Texas A&M UniversityCommerce

Teacher: Corrinne Hermann Mentor: Marie Lindsey Subject: Resource English

Daily Lesson Plan Form

Grade Level: 9-12

Campus/District: Date: 01/29-30/13 Greenville High School Overall Goal of Lesson: Students will learn to build a paragraph using main ideas and supporting details. This will be an introductory lesson on the concept. Instructional Objectives: Students will learn to find the main idea of a paragraph. Students will learn to differentiate between main idea and supporting details. Students will learn to write paragraphs using main ideas and supporting details. Key Vocabulary: Main idea-the main idea is Texas Essential Knowledge & Skills (TEKS) th & ELPS: 9 Grade TEKS:(8) Reading/Comprehension of what the paragraph or story is about. Informational Text/Culture and History. Students analyze, make Supporting detail- a supporting detail gives more inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text information about the main idea.
to support their understanding. Students are expected to explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author's purpose. (13) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:(B) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning (15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:(A) write an analytical essay of sufficient length that includes:(i) effective introductory and concluding paragraphs and a variety of sentence structures; (ii) rhetorical devices, and transitions between paragraphs; (iii) a controlling idea or thesis; (iv) an organizing structure appropriate to purpose, audience, and context; and (v) relevant information and valid inferences;(18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:(A) use conventions of capitalization; and (B) use correct punctuation marks including:

Higher Order Questions: Student Activities: The teacher will employ the use of scaffolding. At the beginning of the lesson, the teacher will
model how to find the main idea. As the lesson progresses, the teacher will move to guided practice through the use of a Socrative activity. At the end of the lesson, students will be able to complete a graphic organizer on their own. Students will read sentences and paragraphs throughout the lesson. Students will have to write down sentences from a handout as well as create their own. Students will employ the use of an iPad to do the Socrative activity found at m.socrative.com.

Modifications/ELL Strategies

Time Total Class time: 1 hr 30 mins

Anticipatory Activity for Lesson: Ask students if they can tell the teacher what a main idea is. Also tell students that they can use main ideas and supporting details to write paragraphs. Teacher Input/Lesson Activity: Teacher input-The teacher will introduce both main idea and supporting details to the class. The teacher will explain what they are and how they are different. Lesson Activity-Students will use the website Socrative.com to practice finding the main idea and supporting details. They will then use a strategic graphic organizer over main ideas and supporting details to read and discuss a paragraph. After the paragraph is completed, students will create their own paragraph. Modeling: The teacher will model how to find the main idea versus supporting details through the use of The Hamburger Game found on http://www.pspb.org/blueribbon/games/burger/burger.html. Guided Practice: The teacher will guide students through the first few questions on Socrative. The teacher will also guide students completely through the first Main Idea and Supporting Details graphic organizer. Independent Practice: Students will finish the Socrative activity on their own. Students will also complete a second Main Idea and Supporting Details graphic organizer on their own. Lesson Closure: For closure, the teacher will ask students if anybody would like to share what they wrote on their second graphic organizer.

Assessment Methods/Strategies: Students will have a sheet with the questions and answers for the Socrative activity on it. For assessment, students will highlight their answer on it. Students will also have to turn in their two graphic organizers that were completed during the lesson. Resources: The Hamburger Game, Socrative activity online, Handout for Socrative, paper with paragraph for first graphic organizer, blank copies of the graphic organizer (2 for each student) Reflection: The teacher will have to monitor that students are participating by submitting answers, highlighting their answer, and filling out the graphic organizers.