Template+for+Collaborative+Lesson+Plan+-+A.4.3


 * Follow this lesson plan template. Keep the template text in ** red ** font. Add your information in ** black ** font. ||
 * **Planning**

· Reading Comprehension Strategy Determining Main Ideas and Supporting Details

· Reading Development Level Advancing

· Instructional Strategies Summarizing and Notemaking Students will determine story elements (main ideas) and will use graphic organizers.

· Lesson Length One 50 minute session This lesson will be extended further through two more 50 minute sessions. Days two and three will be described briefly in the purpose section below.

· Purpose To identify the main idea and determine the supporting details.

Day 2. Students will reinforce finding the supporting details for the main idea. Review how to find the main idea and supporting details by having the teacher and librarian take turns reading a day from //The Diary of a Fly//. Students then take turns with their partner reading //The Diary of a Fly// and finding the main idea and supporting details for several more calendar entries.

Closure on Day 2. Bring whole class together and debrief about the process. Review definition of supporting details. Explain that when students are able to find supporting details to a main idea, their comprehension increases.

Day 3. Ask students to think of the way the information has been organized. Explain to students that the purpose of this lesson is to organize their main idea and supporting details. Show students a spider-shaped graphic organizer. Ask students to name the parts of the spider. Make an analogy between a spider and its legs with main idea and supporting details. Brilliant! Teacher and librarian choose a day in //Diary of a Spider//. Teacher and librarian decide what the main idea is collaboratively. Teacher/librarian write the main idea on the body of the spider. Teacher and librarian take turns finding supporting details. Teacher/librarian take turns writing each detail on a leg. Students then receive their own blank spider graphic organizer. Students are instructed to break back into their partner groups to choose a day in the book to find the main idea and supporting details. They are to work with their partner, but each turn in their own graphic organizer. Students are to use the checklist as a rubric to self-assess their work. If time permits, extension activities can be done at this time.

Closure on Day 3: Bring class together to share their graphic organizers. Have students share what they have learned about finding the main idea and supporting details. Have them review the Target example and see if they can identify the main idea and supporting details of their gift card example. See if students can come up with their own relevant ideas of how finding the main idea and supporting details might be useful in their everyday life.

· Objectives After reading //Diary of a Spider/Diary of a Fly//, students will be able to:
 * find the main idea
 * determine the supporting details
 * use a graphic organizer to display main idea and the supporting details
 * use a rubric to self-assess

· Resources, Materials, and Equipment

Children’s Literature //Diary of a Spider// by Doreen Cronin //Diary of a Fly// by Doreen Cr onin

Websites Spider Informational Websites

Spider Silk [] A Spider’s Silky Strength [] Webs and Cocoons [] Arachnids [] The Web of Life []  Fly Informational Websites

F is for Flies [] Orkin Learning Center [] The Learning Zone: Insects [] What are Insects? [] 

Graphic Organizers Spider shaped graphic organizer Fun and effective for this lesson - perfect for your analogy between main ideas and supporting details.

Materials Diary of a Spider (teacher copy) Diary of a Fly (1 copy per group) Multiple copies are available within the school and will be secured for the lesson. If extra copies are needed, they can be obtained through Interlibrary Loan (ILL) within the district. Bubble Map worksheet Chart tablet and markers Rubric

Equipment AVER Media Cart (projector and reader) Promethean Whiteboard Laptop Computer

· Collaboration The teacher and librarian decided to collaborate on a lesson when students were visiting the library. The teacher and librarian will model how to find the main idea by partnering up and taking turns exchanging information. (Hurray for think-alouds.) They will also model how to find supporting details to help determine the main idea. Both will facilitate while students work in small groups and redirect students as needed. The teacher and the librarian bring different strengths to the collaboration. The librarian is a strong storyteller and can emphasize important aspects of the story while reading. This will keep students engaged and help them to evaluate the important details of what they are hearing. The teacher is more familiar with each student's strengths and weaknesses in learning, and can split her attention between the students based on this knowledge. She can also help to direct the librarian if some students will need extra assistance. Because many of the students are currently below grade level, this direction is important. The teacher is also more familiar with the exact verbage (vocabulary - Verbage has negative connotations.) t hat she uses with her learners, what knowledge and vocabulary they may already possess, and what skills may be weaker and need more attention. The librarian is technologically savvy and can facilitate the technology used in the lesson and the extension activities. Debriefing will take place between teacher and librarian after each lesson to reflect. Some possible topics may include strengths and weaknesses of the lesson, learners, and collaborators, or altering the pace of the lesson.

These are fine descriptions (Collaboration and Assessment) of an effective collaboration that accounts for the individual strengths of the collaborators and maximizes the impact of two educators in co-planning, co-implementing, and co-assessing the unit of instruction. Brava!

· **Assessment**

The students' graphic organizer will serve as an assessment according to an instructor's rubric. Students will also be informally assessed while collaborating within their groups. Students will complete a checklist that will correlate with the instructor's rubric. Having both a librarian and a teacher co-teaching the lesson allows them to assess each student more fully. They can come to their initial findings, and then collaborate together using the rubric. They can also determine which students they feel will need further lessons or tutoring after completing the lesson. Having two educators collaborate will allow them to meet the needs of all of the students, including enriching the higher (more proficient) students, while making sure the lower (less proficient) students get the extra attention needed. Having the librarian and teacher collaborate also is more effective for modeling the lesson. The teacher and librarian can model both the methods they wish to see the students employ, from the sharing of the reading, to finding the main ideas and supporting details. They can also predict common mistakes students may make and give them tips so they can successfully find the main ideas, supporting details, and how to use the checklist.

Student Checklist

Educator Rubric

Your assessments are effective in measuring the learning objectives.

· Standards - Excellent selection of standards and alignment with learning tasks and assessments

Reading and/or writing Texas Essential Knowledge and Skills 3.9 Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud and selections read independently. The student is expected to: (C) retell or act out the order of important events in stories (K-3); (E) draw and discuss visual images based on text descriptions (1-3); (F) make and explain inferences from texts such as determining important ideas, causes and effects, making predictions, and drawing conclusions (1-3); and (I) represent text information in different ways, including story maps, graphs, and charts (2-3).

AASL Standard 1 Inquire, think critically, and gain knowledge. Strand 1.1: Skills Indicator 1.1.6 Read, view, and listen for information presented in any format in order to make inferences and gather meaning. Standard 2 Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Strand 2.1: Skills Indicator 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.

Listening and speaking Texas Essential Knowledge and Skills 3.29 Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) listen attentively to speakers, ask relevant questions, and make pertinent comments;

AASL Standard 2 Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Strand 2.1: Skills Indicator 2.1.2 Organize knowledge so it is useful. Strand 2.1: Skills Indicator 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.

Other content areas Science vocabulary: predator, prey, carnivore, insect

Information literacy AASL Standard 1 Inquire, think critically, and gain knowledge. Strand 1.1: Skills Indicator 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.

Technology Technology TEKS for grades 3-5 (8) Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to: (A) use communication tools to participate in group projects; (B) use interactive technology environments, such as simulations, electronic science or mathematics laboratories, virtual museum field trips, or on-line interactive lessons, to manipulate information.

AASL Standard 2 Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Indicator 2.1 Skills Strand 2.1.4 Use technology and other information tools to analyze and organize information.

Educational technology As an extension, students will participate by becoming actively engaged while responding to the flipchart on the promethean white board. Students will also be able to use the activotes to respond to questions. (Activotes allow students to choose among a multiple choice items with remote control voters. Students are able to use these anonymously and can see results immediately.) **Implementation**

· Process

Motivation - missing? Please see the motivation section on the lesson plan you deconstructed for A.3.4.

Student-friendly Objectives Day 1. Students will find the main idea for 1 of the diary entries in the book. Students will also find the supporting details for the main idea.

**Presentation** Introduce the lesson by explaining the day's objective to the students. Ask if anyone knows or has heard of the term "main idea." Accept possible responses. Engage students by asking them if they would like to receive a gift card for Christmas. Tell them that the gift card is from Target and the amount of the card is twenty dollars. Ask students to think about what they would like to buy. Remind them to consider whether they would like to get one item for $20 (maybe a pair of shoes), or two items for $10 each (maybe board games), or four items for $5 each (maybe books). Think-pair-share for about 2 minutes. Solicit some examples from students. Explain to them that the price of what they buy is considered the main idea because it is most of the cost. Draw a bubble map on the chart tablet and write an item in the middle bubble. Explain that tax still needs to be added. Tell students that tax is considered a supporting detail because it is a small part of the total price of the item. Write the tax amount in one of the bubbles attached to the middle bubble. Write definition of main idea onto chart tablet. Tell students that the main idea of a book, paragraph, or section of text is what it is mostly about. Add supporting details definition to the chart. Tell students that details that give us more information about the main idea are known as supporting details. Show //Diary of a// //Spider// to students and tell them that the purpose of the lesson is to find the main idea for each day in the book. Teacher and librarian take turns reading one day in the book. After one reads, the other one determines the main idea. Switch roles. Create small groups for students to try it out. Have students return to their seats so teacher and librarian can continue by showing supporting details in the //Diary of a Spider//. Point out some possible wrong answers and explain why the correct answers are more appropriate. Have students return to their partner to take turns reading and finding the supporting details.

Student Participation Procedures or Student Practice Procedures Day 1. Students use Diary of a Fly and find the main idea as modeled by teacher and librarian.

Guided Practice - Usually you will include what the students are doing during guided practice. Brava for being specific about what the educators will monitor. Teacher and librarian monitor groups and assist when necessary. Teacher and librarian informally assess students' participation, conversation, and comprehension.

Closure Day 1. Bring whole class together and debrief about the process. Review definition of main idea. Remind students that they were not supposed to tell all of the details only the important one. Explain that when students are able to find the main idea, their comprehension increases.

Be sure to make a point of involving students in the closure. How could you make them active in this case? They could share samples of main ideas from //Diary of a Fly// with other groups or with the entire class.

Reflection - The reflection must include the students as well. They should reflect on the lesson objectives at the end of each lesson as well as on the process of their learning. See the examples in CS4TRC. Example for this lesson: How are main ideas like a spider's (or fly's) body? How did we use main ideas to focus on what is most important in our reading? How did that help us understand what we read?

This is lesson evaluation: After the lesson, the teacher and librarian will reflect on the lesson to determine what worked well, and what, if anything, didn't. They will take notes and discuss any changes they would make to the lesson for future use. They will discuss their observations and will also use the student and teacher rubrics and the students' writing samples as evidence. The book created in the below extension activity can be shared by the students with the principal and other administrators at the school. After the lesson, the collaborating teacher and librarian can use the book to show the principal the students' new found skills in determining main ideas and supporting details. The administrators can also be shown the graphic organizers, the student rubrics, and how the Promethean board was used. Students that need further work or reinforcement in these skills can be identified. Any identified students can work in small groups or one-on-one with either the teacher or librarian to find the main ideas and supporting details in //The Diary of a Worm// or other books in which the main idea is evident, such as //The Name Jar// by Yangsook Choi or //My Lucky Day// by Keiko Kasza.

Hurray for sharing students' learning products with administrators. If she/he is most interested in data, how could you share before and after examples of students' learning related to this unit of study?

· Extensions (Moreillon 15) As both texts presented tell the stories by calendar entries, and much focus will be on the main idea that happens each day, an extension from this is natural. Students can write their own calendar entry based on a recent day in their life. They may choose to write about an important day in their life, such as a holiday, or their birthday. Particular focus will be spent on both the main idea and the supporting details that occurred during their day. Students will illustrate their calendar day and present it to their peers. After presenting their days, the pages can be bound to create a book of "The Diary of a Class".

Another extension would be to explore the nonfiction components of the books. Each book includes interesting nonfiction facts about spiders and flies. Students can use the library to research facts about either spiders or flies, and create a report or other presentation. Possible websites are listed that students may like to explore. Web 2.0 tools such as Wordle would be ideal presentation tools. Doreen Cronin also has another book in the series, //The Diary of a Worm//, which can also be used.

These are both excellent ideas for practicing the determining main ideas reading comprehension strategy.

Moreillon, J. //Collaborative strategies for teaching reading comprehension: Maximizing your impact//. Chicago: ALA Editions, 2007. ||