Main Idea A Wampanoags Day

Elements of the Lesson Evidence that Documents the
Elements
I. Standard CCSS.ELA-LITERACY.RI.1.2
Common Core State Standards Identify the main topic and retell
Or Essential Elements key details of a text.
II. Objectives/Targets and I can statements The students will be able to identify the
What am I going to teach? main topic and retell key details of a
What will the students be able to do at the text.
end of the lesson?
What formative assessments are used to I can identify the main idea and retell
inform instruction? key details.
What challenges might students
encounter? Formative assessments used will be:
observing the students retelling the
main idea and key details of the
passage they read with their partner,
the ability of the students to give the
information to fill out a tree map.
III. Lesson Management: Focus and ● Specific Praise

Organization ● Calling attention to positive
What positive strategies, techniques and behaviors
tools will you see? ● Explicit instruction/ conversation
What ideas for on task, active and focused on expectations
student behavior? ● Partner Work
IV. Introduction: Creating Excitement and The teacher will remind students that
Focus for the Lesson Target we read through the magazine: A
What will you do to generate interest? Wampanoag’s Day last week and will
How will you access prior knowledge? take a couple volunteer shares about
What will you practice/review? what students may remember learning
from the first read.
V. Input: Setting up the Lesson for Student Task Analysis
Success 1. The teacher and students will
engage in a conversation about
Task analysis: expectations.
· What information does the learner need? 2. The teacher and students will
If needed, how will it be provided? engage in the anticipatory set.
3. The teacher and students will
read the I can statement.
Webb’s Depth of Knowledge 4. The teacher will revisit the
· Recall/Reproduction concept of Main Idea and
· Skills/Concept supporting details.
· Strategic Thinking 5. The teacher will explain the
· Extended Thinking
procedure for partner work and
assign partner work and
Accommodations: Differentiating to
passages.
meet students’ needs
6. The teacher will listen to the
· Remediation/Intervention
· Extension/enrichment
partners and observe their
Methods, Materials and Integrated retellings.
Technology 7. The teacher will ask the teams
· Instructional techniques for the information to fill out the
· Engagement strategies tree map.
· Materials and Integrated Technology list 8. The teacher will pass out a
passage about Squanto. The
students will practice filling out a
tree map on their own from the
passage.
DOK Knowledge
Recall/ Reproduction: Identify the
Main Idea and supporting details.
Skills/ Concept: Collect and display
information on a tree map.
Strategic Thinking: Cite evidence from
the reading that supports the main idea.
Extended Thinking: Applies concept of
main idea and supporting details to a
cold read of a similar topic.
Remediation/ Intervention: Lower

reading ability groups will have the
passage read to them by the teacher.
Students will be encouraged to read
aloud any words they do know with the
teacher.
Enrichment/Extension: Highly
motivated students can complete a
thanksgiving word search.
Materials List
● Scholastic Reader A
Wampanoags Day
● Tree Maps
● Word Search
● Pencils
● Squanto Passage
VI. Modeling: I Do ● Use attention grabber to get
SHOW/TELL (Visual/Verbal Input) students settled to listen quietly.
● Discuss expectations and
HOW/WHAT (Questioning and Redirecting) introduce the anticipatory set
with teacher want picture.
● Model procedure of retelling
main idea and supporting details
VII. Checking for Understanding Explain how you know that is the main
Samples of questions to be asked idea
Ways in which students will respond and be Does anyone agree/disagree with that
engaged answer? Tell me why
Formative assessment strategies to be
implemented
Formative assessments used will be:
observing the students retelling of main
idea and supporting details with a
partner, treemap as a group, individual
treemaps with Squanto passage.
VII. Guided Practice: We Do ● Together with the teacher, lower

What do the teacher and student do groups will read the passages.
together? ● As a group, discuss and fill out
How will a gradual release of responsibility tree map after partner work.
be accomplished?
IX. Collaborative (You Do Together) and/or ● Together with a partner, each

Independent Practice (You Do) student will tell main idea and
What practices will be supporting details of a passage.
demonstrated/modeled?
X. Closure ● Independently, the students will
How will the ‘I can’ statement(s) be read a Squanto passage and
reviewed? identify main idea and
How will students be involved? supporting details on a tree
What connections to future learning will map.
occur?
XI. Assessment The completion of individual tree maps

What evidence supports that the and teacher observations of the partner
objective(s) were met? retellings will serve as evidence that the
What do my students know, understand learning object was met.
and are able to do?
What formative assessments will be used
to inform instruction?
Reflection
How do you know that the ANSWER ON A SEPARATE
objective(s)/target(s) was met? What is your DOCUMENT
evidence?
Based on the data gathered, what will you
do next?
How well did the students perform/respond?
How did students show they
were engaged?
What evidence do you have?
What aspect of the lesson was particularly
challenging for students? What
will you do to help the student(s) who
struggled?
What will you do to extend the learning for
those students who met
target?
Were there any surprises? What would you
do if you taught this lesson
again?
(Edited by Elementary Team, 2014)

Revised July 2016

Main Idea A Wampanoags Day

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Elements of the Lesson Evidence that Documents the

III. Lesson Management: Focus and ● Specific Praise

Remediation/ Intervention: Lower

VII. Guided Practice: We Do ● Together with the teacher, lower

IX. Collaborative (You Do Together) and/or ● Together with a partner, each

XI. Assessment The completion of individual tree maps

(Edited by Elementary Team, 2014)

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