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Planning Step 1: Lesson Curriculum: What are the Learning Goals for this lesson?

Lesson Standards

Always include a writing standard.

1.RI.2: Identify the main topic and retell key ideas of a text.
1.W.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer questions.

Students Will Be Able To… (Do)

  • Skills from standards including thinking (cognitive verbs).
  • This is not activities.
  • One or more goals should be Higher Order Thinking (Levels of Learning 3 or 4), and/or Reading Comprehension.
  • Sequence these goals in the order in which they should be learned.

1. Identify and retell the key details of a text
2. Differentiate between important and unimportant details in a text
3. Identify the main topic of a text or section
4. Infer the main topic

Students Will Know

Knowledge from standards such as vocabulary, facts, formulas.

The difference between key details and other information
The importance of key details in a text
Authors write informational texts about one main topic

Lesson Essential Question

  • A question that communicates the Learning Goals.
  • Reflect the Higher Order Thinking and/or Reading Comprehension Learning Goal(s).

How can I infer the main topic of a text?

Planning Step 3: Lesson Instruction: How will students learn?

Activating Strategy

  • Plan this after you plan your Learning Activities. How will you introduce the Lesson Essential Question?
  • How will you draw attention to important vocabulary in the Lesson Essential Question?
  • How will you build/link background knowledge?
  • What prerequisite content might students need to know before the lesson?
  • >Which key vocabulary from the Learning Goals needs to be explicitly taught?
  • Are there other vocabulary words that you think need to be taught?
  • Which vocabulary strategy will you use?
  • Previewing:
    • Advance Organizer
    • Prerequisite Content
    • Vocabulary

Show a picture of a “fully loaded” car or truck. Collaborative Pairs have one minute to write as many parts as they can, one part per sticky note. Using a whole group T-chart, sort parts by important (necessary for safe operation of the vehicle) and unimportant (simply decorative).
Key Vocabulary (for explicit instruction):
important/unimportant details

Vocabulary Strategy:
Frayer Model

Previewing (what, who, when):
Whole Group: Teacher walks into the room and appears very sad. Ask students to predict what the teacher feels and why. Introduce Anchor Chart for Infer. Demonstrate how to use the steps for making an inference.

Graphic Organizer

  • How will students store and organize information as they learn during this lesson?
  • Base the organizer on the Higher Order Thinking or Reading Comprehension in the Will Be Able To… (Do) Learning Goals.
  • Determine how the organizer will be previewed for struggling students.
  • Determine how the organizer will be scaffolded for struggling students.

Main Idea Tower

Previewing (what, who, when):
Whole Group: Discuss claim. Have students generate claims based on real-life situations. Ask what is needed to make the claim more believable (evidence and reasons)? Write description and predictions in Vocabulary Notebook.

Scaffolding (what, who, when):
Struggling Students: Partially completed detail boxes and/or main topic.

Learning Activity 1

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Read aloud “The Important Book” by Margaret Wise Brown. Conduct a Think Aloud to explain the difference between the important details, and the unimportant details. Stop at intervals and have Collaborative Pairs retell the important and unimportant details of an object from the story.

Previewing (what, who, when):
Whole Group: Think Aloud using a Word Web what “retell” means. Provide a simple example and have students retell it to a summarizing the best of their ability.

Scaffolding (what, who, when):
Provide example of unimportant detail to help students determine other unimportant examples

Assessment Prompt for Learning Activity 1

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Using examples from the book, Collaborative Pairs partners work to sort important and unimportant details.

Learning Activity 2

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Model identifying important and unimportant details in an informational text with the main topic already identified, using the Main Idea Tower. Make sure to explain how to know if the details are important or unimportant.

Students practice identifying important and unimportant details in informational passages with the main topic already identified on the Main Idea Tower. Using two different passages, partners switch out who identifies important details and who identifies unimportant details, so that each partner gets a chance to do both. Add details to the Main Idea Tower.

Model for students how to identify the main topic of a text that already shows the important and unimportant details highlighted. Do a Think Aloud so that students can hear the process of deciding on the main topic based on the important details.
Students practice through Pairs Checking, with four passages and checking on the evens.

Previewing (what, who, when):

Scaffolding (what, who, when):
Whole Group: Partially completed Main Idea Tower.

Assessment Prompt for Learning Activity 2

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Numbered Heads: 1’s tell 2’s how to tell an important detail from an unimportant detail, 2’s tell 1’s the relationship between important details and the main topic.

Learning Activity 3

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Explain to students that they have been learning how to identify important details and unimportant details in a text with the main topic already given. Now, they will read the passage and find important and unimportant details, but will have to determine the main topic themselves. Model for students how to read a passage and identify important and unimportant details, then refer to the Infer Anchor Chart to follow the steps in the process of Inferring. Model this process using the Main Idea Tower.

Students practice identifying important and unimportant details and inferring the main topic using two new informational passages.

Previewing (what, who, when):
Whole Group: Show picture of a girl with muddy rain boots and a wet umbrella. What do you think the weather’s like outside? What gives you that idea? Explain that they just made an inference. Explain that inferences happen all the time, but especially when reading.

Scaffolding (what, who, when):
Struggling Students: provide options for possible main ideas and have students determine which is the right answer.

Assessment Prompt for Learning Activity 3

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

$2 Summary: In 20 words (as close as they can get to 20), write to explain how to infer the main topic of an informational text.

Planning Step 2: Lesson Assessment: How will students demonstrate understanding of the Learning Goals for this lesson?

Assignment

  • Plan this before planning Lesson Instruction.
  • How will students demonstrate their knowledge of the Will Know Learning Goals and the skills in the Will Be Able To… (Do) Learning Goals (especially the Higher Order Thinking and/or Reading Comprehension)?
  • How will the Assignment be differentiated for support and challenge?
  • Which students receive differentiation?
  • For students who struggle with the Assignment, how will you remediate this lesson?

Lindsey is writing an informational passage about lions. She wrote each detail on a card, but dropped the stack of cards on the floor. Now they are not sorted as important and unimportant. Label the important details “I”, and the unimportant details “U.” Then, infer the main topic of Lindsey’s passage. Write Lindsey a note telling her how you sorted the cards, and how you decided the main topic.

Differentiated Assignment for Struggling Students:
Provide a writing frame to help structure the note that students write to Lindsey.

More Challenge: Students prioritize the important details along a continuum and explain which detail was the most helpful in deciding the main topic.

Remediation: Provide students a pre-sorted stack of important and unimportant details and the main topic of the informational text they come from. Working with a partner, or in a small group, students discuss why details are important or unimportant. They they then choose one important detail as the most important and explain using a Most Important Thing writing frame.

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