Unit Plan Main Idea

Lesson Plan #1
1. Standards
1. Common Core State Standards
1. CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details in a text.
2. CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate
understanding of their central message or lesson.
3. CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a
story, using key details.
2. Objectives
1. Cognitive Objective
1. Given an introduction of phonics, vocabulary, and background, and initial instruction
students will be able to demonstrate ability to comprehend main idea of the first story
in this basal reader’s unit.
2. Affective Objective
1. Learner will be able to demonstrate the ability to begin to understand what main idea
is in a fictional text.
3. Language Objective
1. Learner will be able to demonstrate a knowledge of and ability to utilize the
vocabulary words for this unit.
4. Psychomotor Objective
1. Learner will be able to appropriately interact with peers in the classroom, will be able
to listen intently, and will be able to participate in activities throughout the lesson.
3. Central Focus
1. The central focus of this lesson is comprehension of a fictional text. The essential literacy
strategy is identifying main idea in a fictional text based on a model provided by the
teacher. The related skills in this lesson are digraphs of “sh”, “th", and the "al" blending
sound.
4. En Route Objectives/ Task Analysis
1. Student will be able to listen intently during the phonics lesson.
2. Students will pay attention during the whole groups lecture on “al” blending sounds.
3. Students will be able to comprehend the “al” sounds.
4. Students will be able to pay attention to and comprehend the vocabulary and high
frequency words for the week.
5. Students will listen intently to the background of the story.
6. Students will listen and interact appropriately during the picture walk portion of the
lesson.
7. Students will answer questions when they are asked.
8. Students will work independently and stay on track during the in-class independent
reading.
5. Language Demands
1. Language function
1. Students will be able to begin to interpret the main idea for the text.
2. Vocabulary
1. ship
2. fish
3. then
4. shut
5. with
6. rush
7. shell
8. shop
9. trash
10. thin
11. want
12. good
13. main idea
14. graphic organizer
3. Discourse
1. Students will be able to begin to understand the concept of main idea, and how it
relates to the comprehensive understanding of a fictional text.
6. Instructional Aids/ Resources
1. Sheet paper for “al” sound chart
2. word wall
3. Scott Foresman Reading Street basal reader
4. Student copies of Scott Foresman Reading Street basal reader
5. Overhead projectors
6. Flip chart markers
7. Student Adaptations
1. Leveled groups for guided reading
2. Modified and leveled worksheets
3. Manipulative for students who have trouble focusing on reading
Interactive Phase
Set Focusing Events

Ask students “what do families do together?” Turn and talk with your partners. After
one minute have students discuss in a full group setting answers.
F. Check
Listen to student conversations, and clear up any misconceptions that arise. Record these
on teacher made anchor chart.
Implementation
ALS #1:
We are also going to learn a new sound today. This sound is the "al" blending sound. This
sound is the “a” sound that is in ball or call. Can anyone else come up with words that have "al"
blending sound?
I am now going to have all of the girls get whiteboards, then a marker, then a tissue and
come and sit back on the rug. The boys are going to get a tissue first, then a whiteboard, then
their markets then come back to the rug. We will begin when we are all sitting on on the rug.
Now that we are back on the rug, I am going to have everyone write the word ball on
their white boards. bow we are going erase the b and replace it with an m. Now add an s to the
beginning of the work mall. What is the new word? Now replace the m with a t. What is the new
word? Now take away the s. What is the new word? Now add an s to the beginning. What is the
new word?
F. Check
Check for student accuracy when students try to sound out words. Analyze how students
performed on this task. Clear up any misconceptions that may arise.
Use checklist to record data. Record which students need help, and are not grasping the
initial instruction.
Transition to ALS #2
Now that we know all sorts of new vocabulary words, we are going to switch gears a
little bit. We are going to take a look at our book for the week.
ALS#2
So this is our book for the week (hold up book). Can someone raise their hand to
volunteer to read the title of this book.
That was very good ________. Now we are going to do a picture walk of this book.
When we are going through this book I want you to take a look a the pictures, and we are going
to discuss what we think is happening based on only the pictures.
F. Check
Listen to what students predict the book will be about. Help guide students to make
predictions that are realistic given the pictures. Make note of the student responses that are not
logical, or are too far off. May sure to check with these students again at later points to check for
understanding.
Have students complete the ticket out the door activity. Make note and record the answers
in teacher made checklist.
Transition to ALS #3: At this time we are going to transition back to our seats for some
independent morning work time. You are going to read the story two times by yourself. When
you are finished you may begin working on your other morning work. For today we will be
working on page ____in our workbooks. These pages are going to help reinforce the sounds that
we learned earlier. You are also going to have one spelling page ____ to complete. During this
time I am going to call you over to work with small groups on reading.
MODEL THE WORKSHEETS FOR THE STUDENTS
ALS#3: So now what we are going to do in our small groups is that we are going to begin with
our fresh reads worksheet. Can I have ______ read the directions for us.
Thank you _______! That was very good reading. I liked how you used your finger to
help you pay attention to the reading and to keep you on track. We are now going to read over
this book today in our group. Can I have ______ read the title for me and the author.
______ please read the first vocabulary word for us. (continue to read vocabulary words
around the table until all have been read.
_______ please read the first page of this story for us. (continue to read the book around
the table until the book is finished.)
That was very good everyone! (Ask leveled comprehension questions that apply to the
leveled stories for each group.)
F. Check: Listen to how students do with reading. Listen to students answers about main idea
and check off on checklist who grasped the idea or who didn’t. Help clear up any
misconceptions.
Extending Activity: N/A
Summative Evaluation: I will evaluate how students do overall during the lesson in whole
groups through the use of a teacher made checklist. I will use this data to help guide my lessons
for the upcoming days. The criteria for the checklist will take into consideration the ticket out the
door activity, teacher observation, and the formative assessment that the students complete in
small groups. I will also be reflecting on and grading the workbook pages and the spelling sheets
for the day to help with the data and checklists.
Reflective Evaluation : I will reflect upon the following questions after teaching my lesson: Did
my students work together appropriately? Did they comprehend the material? What
misconceptions arose?
Works Cited
Afflerbach, P. (2007). Reading street. Glenview, IL: Pearson Scott Foresman.
English Language Arts Standards » Reading: Literature » Grade 1. (n.d.). Retrieved October 30,
2016, from http://www.corestandards.org/ELA-Literacy/RL/1/
Lesson Plan #2
1. Standards
2. Objectives
1. Given an introduction of phonics, vocabulary, and background, students will be able
to demonstrate ability to comprehend main idea through observation of how the
teacher demonstrates use of a graphic organizer to determine main idea of a fictional
text.
3. Central Focus
sound.
1. Students will be able to listen intently during the phonics review lesson.
2. Students will be able to comprehend the new phonics lesson.
3. Students will be able to pay attention to and comprehend the idea of main idea in
fictional text.
4. Students will be able to pay attention to the read-aloud.
5. Students will be able to understand and comprehend the high frequency words and the
5. Language Demands
2. Vocabulary
1. ship
2. fish
3. then
4. shut
5. with
6. rush
7. shell
8. shop
9. trash
10. thin
11. want
12. good
13. main idea
3. Discourse
1. Sheet paper for “sh” and “th" sound chart
2. Word wall
5. Overhead projectors
6. Flip chart markers
7. Graphic organizers
Interactive Phase
Set Focusing Events:

Ask students “what does your family like to do together? What are some traditions that
your family does together?” Turn and talk with your partners. After two minutes have students
discuss in a full group setting answers.
F. Check
Listen to student conversations and clear up any misconceptions. Record student
responses on teacher made anchor chart.
Implementation
ALS #1
Today to start off our ELA lesson we are going to go over the th and sh sound. So here on
the paper we have these two sounds. Can everyone try to sound out what sounds you think these
would make?
This sound (sh) makes the sound that you make when you want someone to be quiet.
This sound (th) makes the sound that you make when you put your tongue in-between
your teeth and blow out.
These words are two very common digraphs that you guys will come across in everyday
language. So now we are going to go over the words that I am going to write down. I will write
down each word and we are going to try and sound out the word (ship, fish, then, shut, with,
rush, shell, shop, trash, thin).
F. Check
Check for student accuracy when students try to sound out words. Analyze how students
performed on this task. Clear up any misconceptions that may arise.
Use checklist to record data. Record which students need help and are not grasping the
initial instruction of these digraphs.
Now that we have learned some new sounds, we are going to transition into learning
about what a main idea is of a story. So at this time I am going to have all of the girls go over and
put their white boards away first and then go to their desks. Boys can put their markers away
first, then whiteboards, then go to their desks.
ALS #2
So to begin today we are going to choral read A Big Fish For Max together. Can I have
the _______ group begin by reading the title of the book. (Pause throughout story for
comprehension questions. Choral read the book together).
The main idea is something that it sounds just like. If you had to tell someone what this
story is about but you don't want to give everything away, what would you say? Talk at your
groups about what you would say. (walk around and check for accuracy)
This is a graphic organizer that is going to help us with figuring out the main idea. What
you are going to do is you are going to decide on what you think the main idea is and then you
are going to add details from the story to back up your reasoning. So for what I think the main
idea may possibly be for this story is for Max trying to get a fish. These are the reasons that I
think this….
F. Check
Check for accuracy of the students when they respond to questions. Check for
understanding of story. Record which students answer comprehension questions correctly, and
record which ones struggle with comprehension. Make note of this for later to re-assess.
Ask questions that help to guide students to understand the main idea of the story.
So for morning work today we are going to have to complete two workbook pages, a
spelling page, and you are going to re-read A Big Fish for Max.
MODEL THE WORKSHEET PAGES FOR THE STUDENTS.
ALS#3: So in our small groups we are going to read this book that we read yesterday. So at this
time can I have ____ read the title page.____ please read the first vocabulary word for us.
(continue to read vocabulary words around the table until all have been read.
_______ please read the first page of this story for us. (continue to read the book around
the table until the book is finished.)
That was very good everyone! (Ask leveled comprehension questions that apply to the
leveled stories for each group.)
Now we are going to complete this worksheet that is going to help us understand the main idea
of this story. Can I have _______ read the directions.
groups and in the small groups. I will use this data to help guide my lessons for the upcoming
days. The criteria for the checklist will take into consideration the workbook pages, the spelling
pages, the performance levels on the activities for the lesson, and the main idea worksheet. The
checklist data will be evaluated on formal assessments and informal teacher assessment.
Works Cited
Lesson Plan #3
1. Standards
2. Objectives
to demonstrate ability to comprehend main idea of a small group reading with at least
75% accuracy on the graphic organizer.
3. Central Focus
sound.
1. Students will be able to complete a phonics worksheet
2. Students will be able to comprehend the idea of main idea
3. Students will be able to pay attention to the read-aloud story.
4. Students will work together to figure out main idea of the story.
5. Language Demands
2. Vocabulary
1. ship
2. fish
3. then
4. shut
5. with
6. rush
7. shell
8. shop
9. trash
10. thin
11. want
12. good
13. main idea
3. Discourse
1. Assigned workbook pages
5. shaving cream
6. paper towels
Interactive Phase

Ask my students the following question: “How do you help your family at home?” Turn
and talk with your partners. After two minutes have students discuss in a full group setting their
responses.
F. Check
Listen to student answers, and clear up any misconceptions. Record student responses on
a teacher made anchor chart.
Implementation
ALS #1
Today to begin ELA we are going to start by reviewing our spelling words, and the new
letter sounds that we have learned over the past few days. So today we are going to actually
review at our desks. I am going to need all of your to go back to your desks, and completely clear
them off. We are going to do a really fun activity, but you cannot have anything on your desks. I
am going to have ____,_____,_____,______ take the containers and put them back in the closet.
When I call up your names you are going to get your smock that we use for art and then you are
going to go over to your desk.
Now that we have everything off of our desks, we are going to do an activity that is going
to be very fun. We have some rules for this activity, and they are the following:
_______________.
So how this works is I am going to give you guys a spelling word, or a word that has the
sounds that we talked about this week in it. You are going to try and spell out the word in the
shaving cream on your desk. When I tell you that the word is correct, you can spread out the
shaving cream again.
F. Check
Check for student accuracy when students are writing out the words on their desks.
Analyze how students performed on this task. Clear up any misconceptions that arise. Use this
checklist to record data. Record which students need help with these blends.
Now that we have had fun and practiced our spelling words, we are going to get ready to
work on our morning work for the day. So when I call over your groups, you are going to go over
to the rug. and I will give you more instructions from over there.
ALS#2
Today for ELA we are going to read our book for the week again. So I am going to have
______ and _______ pass out the books.
Can I have the ______ group begin by reading the title page. (go around by having
groups choral read the pages until book is finished). Pause for comprehension and inference
questions.
MODEL THE WORKSHEETS FOR THE STUDENTS
So do we remember what aspects do we have to include when we talk about main ideas?
For your morning work this morning you are going to complete page 67 in your
workbook. Then you are going to complete this spelling page. You are going to choose one of the
following two pages do for math. You are then going to take out your book and you are going to
read A Big Fish For Max one more time for fluency. I will be calling you over for our small
group work.
F. Check
Check for students staying on task, and for accuracy on workbook assignments.
ALS #3
Welcome ________(small group members names)! We are going to read this story on
page __ of your books. This story is called Annie Helps Out. Can anyone tell me by just looking
at the story’s pictures, and by the title of the story, can you predict what this story is going to be
about?
So now that we have read this story we are going to try and come up with a main idea in
our small groups. You are going to work with the person sitting next to you and you are going to
try and come up with what you think the main idea is and you are going to give at 2 reasons as to
why you think this is the main idea of this story.
F. Check
Check for students answers. Check for accuracy and descriptions. Clear up any
misconceptions that arise. Check the formal assessments and record the data on teacher made
checklist.
Works Cited
Lesson #4
1. Standards
2. Objectives
to demonstrate ability to comprehend main idea of a leveled reader through
independently completing a main idea graphic organizer with accuracy.
3. Central Focus
sound.
1. Students will be able to complete a phonics activity worksheet.
2. Students will be able to comprehend the idea of main idea.
3. Students will be able to pay attention to the read-aloud story.
4. Students will work independently to figure out main idea of the story.
5. Language Demands
2. Vocabulary
1. ship
2. fish
3. then
4. shut
5. with
6. rush
7. shell
8. shop
9. trash
10. thin
11. want
12. good
13. main idea
3. Discourse
1. Assigned workbook pages
Interactive Phase

Ask my students the following question: “What are some ways that your family members
help you?” Turn and talk with your partners. After two minutes have students discuss in a full
group setting.
F.Check
Listen to student answers, and clear up any misconceptions. Record student responses on
anchor chart.
Implementation
ALS #1
Today we are going to begin ELA by playing a game to help us review our vocabulary.
We are going to pretend that we are spies, and we are going to try to crack a code to spell our
spelling words.
How this game works is on the board we are going to have a code-cracker! The letter if
you see the number one, that represents the letter A. If you see the number 2, that represents the
letter B. You are then going to try and crack the code on your whiteboard. So at this time I am
going to let the girls go and get a whiteboard, a marker, and then you get a tissue. The boys are
going to get a tissue first, then a marker, then a whiteboard. When we are all sitting back at our
desks with our hands folded, we will begin cracking the codes!
F. Check
Check for students staying on task, and for accuracy on spelling words and correct use of
the related skills. Analyze how students performed on this task. Clear up any misconceptions that
arise. Use this checklist to record data. Record which students need help with these blends. Bring
up and review the blends that overall the class struggles with. Re-teach the blend if necessary.
That was very good everyone! We are now going to transition into working on our
morning work for the day. You are going to complete page ____ your workbooks. You have a
spelling worksheet. Then you will have to read with a partner.
MODEL THESE FOR THE STUDENTS.
ALS #2
Welcome _________(small group members names)! We are going to read A big Fish for
Max again and you guys are going to try and complete the graphic organizer by yourself. Stop
and pause for comprehension questions along
So now we are going to go around and read this story page by page. After we finish the
story we are going to think about main ideas of the story and then you are going to go back to
your desks and individually you are going to fill in this graphic organizer.
F. Check
Check for students answers. Check for accuracy and descriptions. Clear up any
misconceptions that arise. Check the formal assessments and record the data on teacher made
checklist.
Closure: Graphic organizer
Works Cited

Unit Plan Main Idea

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Lesson Plan #1

Set Focusing Events

MODEL THE WORKSHEETS FOR THE STUDENTS

Extending Activity: N/A

Afflerbach, P. (2007). Reading street. Glenview, IL: Pearson Scott Foresman.

Set Focusing Events:

MODEL THE WORKSHEET PAGES FOR THE STUDENTS.

Afflerbach, P. (2007). Reading street. Glenview, IL: Pearson Scott Foresman.

Set Focusing Events:

Afflerbach, P. (2007). Reading street. Glenview, IL: Pearson Scott Foresman.

Set Focusing Events:

Closure: Graphic organizer

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