Heather Cantore                       4^th Grade                      Main Idea and Supporting Details

 

Goal:

New Mexico Standard #2

Benchmark #2-C

Performance Objective 2

 

Objectives:

 Students will have the opportunity to develop strategies for determining the main idea and supporting details through graphic organizers and other activities.

 

Method of Instruction: Whole Group

 

Materials: newspaper articles, graphic organizers, pencils,

 

Time: 45 minutes

 

Modifications/Adaptations:

Behavioral modification is: Students who can’t cooperate or participate will be asked to return to their desk and read silently.

Adaptation: None will be made for this lesson.

 

Procedure:

Activate prior knowledge: Give the students a sample paragraph and ask them if they know what the main idea is and how they knew.

Introduction: Explain what main ideas and supporting details are and why it is important to locate and understand them in reading. Give definition and examples.

Instruction: Show the students how to go about determining the main idea and its supporting details using well-constructed paragraphs and using the hypothesis strategy. Point out the importance of the title, heading, and graphic clues to predict what the main idea may be. Confirm or revise the hypothesis during reading.

Guided Practice: Have students determine the main idea from brief paragraphs using familiar topics.

Independent Practice and application: In groups the students will complete a reinforcement activity called, “Main Idea Construction.” Each group will be given a bag with four different newspaper articles that are not complete. Students will need to use various strategies to complete each of the four articles. Along with this students will be asked to pick one article and complete a main idea graphic organizer.

Closure:

What are some different strategies you found to determine the main idea?

 

Speaking Lesson Plan

Speaking Lesson Plan

October 17, 2007

Shawna George & Heather Cantore

 

Objective: Students will be able to communicate effectively, use correct timing, and use non-verbal techniques.

 

Materials: poster board, markers, play clothes, props, highlighters, backdrops,

 

Methodology: Hook: Shawna and I will read a poem from a book that has alternating parts. (List of literature is attached) We will then move into Show and Tell as a warm up conversation activity. Students arranged in a circle. Students share 3 positive comments or questions.

1. Students will be numbered off and given a script to practice and perform in front of the class. 30 minutes to practice. Students will me given the appropriate materials, but will not be restricted on what is used.
2. Everyone comes back together as a group and each group will perform their play for the class.
3. A camera will be used to later be viewed by the students to see themselves as they performed their play as a team with peers.

 

Assessment: Through out the lesson, students will be observed during both preparation and during the final production of their play. Some students may not feel comfortable having speaking parts during the play, but may take the role of holding props or another role. This will be taken into consideration. Documented learning will be evident by the video recording of the students being able to communicate effectively in a particular situation. At the end of the class, we will do a plus/delta chart to determine the success of the lesson.

 

Literature List:

 

 

Coleman, M, Farley, J, Holliday, S, & Ruffell, A (2001). Readers' Theater. McGraw-Hill                                Children's Publishing.

 

Fleischman, P (1988). Joyful Noise: Poems for Two Voices. Harper & Row Publishers.

 

McBride-Smith, B (2001). Tell It Together: Foolproof Scripts for Story Theatre. Little         Rock, AR: August House Publishers, Inc..