Lesson #, Lesson Title Lesson 2, Key Details and Main Idea Date and Day of the Week 2/7/17, Wednesday Grade Level and Class 3rd Grade, Class 303 Period and Length Period 4, 45 minutes Materials Needed Wonders textbook, Wonders notebook, Promethean Board, computer, worksheet, and Wonder’s website Standards and Objectives Standards: CCSS.ELA-LITERACY.RI.3.2- Determine the main idea of a text; recount the key details and explain how they support the main idea. CCSS.ELA-LITERACY.RI.3.10- 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. Learning Objectives: Students will pull key details from the text to determine the main idea. Students will answer the essential question by using key details from the text. Central Focus: How was the Oregon Trail emigration a unique time in history? Academic Language Demands: Students will have to identify the genre of the text; therefore, they need to know and understand an “expository text.” Students will also need to know what “summarize” means in order to complete this lesson. Students will learn the following vocabulary words in order to understand the text, “agreeable,” “horse and buggy,” “appreciate,” “boomed,” “descendants,” “emigration,” “pioneers,” “transportation,” and “vehicles.” The vocabulary words will appear in the text therefore students need to understand the meaning of each word. Instructional Strategies and Learning Tasks that Support Student Needs Time Action Rationale
5 Launch (Motivation) Students will connect
experiences outside of the The teacher will start the lesson with the question, “Do you know classroom to today’s lesson. someone who moved to your town that was not originally from Unlike academic knowledge there? Do you know why they moved away from where they experiential knowledge is lived? Why would someone move from one place to another?” acquired to meet the needs of Students can personally share if they know an individual who the learner to a real life task. moved into their town and why they moved. The teacher will Knowing someone who moved then ask “Do you know a unique historical event that involved from one place to another is a people emigrating from their home to a new place? Students will real life experience outside of can speak about unique historical events that involve emigration the classroom. This experience to a new place from the past two texts we read this week. To links with the today’s lesson on introduce today’s lesson, the teacher will explain to my students the text “The Long Road to that we will be reading today “The Long Road to Oregon.” Oregon.” This relates to Carl Rogers theory of Experiential Learning.
20 Instructional Procedure (Explore) Students learned in past
lessons how to summarize a The teacher will ask my students, “What genre is this text?” text as well as find text Once a student responds the teacher will ask “How do you know evidence. By identifying and that the genre of the text is expository?” The teacher will then understanding the pictures ask a student to read the title. Where is Oregon” Once a student included with the text students reads the title and answers where Oregon is located, the gain the knowledge to proceed teacher will ask “Can someone tell me what the pictures are reading the text. The teacher showing on the title page?” Students will identify that there is a will then enforce and support map of the United States of America with the path from Missouri the two skills by first modeling to Oregon. The teacher will then ask “How do you think people how to summarize paragraph traveled long distances without cars, trains, and airplanes?” one. The teacher will then find There is a horse and carriage on the left of the title page. The details in the story to come up teacher will explain to students how the horse and carriage with a main idea. Once having worked before cars were invented. Students will understand that the main idea of the paragraph the horse and carriage was a mean of transportation. The the teacher will then teacher will then ask, “Do you think it took a long time to travel summarize the paragraph to from Missouri to Oregon in 1843?” Once the teacher identifies the students. and explains the pictures used in the text we will begin to read “The Long Road to Oregon.” The teacher will model how to summarize the first paragraph of the text by using evidence from the text.
15 Structured Practice and Application As a class we will summarize
the second and third We will continue to read the text to the third paragraph. The paragraph. Once reading the teacher will then ask a student to summarize the second and rest of the text with the whole third paragraph in the text. A student will share aloud his or her class, guiding questions to link summary of the second and third paragraph. We will then read this lesson to tomorrow’s the rest of the text. The teacher will then ask the class “What lesson. The teacher will model sequencing words do we see in this text?” This will then to the class how to pull introduce the topic for the lesson on sequencing tomorrow. The evidence from the text to teacher will have one student read the essential question of the answer the essential question. text. The teacher will then model to the class how to use text Students will then get the evidence to to answer the essential question for the text, “How opportunity to share with the the Oregon Trail emigration was a unique time in history?” The class the evidence they used to teacher will write on the first line on the worksheet, “Life was answer the essential question hard, crops died, businesses closed and many people couldn’t on the worksheet that was find jobs.” The teacher will refer back to paragraph one to show handed out. This is informal the class how to find the text evidence for the statement. Then assessment because students as a class we will find two more text evidence to answer the are providing evidence from essential question. The teacher will then assign for students to the text that answers the work with a partner to look back in the text for evidence about essential question. This tells how the Oregon Trail emigration was unique in history. Students the teacher that they will give details from the story that show how the event was understand how to pull text unique (special or unusual.) The teacher will walk around the evidence from a text to answer room for informal assessment to see if students understood the the essential question. lesson. Students will work in pairs to provide more details in the story to answer the essential question. Students will use text evidence to support their answer to the essential question. The teacher will walk around the room to see how the pairs are working as an informal assessment to see if all students understood the lesson. For the gifted students, students will have to include 10 key details from the story that answer the essential question. For students on grade level, students will have to include 7 key details in the story to answer the essential question. For students with IEP’s, all the key details will be printed out as well as other details that are not important in the text and do not answer the essential questions. Students will have to paste 6 correct key details onto a piece of paper that answer the essential question, “How the Oregon Trail emigration was a unique time in history?”
5 Closure When students share the text
evidence and details, used to Pairs of students will read their text evidence aloud to the class. answer the essential question, The pair of students will compare and assess their worksheet students will self-assess their with the answers of other students in the class. Students will work. Students will then either write more text evidence from the text based on what other change their answer students found or replace text evidence based on what other accordingly or realize that pairs read aloud. The teacher will collect the worksheets as a since their detail matches the formal assessment for this lesson on finding text evidence to one said aloud they understood answer the essential question. the text and the essential question. Students will then see that they understood how to pull key details from the text to determine the main idea, as well as, answer the essential question correctly by using key details from the text. The teacher will then collect the worksheets and this will be the formal assessment for this lesson.