Wilson EDUC 353/318 Name: Alyssa O'Braskin Target Grade Level: 2nd Date: 10/6/13 Curriculum Topic: Literacy

UbD Lesson Plan Template Stage 1: Desired Outcome

Established Goals:

-Students will be able to identify the main idea and reason of a body of work through the use of practicing and discussion. The lesson will revolve around the Common Core State Standard RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Understandings: Students will understand that -The students will be able to know and identity the main

Essential Question(s):

reason of a text after reading the passage. After the lesson, the students will be familiar with the words: main idea, sentence, explain, describe, and evidence. - All types of writing have main ideas, and they are the reason for the work being written. -Showing evidence from the text proves the point you are trying to make.

-How are we able to tell what the main idea of a text is? -Why is it important that we as readers know the main idea of a text?

Students will know.

-After this lesson the students will know how to identify the main idea of a text -How to use evidence from the text and or passage to support the main idea. -Locate evidence from the text

Students will be able to.. -Read a book and then fully

understand the main idea of the book and have a better understanding of why the author had written the book. -Prove points by using

evidence from the text.

Stage 2: Assessment Evidence

Performance Tasks: Other Evidence:

-As a pre-assessment, the teacher should give the students the work sheet attached which is a short passage with a question asking students the main idea and evidence to support it. Using this sheet it will allow the teacher to know if the students are capable of taking on a more complex text and see how they react with having to show and use evidence to support the main idea. This pre-assessment can either be given to the class for homework, or as a quick sheet to do during down time.

Stage 3: Learning Plan

Learning Activities: -The teacher should start off the lesson by calling the class to the rug table by table or a way that not every student runs to the carpet. -The students will be instructed by teacher that the teacher will be reading the book, Alexander and the Terrible, Horrible, No Good, Very Bad Day. The teacher then should ask the students Have you ever had a bad day? How so? This allows the students to engage in a leaded conversation to give them a sense of what the book is

going to be about. -Before reading the book, the teacher should go over that every different form of writing has a main idea, which is the most important aspect in the story. The teacher should then instruct the kids that during the book, they should be listening for evidence from the book to show how we can find out the main idea of the story. -After explaining that to the children, the teacher should do a quick picture walk of the book and ask the students for predictions of the main idea just from the title, and the picture walk. The teacher should write the predictions on the board so that he/she can go back to the predications after the book has been read. -During the book, the students should be listening for evidence to help explain and identify the main events in the book. -Once the teacher has completed reading the book, he/she should ask the class what the main idea was, and then write some evidence reasons on the board along with the main idea. -The teacher should then dismiss the children back to their seats in an orderly fashion. Once the students are at their desks, the teacher should hand out the graphic organizer work sheet (attached) and have the students fill it out. -The teacher should draw the graphic organizer on the board and go over the work sheet with the students. Instruct them and tell them that the main idea of the book goes in the middle circle, and then put the evidence from the book in the bubbles connecting to the middle. -After the students have completed the work sheet, the teacher should then proceed to fill out the graphic organizer on the board and pick students for reasons to support the main idea. -Once the graphic organizer is done, the teacher should ask the students so what is the main idea of the story? and pick on students to answer the question to make sure they understood the point of the lesson/read aloud. Differentiation: -For more advanced children, after they make the graphic organizer with the evidence, instruct them on the back of the paper or if there is room on the bottom of the page to write sentences explaining how the main idea is important in a book and how we tell what the main idea is. -For ESL children, if they cannot provide concrete evidence from

the book, or cannot write out the bullet points, let them either draw a picture explaining to the best of their ability what occurred in the story.

Resources
Itemized Attachments:

Citations: http://www.k12reader.com/main-idea/carnival-main-idea.pdf

Name: _________________

Date: ___________

Title of Book: ____________________

Main Idea of Book