting details in green; reading fluently
● Repetition: repeat directions; vocabulary terms meanings; repeating back the correct answers; re-using new
vocabulary terms; re-reading passages to help student’s understanding
● Scaffolding
○ Pause, Ask Questions, Pause, Review
○ Activating Prior Knowledge (​Wonder​)
 ● Partner Work: using partners as a resource for think-pair-share and filling out a graphic organizer
● Visuals: graphic organizers; Google Slides; videos (graphic novels); sentence stems poster; vocabulary wall; colored
labels (topic- orange, main idea- blue, topic sentence- purple, and supporting details- green)

Key Vocabulary:
● topic
● main idea
● topic sentence
● supporting details
● predict/ prediction
● determine
● context clues
● synonym
Materials:
● Google Classroom
● Google Slides
○ Teacher’s Presentation: Main Ideas and Supporting Details
○ Student’s Assignment: Main Ideas and Supporting Details Definitions Graphic Organizer (page 1), How to
Determine the Main Idea Graphic Organizer (page 2), and Main Ideas and Supporting Details for Passage 2
(page 3)
● Youtube Videos:
○ Introduction to Reading Skills: Identify main idea and supporting details
○ Introduction to Reading Skills: Finding Multiple Main Ideas in the Same Passage
● Projector
● Speakers
● Expo Markers (blue, orange, purple, green, black)
● Markers, crayons, or colored pencils for each group (blue, orange, purple, green, black)- enough for each pair of
students (13 pairs total)
● 26 physical copies of the 2nd passage from ​Introduction to Reading Skills: Finding Multiple Main Ideas in the Same
Passage​ (one for each student)
● Sentence Stems Poster (for exit tickets)
● Exit tickets printed out
Motivation:
● Introduction to Reading Skills: Identify main idea and supporting details​ (My kid’s love comics and videos!)
● ​Introduction to Reading Skills: Finding Multiple Main Ideas in the Same Passage
● Students can write on the board if they volunteer for an answer
● Use think-pair-share to allow students to discuss the topic, main idea, and supporting details from their favorite
books, movies, etc.

Presentation:
1. Ask students to open up their Google Classroom assignment: Lesson 1: Main Ideas and Supporting Details. Model
how to get to the assignment by projecting my screen. Explain slowly each step while modeling where to click and
give wait time for students to follow along. Example:
○ Instruct students to log-in to your Google account (model this by logging-in to my personal account too).
Walk around to see if students are able to log-in to their personal accounts. If I notice students who are
having trouble logging in, pass out their index cards with their email and password and help them. Do not
move on until I see that everyone is logged in to their accounts.
○ Explain out loud to class and model slowly where students will click on their screen on how to get to
Google Classroom: Language Arts (upper right hand corner of their Google screens). After the first time, go
back and do it again so they can see where they need to go to find Google Classroom: Language Arts. Walk
around the room to see if everyone was able to get into the online platform. Help those who were not
able to find it one-on-one or have a partner near them (who was able to find it) assist that student. Do not
move on until I see that everyone is the class has entered Google Classroom: Language Arts.
○ Instruct students (while modeling) where to find their Lesson 1: Main Idea and Supporting Detail Graphic
Organizer assignment. They will need to click “Open” next to the assignment to enter the Google Slides
Presentation. Show them at least 2 where to find this assignment (on their “Stream”). Walk around the
room to check that everyone has opened the correct assignment.
2. Once all students have their Lesson 1: Main Idea and Supporting Details assignments open, using my computer and
the projector, open up my lesson on my ​Lesson 1: Google Slides presentation​. Put it in “presentation” mode so it
shows the same graphic organizer they see on their screens. Introduce what the lesson will be about: topic, topic
sentence, main idea and supporting details. While introduce these vocabulary terms, point to each word as I say
them out loud. Ask them to repeat each word after I say it.
3. Next to the projector board, there is a white board. Write “Vocabulary” as a title. Below this, write “​Topic​” on the
whiteboard using a orange Expo marker, “​Topic Sentence​” underneath using a purple Expo Marker, “​Main Idea​”
underneath using a blue Expo marker and, finally, “​Supporting Details​” on the bottom using a green Expo marker.
These colors are the same as the colored circles on their graphic organizers (​topic​,​ topic sentence​, ​main idea​, and
supporting details​).
4. Ask the class, “Does anyone have a ​prediction​, which means a guess, about what topic means?” Point to the word
topic on the projector screen at the same time. Ask them to ​predict​ their answer using a complete sentence, “I
predict​ that the topic means…” Model this sentence stem out loud so they can repeat the sentence stem. Choose
for 3-4 volunteers. In between each volunteer, repeat the question, “Does anyone else ​predict​, or have a guess,
about what topic means?”
5. Add the word “​prediction​” to the key term board using a black Expo marker. They will add these terms during their
advisory class to their own personal dictionaries.
6. After students have given their predictions, click once on the laptop so the definition for topic shows on the
projector. In the topic box, ask students to type, in the color orange, the definition shown on the board on their
own graphic organizer. Once they have finished typing, explain what topic means (​the general subject that the
passage is about, usually one or two words​).​ ​Use recent books, stories, or movies they know to help them
understand topic. Example: “We read the book and saw the movie, Wonder, as a class. Who or what was the topic
of that movie?” Answer: Auggie Pullman.
7. Ask them to pair up and talk to a partner about one topic they know of based off of their favorite movie, book, or tv
series. Walk around the class to hear their answers and conversations.
8. Get redirect attention back to the presentation.
9. Ask the class, “Does anyone have a ​prediction​, which means a guess, about what main idea means?” Point to the
words main idea on the projector screen at the same time. Ask them to ​predict​ their answer using a complete
sentence, “I ​predict​ that the main idea means…” Choose for 3-4 volunteers. In between each volunteer, repeat the
question, “Does anyone else ​predict​, or have a guess, about what main idea means?”
10. After predictions, click once on the laptop so the definition for main idea shows on the projector. In the topic box,
ask students to type, in the blue orange, this definition on their graphic organizer. Once they have finished typing,
explain what topic means (​one sentence that tells what a passage is mostly about​).​ ​Use the same recent books,
stories, or movies they know to help them understand topic. Example: “We read and saw the movie, Wonder, as a
class. What was the main idea behind that movie?” Ask for volunteers to answer the question. Once you hear the
answer, repeat the answer to the class clearly and slowly, “Wonder’s main idea is about treating others with
kindness.”
11. Ask students to pair up with their same partners to talk about the main idea behind the same favorite movie, book,
or tv series they discussed earlier. Walk around the class to hear their discussions.
12. Get redirect attention back to the presentation.
13. Ask the class, “Does anyone have a ​prediction​, which means a guess, about what a topic sentence means?” Point to
the words topic sentence on the projector screen at the same time. Ask them to ​predict​ their answer using a
complete sentence, “I ​predict​ that the topic sentence means…” Choose for 3-4 volunteers. In between each
volunteer, repeat the question, “Does anyone else ​predict​, or have a guess, about what topic sentence means?”
14. After predictions, click once on the laptop so the definition for topic sentence shows on the projector. In the topic
sentence box, ask students to type, in purple, this definition on their graphic organizer. Once they have finished
typing, explain what topic means (​A sentence in a passage that states the main idea of that passage. *Some
passages or paragraphs may not contain a topic sentence.*​) Explain a topic sentence can only be found in writing
(not movies or tv shows), if it is present at all. Explain that we will be seeing an example of a topic sentence so they
see how to find it. Explain that in order to find it, they need to first read the article/ reading, figure out the main
idea, and then read the article again in order to see if the main idea is written in the article. If they see the main
idea written in the article, then there is a topic sentence.
15. Ask the class, ““Does anyone have a ​prediction​, a guess, about what supporting detail means?” Ask them to ​predict
their answer using a complete sentence, “I ​predict ​that supporting detail means…” Choose 3-4 volunteers. In
between each volunteer, repeat the question, “Does anyone else have a ​prediction​ about what supporting details
means?”
16. After predictions, click once on the laptop so the definition for supporting details shows on the projector. In the
topic box, ask students to type, in green, this definition on their graphic organizer. Once they have finished typing,
 explain what supporting detail means (​more narrow ideas, evidence, examples, and details that support the main
idea in a passage​)​. ​Use the same recent books, stories, or movies students know to help them understand topic.
Example: “We read and saw the movie, Wonder, as a class. Like we said earlier, the main idea of Wonder is about
treating others with kindness. An example of a time where a character showed kindness is when Summer decided
to sit with Auggie when he was sitting alone in the cafeteria. That is a supporting detail.”
17. Ask students to get with a partner to share what they think is another supporting detail from Wonder. Once again,
the main idea is about treating others with kindness. Walk around the room to listen to conversations. After a
couple minutes, ask for volunteers to share to the class times in the book that could be supporting details.
18. After, ask students to go to the next slide in their Lesson 1: Main Ideas and Supporting Details Powerpoint. This
slide is called, “How to ​determine​ the main idea.”
19. On my Google Slides presentation, also go to the next slide. It is the same slide as they see on their assignment.
Explain the word “​determine​” means the same thing as learn, decide, or find out.
20. Write the word ​determine​ on the vocabulary board in a black Expo marker with the definition.
21. Explain, “There are 4 steps to ​determine​ (or find out) the main idea.”
22. Click once on the Google Slides presentation. Ask students to type (in blue) in their own graphic organizer the first
step. Give wait time for them to type. Once they are finished, explain, “The first way to ​determine​ the main idea is
to name the person, place, or idea the article focuses on. This is also known as the topic.”
23. Click once again on the Google Slides presentation. Ask students to type (in blue) in their own graphic organizer the
second step. Give wait time for them to type. Once they are finished, explain, “The second way to ​determine​ the
main idea is to think about what words or ideas are really ​stressed​, meaning ​most important​.”
24. Click once again on the Google Slides presentation. Ask students to type (in blue) in their own graphic organizer the
third step. Give wait time for them to type. Once they are finished, explain, “The third way to ​determine​ the main
idea is to think about what they learned about the topic.”
25. Click once again on the Google Slides presentation. Ask students to type (in blue) in their own graphic organizer the
final step. Give wait time for them to type. Once they are finished, explain, “The last way to ​determine​ the main
idea is to think about how they would explain the reading to their friend in one sentence.”
26. Explain we will watch these four steps with a video about ​Introduction to Reading Skills: Identify main idea and
supporting details​.
27. Press “play” on the video.
28. Pause the video at 1:14 (1 min. 14 sec.).
29. Ask the students to ​predict​ to their partner ​what ​they think the topic is from reading from the video and ​why​. Walk
around to hear students’ conversations.
30. After 1 minute (max) ask for a couple volunteers to answer, “What do you think is the topic from this video and
why?” After hearing answers from a student, ask students for a thumbs up or thumbs down (while modeling
thumbs up and thumbs down) if they agree with each answer. The answer is Deke Malloy because he is the person
the whole video is talking about. Once you hear the correct answer and get thumbs up or thumbs down from
students, repeat the correct answer while holding a thumbs up to the class: “Yes, the main topic is Deke Malloy
because he is the person the whole article in video is talking about.”
31. Press play the video again from where it left off.
32. Pause the video again at 1:45 (1 min. 45 sec.) Explain that the detective just found the ​main idea​ by combining the
topic​ (Deke Malloy) with the most important point from the story (found something strange while searching in the
sky one night). So full main idea is: ​Deke Malloy found something strange while searching in the sky one night.​ This
would also be the topic sentence because the main idea is able to be directly in the article from the video. If the
main idea isn’t able to be found in the words from the article, then there is no topic sentence.
33. Play the rest of the video.
34. Ask students if they have any questions so far. Answer any questions they may have.
35. Play the video one last time without stopping it.
36. Let class know that sometimes, there can be multiple main ideas in a passage. Explain that once again, the
detective is going to show us this time not only how to find multiple main ideas, but supporting details as well. Let
them know ahead of time that I will be stopping the video again to get ​predictions​ about the main ideas and
supporting details.
37. Play the video: ​Introduction to Reading Skills: Finding Multiple Main Ideas in the Same Passage
38. Press pause at 47 seconds.
39. Ask learners to predict what the think the following words mean based off of ​context clues​, or ​hints that an author
gives to help define a difficult or unusual word.
○ benefitted
○ literacy rates
40. Add ​context clue​ to the key term board in black Expo marker with the definition.
41. Reread the passage out loud.
42. Ask for a thumbs up or thumbs down if they think they know meaning of the word “benefited” based off of how it
is used in the passage. Ask for a volunteer to share out a ​synonym ​(a word that has the same or similar meaning).
Add synonym to the key term board in black Expo marker with the definition.
43. Possible correct answers for synonyms for benefit include: good, or to help.
44. Ask students if they know what clues from the text they used to ​determine, ​or (to find out), the meaning? Possible
answers can vary, but should focus on the rest of the paragraph talking about positive ways libraries help society
(access to learning,​ ​ raise literacy, or provide access to computers and the internet).
45. Ask for a thumbs up or thumbs down if they think they know meaning of the words “literacy rates” based off of
how it is used in the passage. Ask for a volunteer to share what they think each word in literacy rates means.
Possible correct answers for literacy means the ability to read and write and rates means measuring time or speed.
46. Ask students if they know what clues from the text they used to ​determine, ​or (to find out), the meaning? Possible
answers can vary, but should focus on the rest of the paragraph talking about how libraries have books that require
reading and writing.
47. Explain that as a whole class, we will now make predictions about the topic, main idea, supporting details, and topic
sentence of this passage.
48. Reread the passage one more time and ask students to think about what they think is the topic, main idea, topic
sentence, and supporting details.
49. Before taking volunteers, ask students for a thumbs up or thumbs down on whether or not they can identify the
topic ​and why. Scan the room to see who has thumbs up and who has thumbs down.
50. Ask for a volunteer who has their thumbs up that wants to share the topic (Answer: the ​Public Library​).
51. While still projecting the scene from 1 min. 21 secs., on the projection screen/ whiteboard, ask the student who
volunteered the answer to circle the words “public library” in an orange expo marker.
52. After, project slide 5 of Google Slides Teacher presentation. This slide is the same graphic organizer from slide one
of the presentation (earlier it was used for definitions, but now it will be used to hold answers). Model where to
type under the topic box (in orange) by clicking once. The following topic will pop-up: ​public library​.
53. Switch back to slide 4 (the video). Be sure to project the reading from 1 min. 21 secs and keep the video paused on
that time.
54. Before taking volunteers, ask students for a thumbs up or thumbs down on whether or not they can identify the
main idea​ and why. Scan the room to see who has thumbs up and who has thumbs down.
55. Ask for a volunteer who has their thumbs up that wants to share the main idea (Answer: P​ublic libraries benefits
society​). Explain again out loud that the main idea includes the ​topic​ (​public library​) and the most important part
(benefit society).
56. While still projecting the scene from 1 min. 21 secs., on the projection screen/ whiteboard, ask the student who
volunteered to underline the main idea (if written on the board) in blue. Answer: the student should underline the
words, “​The public library​,” and “​benefited society​,” in blue Expo marker.
57. After, project slide 5 of Google Slides Teacher presentation. This slide is the same graphic organizer from slide one
of the presentation. Model where to type (in blue) the main idea by clicking until the following main idea pops up:
Public libraries benefit society.
58. Switch back to slide 4 (the video) be sure to project the reading from 1 min. 21 secs and keep the video paused.
59. Before taking volunteers, ask students for a thumbs up or thumbs down if they think this paragraph has a topic
sentence and why. Thumbs up for yes, and thumbs down for no. Scan the room to see who has thumbs up and who
has thumbs down.
60. Ask for a volunteer who has their thumbs up that wants to share the ​topic sentence​ (Answer: ​The public library has
greatly benefited society​). Explain again out loud that the topic sentence is only in a passage IF the main idea is
stated in a sentence in the passage. In this case, our main idea is stated in the passage.
61. While still projecting the scene from 1 min. 21 secs., on the projection screen/ whiteboard, ask the student who
volunteered to underline the topic sentence in purple Expo marker. Answer: the student should underline the
words, “​The public library has greatly benefited society​.” They should put the purple line under the blue lines from
before because some words from this sentence have already been identified as the main idea.
62. After, project slide 5 of Google Slides Teacher presentation. This slide is the same graphic organizer from slide one
of the presentation. Model where to type (in purple) the topic sentence by clicking until the following topic
sentence pops up:​ ​The public library has greatly benefited society.
63. Switch back to slide 4 (the video) be sure to project the reading from 1 min. 21 secs and keep the video paused.
64. Before taking volunteers, ask students for a thumbs up or thumbs down on whether or not they can identify ​one
supporting detail​. Hold up the number one with finger as I say it out loud. Scan the room to see who has thumbs up
and who has thumbs down.
65. Ask students for a thumbs up or thumbs down on whether or not they can identify ​two supporting details​. Hold up
the number two with fingers as I say it out loud. Scan the room to see who has thumbs up and who has thumbs
down.
66. Ask students for a thumbs up or thumbs down on whether or not they can identify ​three supporting details​. Hold
up the number three with fingers as I say it out loud. Scan the room to see who has thumbs up and who has
thumbs down.
67. Ask for a volunteer who had their thumb up that wants to share one ​supporting detail ​(Possible answers: ​access to
learning, raise literacy, ​or ​provide access to computers and the internet​). Explain again out loud that the supporting
details need to relate directly back to the main idea and stay on the same topic.
68. While still projecting the scene from 1 min. 21 secs., on the projection screen/ whiteboard, ask the student who
volunteered to underline the supporting detail they know in green. Possible answers: ​access to learning​, ​raise
literacy​, ​or​ ​provide access to computers and the internet​.
69. Ask for another volunteer who had their thumb up that wants to share another supporting detail (Possible answers:
access to learning, raise literacy, or provide access to computers and the internet). Explain again out loud that the
supporting details need to relate directly back to the main idea and stay on the same topic.
70. While still projecting the scene from 1 min. 21 secs., on the projection screen/ whiteboard, ask the student who
volunteered to underline the second supporting detail they know in green. Possible answers: ​access to learning,
raise literacy, ​or ​provide access to computers and the internet​.
71. Ask for another volunteer who had their thumb up that wants to share the last supporting detail (Possible answers:
access to learning, raise literacy, ​or ​provide access to computers and the internet​). Explain again out loud that the
supporting details need to relate directly back to the main idea and stay on the same topic.
72. While still projecting the scene from 1 min. 21 secs., on the projection screen/ whiteboard, ask the student who
volunteered to underline the last supporting detail they know in green. Possible answers: ​access to learning, raise
literacy, ​or ​provide access to computers and the internet​.
73. After, project slide 5 of Google Slides Teacher presentation. This slide is the same graphic organizer from slide one
of the presentation. Model where to type (in green) the supporting details by clicking until the following supporting
details pop-up​:
○ access to learning,
○ raise literacy
○ provide access to computers and the internet
74. Go back to slide 4 of the presentation. Start the video all over again so they get to see it from the beginning.
75. Pause the video at 1 min. and 40 sec.
76. Go back to 1 min. and 2 sec. of the video and press pause.
77. Project directions (slide 5 of teacher presentation) for activity before giving instructions.
78. Ask students to get in pairs.
79. Instruct students that they will work in pairs to figure out the topic, main idea, topic sentence, and supporting
details of the second passage from the video.
80. Hand out a physical copies of the second passage from the video to each person the pairs. Ask each pair to get a
blue, orange, green, and purple marker so they can write on their passages.
81. On their physical copies, let them know they will do the same thing we did as a class for the first passage, but now
they will circle (in orange) the topic, underline (in blue) the main idea (if present in passage), underline (in green)
the topic sentence (if present), and underline (in purple) the supporting details on their own copy. Write these
visuals on the board so there is a visual that represents what I am asking them to do. Example:

○
82. Instruct learners that each partner will need to read to one another. They will need to practice reading accurately,
with proper speed and expression. Remind them that repetition is key, so it’s okay that even though one of them
has already read the passage aloud, it’s important to read it again later so they are sure they understand the main
idea of the passage. If they come across a word they don’t know and can’t use context clues to figure it out, circle it
using a black pencil, marker, crayon, etc. Ask them to type their answers on page 3 of their Google Slides
 assignment. This page is the same Graphic Organizer from page one (where they typed definitions). Working with
their partner, they will be going through the same process we just did together for the first passage. Each student
in their pairs needs to type the answers in their own Google Slides assignment. They will also need to circle and
underline the topic, main idea, supporting details, and topic sentence on their own copy of the passage. Let
students know that if they disagree with each other’s answers, they may circle and write what they think the
correct answer is. Not all answers in pairs have to be the same. Tell them they need to finish this first prior to
getting their exit ticket before break. They need to use sentence stems from the poster hanging in the classroom to
answer each question in sentence format.
83. Walk them through the exit ticket. The ticket asks them the following:

○ What did you learn from this lesson?

○ What did I already know about this lesson?
○ What I might need some more help with:
○ How do you feel after today’s lesson? (Circle one)

Sentence stems on the poster hanging in the classroom are:

○ What I learned from this lesson was...
○ What I already knew about this lesson was…
○ What I might need some more help with is…

84. Let them know they will have 20 minutes to get the assignment done and 5 minutes for the exit ticket. They will
have a total of 25 minutes to finish this assignment. I will put a timer on for the 20 minutes and give them the 15
minute warning. They will press “turn in” on their Google Classroom assignment when they are finished. They will
also turn in their physical passage and their exit tickets on the way out to break.
85. Let them know tomorrow, we will finish the rest of the video to see if our answers were correct. They will fix any
mistakes they made so they can give themselves feedback. We will then take this lesson and learn how to use this
information to write a summary.
86. Keep the directions on the board while they work on the assignment.

Practice/Application:
1. The students will be divided into pairs.
2. Each student will be given a physical copy of the second passage from the video as well as 4 markers to share
(orange, blue, purple, and green). They need to put their own name on this paper.
3. Each partner will read through the second passage and figure out the topic, main idea, topic sentence, and
supporting details. They will each need to read to their partner practicing accuracy, proper expression and proper
speed.
4. They will circle on their own passage papers the topic in orange, underline the main idea in blue, the topic
sentence, and the supporting details.
5. As they find the topic, main idea, topic sentence, and supporting details, they will enter that information into their
own graphic organizers. If there are 2 people in a group, each person in the group needs to type in their answers.
They will work together to come to the answers and why, but they will need to type these in themselves.
6. If they come across a word they don’t know and can’t use context clues to figure it out, they will circle it using a
black pencil, marker, crayon, etc
7. Once they have completed their assignment, they will press “turn in” to Google Classroom. It will immediately send
their work to me.
8. Students will get exit tickets from the “Proactive Board” that holds all paperwork.
a. Students will need to answer the following questions in complete sentences (using the sentence stems
from the poster in the front of the classroom), and circle the last question about how they felt about
today’s lesson:
1. What did you learn from this lesson?
2. What did I already know about this lesson?
3. What I might need some more help with:
4. How do you feel after today’s lesson? (Circle one)
 9. Once they have finished their exit slip, they will turn in that and their 2nd passage to me on the way out to break.
Review/Assessment:
● Teacher will ask for thumbs up/ thumbs down on understanding throughout the lesson
● Teacher will walk around and listen to conversations between partners (during think-pair-share and partner work).
● Teacher will ask volunteers to identify main idea, topic, topic sentence, and supporting details on the board.
● Teacher will ask volunteers to identify the meaning of words in text using context clues.
● Students have individual assignments to turn in, so if they don’t agree with their partner’s decision, they can write
what they think are the correct answer. Correct answers for Passage 2 are:
○ topic: the public library
○ main idea: raise in overdue fines is wrong
○ topic sentence: However, the recent raise in overdue fines from five cents to ten cents a day is wrong.
○ Supporting details
■ people cannot afford the new fines
■ no evidence, fines reduces, overdue books
● Teacher will give exit slip so students can reflect on their learning/ lesson.
● Teacher will look through passages to see if students circled any words they didn’t know. These words will go into
their personal dictionaries at the end of the day (during advisory).