Lesson Plan

Teacher Candidate: Lauren Mosser Date: 2/22/22

Group Size: 25 students Allotted Time: 1 hour 10 mins Grade Level: Third

Subject or Topic: English Language Arts with Integrated science

Common Core/PA Standard(s)

Standard - 3.1.3.C4 C science Distinguish between scientific fact and opinion.
Standard - CC.1.2.3.A Determine the main idea of a text; recount the key details and explain
how they support the main idea.

Learning Targets/Objectives
The students will identify the main idea of Big Ideas from Nature by completing a main idea
and key details chart and sharing new ideas with their group members.

Formative Assessment Approaches Evidence observation or method of collection

1. Main Idea and Key details worksheet 1. The students will complete a
2. Group share worksheet that will consist of 3 key
details and determine the main idea of
…. the story.
2. The students will participate in a
group discussion with their peers to
discuss their leanings from their idea
in the story Big Ideas in Nature.

…
Assessment Scale for any of the assessments above if needed
1. Main Idea and Key details worksheet
a. Students fill in all of the key details, determine the main and draw a picture of
the idea/invention - proficient
b. Students do not fill in the correct key details, determine the main and draw a
picture of the invention - not proficient

Summative if applicable
Subject Matter/Content to be taught in the lesson - Main Idea and Key Details

Prerequisites
- Knowledge of how to determine the main idea of a story
- Communication skills
- Writing Skills
New Key Vocabulary
- Burrs - tiny seeds that stick to things
- Boxfish - a square fish
- Termites - ant-like creatures that eat wood
- Grasshopper - a small insect
- Shipworms - small animals that use a tough shield to drill through things.
- Gecko - small reptiles
- Locusts - Insects that fly in swarms
- Silk - the material that spiders spin their webs out of

Content/Facts
- How do we determine the main idea of a passage?
We use key details that are given in the text to determine the main idea of a text. In this
specific lesson, we will be focusing on specific inventions that came from nature , and
use the key details in them to find what they all have in common. This will help us
determine the main idea.
- How do inventions or ideas come from nature?
Almost everything we see around us in this world is inspired from a concept in nature.
Something as simple as a gecko’s foot, has inspired doctors to make super sticky
bandages. Nature has been the inspiration for millions of inventions that we see in our
world to ensure we build the most effective inventions.

Introduction/Activating/Launch Strategies
- I will introduce today’s lesson by telling the students that today we are really going to
dive deep into some of the world’s best ideas that turned into great inventions.
- I will introduce all of these ideas with this video: https://www.youtube.com/watch?
v=YT5TZY-emYM
- As the students watch it, I will ensure that they are recognizing that the inventions that
we use today originally originated from a simple thing that happens in nature all the
time.
- I will remind the students of Bats Did it First and ask them what inventions came from
the bats’ sounds waves.
- I will have students respond and transition into introducing Big Ideas from Nature.
Development/Teaching Approaches
- I will then tell the students that we are going to be reading Big Ideas from Nature
which covers some of these ideas, similar to the video we just watched.
- I will tell the students to take out their big books and open up to page 259.
- After the students open their book I will explain the activity that we are going to be
doing today.
- I will tell the students that we are going to be reading the story together. All of the
students will receive a different portion of the story to determine the main idea. The
worksheet for example, will say, Smart Shapes, and have 3 open spots for details and
then a main idea spot.
- I will remind the students to refer back to our anchor chart we did the previous day if
they are confused or forget what they are to be doing.
- I will explain to the students that they are to find the key details in their portion of the
 story. After they find the key details, they are going to see what all of them have in
common to determine the main idea.
- I will tell the students that they are only going to be doing this on their specific part of
the story that is labeled at the top of their sheet.
- I will tell the students that after they are done completing the main key details and
main idea, they will be drawing a picture to correspond with the idea/invention that
they wrote about.
- I will inform the students that after we are done reading the story, they will have a few
minutes to go back and draw a picture of the idea that they found the main idea of.
- After they are done completing their pictures, I will group the students together so that
every group has 1 student from each section of the story.
- The students will then take turns sharing the main idea of their passage and showing
their pictures to their other group members.
- I will tell the students to make sure they have a good understanding of what they read
in case any of their peers have questions.
- I will make sure to walk around the classroom and listen to student conversations so
they are on task and are completing their small activities.

Closure/Summarizing Strategies
- After the students are done sharing in their groups, I will have one student share
something they learned from another group member.
- For example, a student that did Smart Shapes would share something that their friend
did on Energy Savers.
- We will then have a discussion on how determining the main idea is easier when you
spot out the key details.

Accommodations/Differentiation
- For students that are having trouble finding the key details in the story, I will have the
example from Bats Did it first on the anchor chart hanging on the front board so
students can refer to it.
- For students that finish early, they can practice summarizing the story they had by
writing on the back of the main idea worksheet. I will also have the summarizing
poster up on the board for the students to refer to as well.

Materials and Resources:

https://docs.google.com/document/d/
15wcdfW7GrwBNQ_cJr6iPyDcgObnMRBJCA6cyhFIktAI/edit
Worksheet - Varying on the different sections of the story
Video - https://www.youtube.com/watch?v=YT5TZY-emYM

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels
 Remediation Plan (if applicable)
Based on my assessment scale about 6 students, or one group, did not complete the main idea
sheet that I gave them. Because of this, they will finish this during the very beginning of ELA in
the afternoon, or during IE time before snack. It is important to finish this sheet as they will be
using it for the lesson tomorrow.

Personal Reflection Questions

Will the students have enough time to finish the lesson? Will I time everything correctly?
After reviewing the worksheet from this activity, the students could have used probably 5-10
more minutes to finish their projects. I cut the video short at the beginning of the period to try
and avoid this from happening, however, there still wasn’t enough time. Because of this, the
students were not able to finish their main idea sheets and will have to at the beginning of the
period tomorrow. I am still working on timing my lesson out more efficiently as I tend to take
more time at the beginning of the lesson and feel like I tend to start to rush at the end of the
lessons. Tomorrow, I am going to try to give as much time as I see fit for each of the parts of
the lesson.

Will the students be engaged in the lesson?

The students really enjoyed the lesson as a majority of my students like reading about different
animals and facts about nature. My students also have science with Mrs. Koch now, and really
enjoy that time as well. Like I stated above, the students really enjoyed the video that I showed
them at the beginning of the lesson and were fully immersed in learning about the different
types of inventions that were inspired by nature. Reading from our big books can be boring for
the students but I sit with the other students as well as stop and ask the students questions about
different things we are reading about. The students like when I pull a chair up and sit with them
at their level, so I will continue to do that as well. I also gave each group of students the choice
to pick what topic they were finding the main idea on, which I was I glad I incorporated as it is
my instructional element I am working to improve on.

Additional reflection/thoughts