Corinne Hastings 1 Part BLesson Plans for Learning Segment Central Idea and Supporting Details Lesson 1 Subject:

English-Language Arts Date: September 16, 2013 Periods: 6/7

Central Focus: 7.RL.2--Students will be able to determine a central idea of a text and analyze its development over the course of the text. This lesson will support young adolescents in developing their ability to comprehend, construct meaning from and interpret complex text by creating a written product interpreting complex features, the central idea and supporting details, of a text. Language Demands: Students will be able to identify and interpret the key vocabulary below. Central IdeaThis is the main point that the author is making, or the reason why the passage was written. To find the central idea, ask yourself, What is the author saying about the topic? TopicThis is one word or short phrase that tells the readers what the text is about. Anticipatory Set: Before beginning the content of the mini-lesson, I will ask the students to make some observations about their shirts. What is holding it all together? Students should notice that there is one unifying string that is sewn into all the parts of the top. Think of that unifying string as the central idea, or intertwining factor, of a paragraph or essay. Central idea an important element of a text because it ties everything together and the piece doesnt fit (or make sense) without it. Instructional Strategies: This lesson uses Marzano strategy, Design Question-3; helping students practice and deepen new knowledge by reviewing content. Materials: The Phantom Tollbooth Central Idea and Supporting Details PowerPoint Central Idea notes sheet Enoboard Writing utensils Independent reading books and daily ELA materials (binders/folders/notebooks/paper) Activities: Read Aloud: The Phantom Tollbooth The teacher will introduce the days class with a read aloud from The Phantom Tollbooth. Before beginning to read, the teacher will engage students prior knowledge about the previous days read aloud. Students will listen attentively as the teacher reads for approximately five minutes. Mini Lesson: Central Idea To begin this weeks lessons on Central Idea, the teacher will first pass out the copies of notes sheets to the students. As this is the first day of the lesson, the majority of the content will be teacher lead (I Do format). The teacher will use the information in the presentation to define central idea and model how to identify it in a text.

Corinne Hastings 2 Students will be actively engaged in this beginning discussion of central idea. As the teacher moves through the first eight slides of the PowerPoint, students will practice note-taking skills. The notes sheets provided to the students follow the PowerPoint directly, so that students may follow along easily, in order to interpret the key information. The teacher will pause and ask for students to read the passage on the screen aloud and to themselves, as many times as they can, until she says to stop. After reading the passage, the teacher will prompt the students to determine the topic and central idea of the text. Before ending the PowerPoint, the teacher will informally assess the students understanding by asking them to give her a thumbs up or down.

Independent Work: 1. To begin the independent portion of Reading class, the teacher will remind the students that student-lead conferences are going to be held next week and that they need to begin thinking about the materials that they will want to show their parents. The teacher will then ask the students to look through all of the materials that they have for English-Language Arts class (both Reading and Writing) and pull out the item that they are the most proud of, to add to their conference binder. Inform the students that the item does not have to be something that is graded; the only stipulation is that the piece is something that they are pleased with and is related to ELA. Once they have decided on a piece, have them set it on their desks for the teacher to come around and collect. 2. Allow students to begin reading their independent reading books, after they have decided on an item for their conference binder. Display a timer on the Enoboard so that the students are aware of how many minutes they have to read. Inform students that the teacher will be calling up the pink group for individual conferences today. Encourage the students to be quiet and respectful throughout this silent reading time. In addition, they should be reminded that silent reading is part of their grade, and if they choose not to participate fully, their grades will be negatively affected. Silent reading time is approximately twenty-five minutes. 3. As the majority of the class is silently reading, call up students that are in the pink group from the individual conference binder. Students will meet with the teacher for about three to five minutes and discuss the book that they are currently reading, using the conference sheet. The teacher will be looking to see if the student truly comprehends what he or she is reading by recording his/her answers in the document, throughout the meeting. 4. When the silent reading time is up, have the students take out their Daily Reading Logs and record the title and the pages of the book that they read during that time. This is a quick, routine event. 5. For the remainder of the reading time, about five to ten minutes, have the students write a reader response. Every week, the students have a reader response focus to keep in mind as they are reading their book. Their reader response today, then, is to actually respond to that focus question. For today, the students will write down three new vocabulary words (or three unfamiliar words) and explain what they think the words mean using context clues. The teacher will write this prompt on the board as a reference for the visual learners in the class. When the students are finished with their reader response, have them put it in the reading journal section of their binders or folders.

Corinne Hastings 3 Accommodations for Special Learners: For the student who is on the 504 Plan, the teacher will provide him with additional help and support. If need be, he may receive the notes sheets already filled out. By having the notes in front of him already, it allows him to focus on what the teacher is saying, rather than writing and listening simultaneously. For the struggling readers, the teacher will share additional examples of finding topic versus central idea for increased competency in the lesson. For the student who is deaf, the teacher will make sure that he can hear her properly throughout the lesson. He will be given preferential seating if there is an issue. For the student who is excessively absent, the teacher will be contacting her parents to see how she is going to make up the extensive amounts of work that she has missed. For the advanced reader, the teacher will encourage her as she is writing today to keep a central idea in mind. Have her come up with as many ways as possible to thread that common thought throughout her paper. Informal Assessment: Before ending the Reading portion of class, the teacher will ask the class to show a thumbs up or down as to whether or not they have any questions over the basics of central idea covered today. Lesson 2 Subject: English-Language Arts Date: September 17, 2013 Periods: 6/7

Central Focus: 7.RL.2--Students will be able to determine a central idea of a text and analyze its development over the course of the text. This lesson will support young adolescents in developing their ability to comprehend, construct meaning from and interpret complex text by creating a written product interpreting complex features, the central idea and supporting details, of a text. Language Demands: Students will be able to identify and interpret the key vocabulary below. Central IdeaThis is the main point that the author is making, or the reason why the passage was written. To find the central idea, ask yourself, What is the author saying about the topic? TopicThis is one word or short phrase that tells the readers what the text is about. Stated Central IdeaThis is usually the first or topic sentence. It is considered to be a stated central idea when the author says what the common thread or thought is, directly in the text. Implied Central IdeaThis is when the reader needs to state the central idea in his or her own words because the text does not actually say it directly. Anticipatory Set: The teacher will show the class the first joke on the Google Presentation, Why did the boy ask his dad to come to school with him? Have the students guess what they think the answer might be, and then show them the answerTo take a POP quiz! Next, ask the class the second joke, on the second slide of the presentationWhy didnt the skeleton cross the road?and see what responses they decide upon. Finally, show them the answer Because he didnt have the GUTS! Explain to the students that jokes are funny because the audience needs to imply the answers. They would not be funny if the comedian demonstrated why the jokes are humorous; its the audiences job to determine what the jokester is implying.

Corinne Hastings 4 Instructional Strategies: This lesson uses Marzano strategy, Design Question-3; helping students practice and deepen new knowledge by reviewing content. Materials: Google Presentation (first two slides) The Phantom Tollbooth Central Idea and Supporting Details PowerPoint Central Idea notes sheet Six trash bags full of items that have a central idea among them (see document below for what the bags include) Document: Implied Central IdeaGarbage Activity Enoboard Writing utensils Independent reading books and daily ELA materials (binders/folders/notebooks/paper) Activities: Read Aloud: The Phantom Tollbooth The teacher will introduce the days class with a read aloud from The Phantom Tollbooth. Before beginning to read, the teacher will engage students prior knowledge about the previous days read aloud. Students will listen attentively as the teacher reads for approximately five minutes. Mini-Lesson: Stated versus Implied Central Idea To continue discussing Central Idea, the teacher will ask the students to retrieve their notes from the previous days mini-lesson, while she displays the PowerPoint presentation on the Enoboard. Since this is the second day of the lesson, the content will include greater cooperation between the teacher modeling and the students participating (We Do format). The teacher will use the information in the presentation, slides nine through fifteen, to re-define central idea in two new contexts: stated central idea and implied central idea. She will also model how to identify both types of central idea in a text. Subsequently, the teacher will ask for students to determine whether or not the central ideas in the example texts, are stated or implied. Students will constantly interact with the teacher during this mini lesson. The teacher will prompt and question the students to challenge their thinking and to extend their knowledge of central idea from yesterday. Students will continue to practice notetaking skills, using the notes sheet that was handed out previously. In order for the students to interpret the key information easily, the notes sheets follow the PowerPoint directly. For the majority of the mini lesson (slides eleven through fourteen), the teacher will pause and ask for students to read the passage on the screen aloud and to themselves, as many times as they can, until she says to stop. Having all of the students read aloud keeps the entire class accountable for and engaged in what they are learning. After reading the passage, the teacher will prompt the students to determine whether the central idea of the passage is stated or implied. Also, the students must be able to explain what the central idea of the passage is. Before ending the PowerPoint, the teacher will informally assess the students understanding by asking them to show her by holding up fingers, on a 1-4 rubric, of how well they are able to first, determine the central idea, and second, decide if it is stated or implied. The 1-4 rubric is something that the students are familiar with and

Corinne Hastings 5 use in all of their core classes. It is an easy check for teachers whether or not students comprehend the material taught that day. Independent Work: 1. After the mini lesson, the teacher will inform the students that she will be placing a bag in the center of each of the groups tables. The students are not allowed to touch the bag, or the items inside, until the teacher explains the directions. a. The teacher will explain that each of these bags belonged to a particular person who would perform a certain job or accomplish specific tasks. Additionally, she will make clear that all of the bags have a common thread between them; something that ties them all together. Remind the students about how they made some observations about their shirts yesterday and realized that there is a common thread that holds their shirts together, similar to central idea. Ask the students if they have any questions, before allowing them to begin. b. The teacher will walk around the room and monitor the groups discussions about the bags and items, listening for whether or not they understand why the objects go together. After about five minutes, ten at the most, the teacher will bring the classs focus back to the front of the room. Then, she will ask all of the groups to tell the class what they found in their bag and whom they thought owned the bag of trash. c. After all of the groups have shared something about their bag, the teacher will close the activity by explaining that although the bags did not have any labels on them telling the students who previously owned them, they were able to imply the common thread or central idea among all of the items. When they are finding the implied central idea in texts, it is important to look at how all of the sentences support the central idea and determine what exactly is an author saying about a topic. 2. With the remainder of the time for the period, have the students read their independent reading books silently. The teacher will display the timer on the board so that students are aware of how much time they have left to read. When the time is up, the students are responsible for writing down the title and number of pages that they read today in their Daily Reading Logs. Accommodations for Special Learners: For the student who is on the 504 Plan, the teacher will provide him with additional help and support. If need be, he may receive the notes sheets already filled out. By having the notes in front of him already, it allows him to focus on what the teacher is saying, rather than writing and listening simultaneously. For the struggling readers, the teacher will share additional examples demonstrating the differences between passages with a stated central idea and an implied central idea. With this extended help, the students should have a better grasp on the concept for the lesson today. For the student who is deaf, the teacher will make sure that he can hear her properly throughout the lesson. He will be given preferential seating if there is an issue. For the student who is excessively absent, the teacher will be contacting her parents to see how she is going to make up the extensive amounts of work that she has missed. For the advanced reader, the teacher will challenge her by having her demonstrate a creative way to use an implied central idea throughout her writing.

Corinne Hastings 6 Informal Assessment: Before ending the mini-lesson portion of class, the teacher will ask the class to show how well they understand the difference between stated and implied central idea, by holding up the appropriate number of fingers on the 1-4 rubric. A 1 means that the students dont understand the material and it should be re-taught. A 2 is troublesome, meaning that the students will need a little help, but theyre starting to understand. The 3 means that theyve got it and the 4 means theyve got it and they can teach it to a classmate. Lesson 3 Subject: English-Language Arts Date: September 18, 2013 Periods: 6/7 (Early Release)

Central Focus: 7.RL.2--Students will be able to determine a central idea of a text and analyze its development over the course of the text. This lesson will support young adolescents in developing their ability to comprehend, construct meaning from and interpret complex text by creating a written product interpreting complex features, the central idea and supporting details, of a text. Language Demands: Students will be able to identify and interpret the key vocabulary below. Central IdeaThis is the main point that the author is making, or the reason why the passage was written. To find the central idea, ask yourself, What is the author saying about the topic? TopicThis is one word or short phrase that tells the readers what the text is about. Stated Central IdeaThis is usually the first or topic sentence. It is considered to be a stated central idea when the author says what the common thread or thought is, directly in the text. Implied Central IdeaThis is when the reader needs to state the central idea in his or her own words because the text does not actually say it directly. Supporting DetailsThese are the statements that follow the central idea. Supporting details give the reader more information about, and prove the value of, the central idea. They explain the central idea with specific pieces of textual evidence. Anticipatory Set: http://www.youtube.com/watch?v=1LUcEPBDn60 The teacher will show this video of the stars of One Direction forming a human pyramid, beginning the clip at 1:43. There are many students in the class that adore this band so the video will surely get their attention. In addition, it will be a safer way to get the point across about how important supporting details are in a textwithout them, the paper would fall apart and the central idea would never be lifted up, or revealed. Instructional Strategies: This lesson uses Marzano strategy, Design Question-3; helping students practice and deepen new knowledge by reviewing content. Materials: The Phantom Tollbooth Central Idea and Supporting Details PowerPoint Central Idea notes sheet Enoboard Writing utensils Independent reading books and daily ELA materials (binders/folders/notebooks/paper)

Corinne Hastings 7 Activities: Read Aloud: The Phantom Tollbooth The teacher will begin the days class with a read aloud from The Phantom Tollbooth. Before beginning to read, the teacher will engage students prior knowledge about the previous days read aloud. Students will listen attentively as the teacher reads for approximately five minutes. Mini-Lesson: Central Idea and Supporting Details To continue discussing Central Idea, the teacher will ask the students to retrieve their notes from the previous days mini-lesson, while she displays the PowerPoint presentation on the Enoboard. The content of the lesson for today will include increased student participation and individual performance-based activities (We Do and You Do formats). The teacher will use the information in the presentation, slides sixteen through twenty-three, to build on students prior knowledge and challenge them to critically think about how an author uses supporting details to reveal a central idea. She will do this by modeling how to identify supporting details and by sharing various examples of texts with, and without, supporting details. Students will continue to practice note-taking skills, using the notes sheet that was handed out previously. In order for the students to interpret the key information easily, the notes sheets follow the PowerPoint directly. Students will constantly interact with the teacher, as well as their peers, throughout the mini-lesson. In slides seventeen and eighteen the teacher will define supporting details and what it means to have too much or not needed information in a paragraph. Afterwards, she will demonstrate how to find supporting details and sentences that do not support the central idea (what to ignore) in a text. For the remaining examples, the teacher will ask the students to do a Think, Pair, Share activity. She will ask the students to first read the passage on the screen silently to themselves. Then, she will ask the class to turn to the person sitting next to them and determine as a team, which sentences in the paragraph support the main idea and which do not support it. The teacher will monitor the brief discussions amongst the pairs by walking around the room and observing her students. After about two minutes, she will redirect the students attention back to her, so that as a class, they can determine the supporting and non-supporting statements. Following this, the teacher will ask for volunteer pairs to share their answers. If there are no volunteers, she will use the name cards, that the students created, to call on students to answer. The name cards keep everyone in the class accountable for the material because it is a random way of choosing students to see if they are constantly thinking. Through prompting, questioning, and repeating the Think, Pair, Share process, the class will determine the supporting and non-supporting details in all of the examples in the mini lesson. Independent Work: 1. Before ending the PowerPoint, the teacher will inform the students about the You Do portion of the mini-lesson. Slide twenty-three shows an example of how the students should set up their papers. This assignment will formally assess the students understanding by asking them to write a five-sentence paragraph about one of the topics from their personal writing topics list. (The students completed this list last week and they should have it with them in their binders.) This paragraph must include a central idea and supporting details. The teacher will notify the students that they are required to submit this paragraph into the Turn in Bin (TIB)

Corinne Hastings 8 when they are finished, for an in-class assignment grade. The teacher will promptly read and provide feedback on their work because they will be using these paragraphs in Thursdays Writing mini-lesson. As students are writing, the teacher will monitor the class by walking around the room and answering any questions that the students may have about their papers. 2. Once students have completed their paragraphs including a central idea and supporting details, the teacher will ask the students to read their independent reading books silently. The teacher will display the timer on the board so that students are aware of how much time they have left to read. When the time is up, the students are responsible for writing down the title and number of pages that they read in their Daily Reading Logs. Accommodations for Special Learners: For the student who is on the 504 Plan, the teacher will provide him with additional help and support. If need be, he may receive the notes sheets already filled out. By having the notes in front of him already, it allows him to focus on what the teacher is saying, rather than writing and listening simultaneously. For the struggling readers, the teacher will share additional examples demonstrating the process for how to determine whether the details in a paragraph are actually supporting the central idea. The teacher will also share some of her own writing so that the students have a concrete example for how someone could write a paragraph with a central idea in mind. With this extended help, the students should have a better grasp on the concept for the lesson today. For the student who is deaf, the teacher will make sure that he can hear her properly throughout the lesson. He will be given preferential seating if there is an issue. For the student who is excessively absent, the teacher will be contacting her parents to see how she is going to make up the extensive amounts of work that she has missed. For the advanced reader, the teacher will challenge her by having her extend her central idea into a two (or more) paragraph essay for her You Do assignment. Formal Assessment: The You Do assignment will formally assess the students understanding by asking them to write a five-sentence paragraph about one of the topics from their personal writing topics list, making sure to include, a central idea and supporting details. The teacher will promptly read and provide feedback on their work. Additionally, the students will receive a grade for the assignment. Lesson 4 Subject: English-Language Arts Date: September 19, 2013 Periods: 6/7

Central Focus: 7.RIT.2--Students will be able to determine two or more central ideas in a text and analyze their development over the course of the text. This lesson will support young adolescents in developing their ability to comprehend, construct meaning from and interpret complex text by creating a written product interpreting complex features, the central idea and supporting details, of a text. Language Demands: Students will be able to identify and interpret the key vocabulary below.

Corinne Hastings 9 Central IdeaThis is the main point that the author is making, or the reason why the passage was written. To find the central idea, ask yourself, What is the author saying about the topic? TopicThis is one word or short phrase that tells the readers what the text is about. Stated Central IdeaThis is usually the first or topic sentence. It is considered to be a stated central idea when the author says what the common thread or thought is, directly in the text. Implied Central IdeaThis is when the reader needs to state the central idea in his or her own words because the text does not actually say it directly. Supporting DetailsThese are the statements that follow the central idea. Supporting details give the reader more information about, and prove the value of, the central idea. They explain the central idea with specific pieces of textual evidence. Text featuresThese are tools that help readers understand nonfiction texts easier, including the table of contents, headings/subheadings, pictures with captions, and the glossary.

Anticipatory Set: As students are finding their notes sheets for the mini-lesson, play the clip from the song, Pompeii by Bastille (http://www.youtube.com/watch?v=avikdfBO9rw) The teacher will focus on these lyrics from this song: But if you close your eyes, does it almost feel like nothing changed at all. The teacher will use this song not only as an attention-getter for the lesson, but also to reassure the students that finding the central idea in a non-fiction text, or informational text, is just as simple as finding it in a fiction text. The process for finding it is the same, and even a little bit easier sometimes, when readers understand how to effectively use text features. Instructional Strategies: This lesson uses Marzano strategy, Design Question-3; helping students practice and deepen new knowledge by reviewing content. Materials: The Phantom Tollbooth Central Idea and Supporting Details PowerPoint Central Idea notes sheet Science Textbooks Enoboard Writing utensils Independent reading books and daily ELA materials (binders/folders/notebooks/paper) Activities: Read Aloud: The Phantom Tollbooth The teacher will begin the days class with a read aloud from The Phantom Tollbooth. Before beginning to read, the teacher will engage students prior knowledge about the previous days read aloud. Students will listen attentively as the teacher reads for approximately five minutes. Mini-Lesson: Central Idea in Informational/Non-fiction Texts The teacher will use slides twenty-four through thirty-seven of the PowerPoint presentation to introduce finding Central Idea in non-fiction texts. The teacher will ask the students to retrieve their notes from the previous days mini-lesson, while she displays the PowerPoint presentation on the Enoboard. This mini-lesson involves both I Do and We Do components for the students to grasp the concept of finding topics, central ideas, and supporting details in informational texts. The teacher will

Corinne Hastings 10 use the information in the presentation to build on the students understanding of central idea by connecting concepts from the previous days lessons to the new lesson. Students will continue to practice note-taking skills, using the notes sheet that was handed out previously. In order for the students to interpret the key information easily, the notes sheets follow the PowerPoint directly. Before beginning the lesson, the teacher will spread out the science textbooks amongst the groups of tables. Then, the teacher will begin the lesson on text features. She will define what text features are and why they are crucial tools for understanding central idea in non-fiction texts. Text features are used to provide additional support in explaining the authors intentions about a topic. Following this, the teacher will introduce three different types of text features and where to find them in a text. These features include the table of contents, headings and subheadings, and pictures with captions. As the teacher moves through these slides and emphasizes the key points about these features, she will periodically pause so that the students can add to their notes and ask questions. o The first of these features is, the table of contents. The teacher will pause here to have the students participate in a brief activity. She will ask half of the class to look up a specific topic without using the table of contents, while the other half of the class will be able to use the table of contents to find the topic. In a short amount of time, it will be clear that using the table of contents is a beneficial for finding topics quickly. o The second set of text features that students should be aware of are headings and subheadings. After the teacher briefly explains what these are, she will have the students open to a designated page in their books and simply read the headings on the page silently, to themselves. Then, she will ask individuals what they think that page would be about just by reading the headings. The key with this exercise is that sometimes, it is reasonable to simply skim a text to find its central idea and that the headings are there as guides. o The last type of text feature that the students will learn more about will be the pictures and captions. The teacher will have the students look at the pictures on a given page in the book and ask them how the pictures emphasize the central idea of the text. In addition, she will question the students about whether or not the pictures add something to the content of the page that the actual text cant provide. In other words, what can one learn from the picture that he or she cannot learn from the text? After discussing and exploring the benefits of using text features to enhance the central idea, the teacher will go on to the I Do portion of the presentation. In this example, the teacher will model how students will find the central idea using not only the topic and what the author is saying about the topic, but also the text features. The teacher will model this by showing the students what she would do if she was a seventh grader and this question was in front of her to answer. The We Do portion in the next example will be lead in a similar way, except the teacher will ask for more student input in the responses. The students will be responsible for knowing how to find the topic, central idea, and supporting details in informational texts at the closing of this lesson.

Independent Work:

Corinne Hastings 11 1. For the remaining amount of Reading class, the teacher will ask the students to read their independent reading books silently. She will inform the class of how much time they have to read, depending on when the mini-lesson ends, and will display that amount using the digital timer on the Enoboard. 2. If students have any missing work for ELA at this time, they are permitted to be working on finishing up those assignments before reading. This also includes if a student has not submitted any work for his conference binder, he may use the time to find one or more items that he is proud of, and willing to share with his parents at conferences next week. Accommodations for Special Learners: For the student who is on the 504 Plan, the teacher will provide him with additional help and support. If need be, he may receive the notes sheets already filled out. By having the notes in front of him already, it allows him to focus on what the teacher is saying, rather than writing and listening simultaneously. For the struggling readers, the teacher will share additional examples demonstrating the process for determining the central idea in an informational text. With this extended help, the students should have a better grasp on the concept for the lesson today. For the student who is deaf, the teacher will make sure that he can hear her properly throughout the lesson. He will be given preferential seating if there is an issue. For the student who is excessively absent, the teacher will be contacting her parents to see how she is going to make up the extensive amounts of work that she has missed. For the advanced reader, the teacher will encourage her to help the students who are misunderstanding the process for finding the central idea in informational texts. If she is able to explain her thinking to another student, then she has truly mastered the content. Informal Assessment: The teacher will ask the students to show, with their bodies, how well they understand identifying the central idea in a non-fiction text. If the student fully understands, he will stand up out of his seat and fully stand up straight. If a student partially understands, he may stay seated at their desk. If a student does not understand at all or needs something explained again, he will sit on the floor, or squat by his desk. This is a bodily kinesthetic way of having the students demonstrate their feelings about the content today. Lesson 5 Subject: English-Language Arts Date: September 20, 2013 Periods: 6/7

Central Focus: 7.RIT.2--Students will be able to determine two or more central ideas in a text and analyze their development over the course of the text. This lesson will support young adolescents in developing their ability to comprehend, construct meaning from and interpret complex text by creating a written product interpreting complex features, the central idea and supporting details, of a text. Language Demands: Students will be able to identify and interpret the key vocabulary below. Central IdeaThis is the main point that the author is making, or the reason why the passage was written. To find the central idea, ask yourself, What is the author saying about the topic? TopicThis is one word or short phrase that tells the readers what the text is about.

Corinne Hastings 12 Stated Central IdeaThis is usually the first or topic sentence. It is considered to be a stated central idea when the author says what the common thread or thought is, directly in the text. Implied Central IdeaThis is when the reader needs to state the central idea in his or her own words because the text does not actually say it directly. Supporting DetailsThese are the statements that follow the central idea. Supporting details give the reader more information about, and prove the value of, the central idea. They explain the central idea with specific pieces of textual evidence. Text featuresThese are tools that help readers understand nonfiction texts easier, including the table of contents, headings/subheadings, pictures with captions, and the glossary.

Anticipatory Set: The teacher will briefly discuss with the students the vocabulary that they have learned previously throughout the week. Instructional Strategies: This lesson uses Marzano strategy, Design Question-3; helping students practice and deepen new knowledge by reviewing content. Materials: The Phantom Tollbooth Central Idea and Supporting Details PowerPoint Central Idea notes sheet Science Textbook: Cells, Heredity, and Classification for each student Copies of Central Idea in Non-fiction Texts [Graphic Organizer] Enoboard Writing utensils Independent reading books and daily ELA materials (binders/folders/notebooks/paper) Activities: Read Aloud: The Phantom Tollbooth Before beginning to read today, the teacher will ask the students to participate in a mini think, pair, share activity to activate their prior knowledge from the previous days read aloud. She will ask them to discuss, in their small groups, two items. First, they must come to a consensus as to what was going on in the story when we left off yesterday. Second, they must predict, as a group, what they think will happen next. After the class has about two minutes to talk amongst their groups, the teacher will ask the class to redirect their focus to her so that the groups can share what they discussed in a whole class setting. Following this, the teacher will begin the days class with a read aloud from The Phantom Tollbooth. Students will listen attentively as the teacher reads for approximately five minutes. Mini Lesson: Directly following the Read Aloud, the teacher will review the key vocabulary from throughout the week with the students and the process for finding central idea. The process for finding central idea is to first identify the topic of the text and then decide what the author is saying about the topic. Next, the teacher will display the last slide of the PowerPoint to explain the students You Do assignment for the day. The students are responsible for choosing a page in their science book and identifying three topics and central ideas that are discussed

Corinne Hastings 13 in the text, on that page. The students also must provide at least two supporting details for each central idea that they write down. (At this point, the teacher will be passing out the copies of the graphic organizers to the students.) To explain this more clearly, the teacher will pull up the graphic organizer titled, Central Ideas in Non-fiction Texts and review the row with the example answers. The teacher will notify the students that they are to be working on this assignment individually and must submit their work, for an in-class assignment grade, when it is complete. Finally, she will ask the class if they have any questions over central idea or what they are supposed to be working on.

Independent Work: 1. The teacher will ask the students to complete the graphic organizer titled Central Idea in Non-fiction Texts and submit this to the turn in bin when they are finished. As students are working, the teacher will walk around the room and monitor their progress, answering questions, and providing oral feedback for the work they complete. 2. As students complete their work, the teacher will ask them to retrieve their independent reading books and begin silently reading for the remainder of the period. When the majority of the students have completed the assignment, the teacher will display a digital timer on the Enoboard so that the students may see how much time they have left to read. 3. At the end of the silent reading time, the students are responsible for completing their Daily Reading Logs, recording the title and pages of the book they read during that time. Accommodations for Special Learners: For the student who is on the 504 Plan, the teacher will provide him with additional help and support. She will share additional examples demonstrating the process for determining the central idea in an informational text. For the struggling readers, the teacher will share additional examples demonstrating the process for determining the central idea in an informational text. For the student who is deaf, the teacher will make sure that he can hear her properly throughout the lesson. He will be given preferential seating if there is an issue. For the student who is excessively absent, the teacher will be contacting her parents to see how she is going to make up the extensive amounts of work that she has missed. For the advanced reader, the teacher will encourage her to help the students who are misunderstanding the process for finding the central idea in informational texts. If she is able to explain her thinking to another student, then she has truly mastered the content. Formal Assessment: The teacher will ask the students to submit the graphic organizers that they complete today. This will serve as a formal assessment of their understanding of identifying topics, central ideas, and supporting details in an informational text. Additionally, their graphic organizers will be a graded assignment.

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