Student Teacher: Lyndsey Tremel

Grade Level: 2nd grade

Day 3 Lesson Plans: Whole Group (Lesson 4)
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.
Learning Objectives:
The student will be able to:
Identify the main idea or most important part of a text; what the text is mostly about.
The student will be able to identify 2 details that support the main idea.
Language Objectives:
The student will be able to:
Summarize the passage by identifying the main idea and at least two details that support
the main idea.
Materials
All About Penguins passage and graphic organizer.
Large Main Idea/Details graphic organizer
Procedure: What the teacher and students will do
1. We will review the final details (detail 3) that the students came up with for the activity from
Day 2s whole group lesson. I will pull out 3 to 5 student sentences to use as examples and
discussion points with the class.
2. After reading the sentences out loud I will ask questions such as: Does this sentence support
the main idea? Is this a complete sentence? Does the sentence summarize a supporting
detail from the story?
3. We will choose one or two sentences that are the best examples of a summarized supporting
detail sentence and I will add those to the 3rd detail box on the large graphic organizer.
4. I will provide students with instructions for completing the All About Penguins passage and
graphic organizer.
5. I will direct the students to read the passage quietly to themselves and will suggest that they
even underline or highlight parts of the passage that have to do with the main idea or details
of the text.
6. I instruct them to write their main idea sentence in the top box of the organizer and to write
the two detail sentences in the bottom two boxes. I will also label those boxes on an example
sheet and project it on the white board using the elmo.
7. I will also remind them to summarize or write the sentences in their own words instead of
copying sentences straight from the passage.
8. The students will complete this assessment on their own and will turn it into the finished
work box when they are finished.

Assessment:
I will use the All About Penguins passage and graphic organizer as an assessment of the
students ability to identify the main idea and details of the passage.
Criteria: The student will meet the learning and language objective for this lesson if The student is able to write a complete sentence that summarize the main idea.
The student is able to write two complete sentences that summarize two details that
support the main idea.
I will provide a check mark on the assessment if the student is able to demonstrate the
skill and will provide a minus sign (-) if the student is unable to demonstrate the skill.
There will be one check mark or minus sign for main idea and one for supporting details.

Student Teacher: Lyndsey Tremel

Grade Level: 2nd grade
Day 3 Lesson Plans: Small Group (Lesson 5)
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.
Learning Objectives:
The student will be able to:
Match the correct supporting details to each main idea.
Language Objectives:
The student will be able to:
Identify how each main idea and supporting detail summarizes what the author wants to
say.
Materials:
Penguins by Alan Wood
Main Idea Mystery page for each student
Procedure: What the teacher and students will do
1. We will review the main idea and details graphic organizer the students completed on day 2
during small group.
2. I will ask students to review the main idea of the text and will have them raise their hands if
they would like to share the main idea.
3. We will then review two of the supporting details we discussed and wrote down during small
group. I will again ask for volunteers who would like to raise their hands and share their
answers.
4. After we have reviewed the main idea and details we came up with together, students will
share the additional details they found (independently) with the group.
5. We will go around in a circle and each student will have the opportunity to share the third
detail they found in the text.
6. We will also discuss how there was more than one main idea in the text and talk about what
the other main idea was. (There are different types of penguins. OR Penguins live around the
world.)
7. After our discussion, I will provide students with directions for completing the Main Idea
Mystery page.
8. We will go through the directions together and I will read them out loud to the students. I will
inform the students that the main ideas are the sentences at the top of the page with letters AD next to them. I will also let them know that the numbered sentences are the details that go
with one of those main idea sentences.
9. Next, we will go over number one together as a group. I will read the detail sentence out loud
and will ask them which main idea they think that sentence supports or goes with.

10. After going over one or two of the questions together, the students will work independently
on the Main Idea Mystery page. They will try to match each sentence (supporting detail) with
the main ideas listed at the top of the page.
11. Students will hand this page in when they are done. If there is time, we will go over the
answers together as a group so that we can engage in discussion about the students answers.
Assessment:
I will use the Main Idea Mystery page as a way to assess the students ability to match
main idea and details.
Criteria: The student will meet the learning and language objective if They are able to correctly answer 6 out of the 8 questions by matching the detail sentence
to the correct main idea sentence.