Teacher:
I.
Lesson Plan Template
Ms. Stephanie Morris
Week: Term 3 Week 5
Instructional Goals (Monday)
CCSS.ELA-Literacy.CCRA.R.2
Determine the central idea and supporting details of a text.
II.
Performance Objectives
The student will use a graphic organizer to state the central ideal and list important supporting details in the
informational article. The students will highlight the central idea in pink and highlight the details in yellow.
Vocabulary Words and Word Analysis
 A. Word Analysis Instructional Strategy: Suffixes and Context Clues
 B. Vocabulary Words for the Week: acute, bluster, bungle, duration, eerie, facet, fidelity, fray,
headstrong, and commentary
III.
Teaching/Learning Procedures

A. Motivational/Introduction: Allow the students to listen to an audio version of a passage from a previously read selection.
Have the students to identify the topic or what the passage is about. Ask them which sentence in the passage contains the
most important ideas about the topic. Reread the passage if necessary and discuss. (Linguistic)


B. Teaching/Learning Activities:
Exploration Phase- The teacher will explain why recognizing the central idea is important. To determine the central idea,
explain to the students that they must first read it to find out what the topic is. The teacher will look for a sentence that tells the
central idea. Explain that sometimes the central idea is stated directly, but usually the reader has to figure it out by studying the
supporting details in the text. If the central idea is not stated, construct one based on information in the paragraph. Explain that
the other sentences tell about the central idea and are supporting sentences. They could be facts or reasons. The teacher will
model asking herself, why did the author include this detail? How does this detail help me understand the central idea of the
text?

Concept Development Phase- Check for understanding. Place the students in small groups. Then, guide the students in
finding the central idea and details in an informational text. Have the students to practice asking themselves why did the author
include certain details? How do these details help me understand the central idea of the text? (Linguistic & Interpersonal)

Concept Application Phase- Ask the students to read the whole article. Explain that when they read the article, they will do the
following:
a) Monitor your understanding of the important ideas.
b) Mark places in the article where you find important ideas.
c) Highlight the central idea in pink and highlight the details in yellow.

C. Closure: Allow the students to watch a short video clip (LearnZillion) to determine the central ideas and supporting details.
Review why it is important to be able to identify the central idea. Have them identify the two kinds of details- supporting and
non-supporting.
 D. Homework: The students will complete a worksheet on central idea and supporting details.
IV.
Material/Media
Graphic Organizer, TV Screen, Computer, and Informational Text (Article)
V.
Differentiating Instruction
Accommodations / Modifications:

Use of memory aids, fact charts, or resource sheets

Clue student to stay on task

Shortened assignments
Whole Group
Independent Instruction
Small Group
REMEDIATION/RETEACHING NOTES: The teacher will work with the struggling students using the GPS
flashcards in a small group. The students will also be assigned an activity on Study Island or Moby
Max for remediation.
Teacher:
VI.
Lesson Plan Template
Ms. Stephanie Morris
Week: Term 3 Week 5
Instructional Goals (Tuesday)
CCSS.ELA-Literacy.CCRA.R.2
Determine the central idea of a text and summarize the key supporting details and ideas.
VII.
Performance Objectives
The students will summarize a text. Then, highlight the central idea in pink and highlight the details in yellow.
Vocabulary Words and Word Analysis
 A. Word Analysis Instructional Strategy: Suffixes and Context Clues
 B. Vocabulary Words for the Week: acute, bluster, bungle, duration, eerie, facet, fidelity, fray,
headstrong, and commentary
VIII.
Teaching/Learning Procedures

A. Motivational/Introduction: Use a known passage to discuss summarizing. Ask the students to listen to a passage and figure
out what it is about. Discuss what the passage tells about the overall text. (Linguistic)


B. Teaching/Learning Activities:
Exploration Phase- Explain what a summary is and why summarizing improves understanding. Point out the steps for
summarizing on the board. The teacher will use these steps to summarize an article after reading it. With the class, preview the
article by reading titles, headings, graphics, captions, and the first paragraph. Model using the graphic organizer to summarize
the article.
Concept Development Phase- Before continuing, ask the students to explain what a summary should include and give reasons
for summarizing. Then, ask the students to read the article and agree on the central idea and supporting details. Have the
students to underlines the central idea in red and supporting details in blue. Tell students to compose a group summary with the
ideas highlighted. When all groups complete their summaries. Reporters share the group summaries with the class. Lead a
brief discussion of the similarities and differences among the group summaries. Emphasize that each summary may state the
information in a different way but all should include the essential information. (Linguistic & Interpersonal)


Concept Application Phase- Tell students that it is time to read the whole article. Remind them that they need to read the whole
article before they can summarize it. The summary must include key information in the beginning, the middle, and the end in
the graphic organizer. Explain that when you read the article, you will do the following: (Visual)
a.
b.
c.
Monitor your understanding of the important ideas.
Mark places in the article where you find important ideas.
Highlight the central idea in pink and highlight the details in yellow.

C. Closure: Ask students to discuss how summarizing help them understand the text better.
 D. Homework: The students will read an informational text and determine the central idea, supporting details, and summarize
the article.
IX.
Material/Media
Computer, TV Screen, Article, and Graphic Organizer
X.
Differentiating Instruction
Accommodations / Modifications:
 Use of memory aids, fact charts, or resource sheets
 Clue student to stay on task
 Shortened assignments
XI.
Instructional Goals (Wednesday & Thursday)
Whole Group
Independent Instruction
Small Group
REMEDIATION/RETEACHING NOTES: The teacher will work with the struggling students using the GPS
flashcards in a small group. The students will also be assigned an activity on Study Island or Moby
Max for remediation.
Teacher:
Lesson Plan Template
Ms. Stephanie Morris
Week: Term 3 Week 5
CCSS.ELA-Literacy.CCRA.R.2
Determine central idea or theme of a text and summarize the key supporting details and ideas.
XII.
Performance Objectives
The students will complete Study Island (Central Idea and Summary) with 85% accuracy.
The students will summarize the key supporting details in an informational text.
The students will analyze the theme of different texts.
Vocabulary Words and Word Analysis

A. Word Analysis Instructional Strategy: Suffixes and Context Clues

B. Vocabulary Words for the Week: acute, bluster, bungle, duration, eerie, facet, fidelity, fray, headstrong, and commentary
XIII.

XIV.
Teaching/Learning Procedures (Centers)
A. Motivational/Introduction: Allow the students to watch a short video clip (YouTube). At the end, have the students to write one
sentence that tells what the clip was about. Write one detail from the video clip to support your main idea. ((Visual)

B. Teaching/Learning Activities/Exploration Phase- The teacher will review skills. Them, model the procedures and activities
for each center.
a.
Computer Center: The students will complete summary and central idea on Study Island with 85% accuracy. After completing
the activity with 85% or higher, the students will read an AR book and test on it if needed.
b.
Vocabulary Center: The students will complete the Frayer Model on the vocabulary words. The focus will be on the definition,
synonym/synonym, context sentence, illustration, and example. After completing the worksheet, the students will read an AR
book and test on it if needed. (Visual)
c.
Interactive Activity: (Main Idea Cut-Ups ) Copy sentences from a paragraph or other text and include some random
sentences. Cut the sentences into strips. One strip will be the main idea, and the others will be detail sentences. (Some will
support the main idea, and some will be off-topic.) Have the students to read the strips and find what he/she thinks is the main
idea. Then have him/her find the detail sentences that go with the main idea and take out those that are off-topic. Do the details
match the main idea? Have him/her glue the main idea on a piece of paper with the detail sentences below it.
d.
Guided Reading Center (Interpersonal & Linguistic): The teacher will guide each group in discussing grade leveled paired
texts (Informational Text and Fiction). The focus will be on comparing and contrasting texts in different forms and the way the
author approached the theme or topic. Guide the students in using the graphic organizer-title/theme, genre, structure,
similarities, and differences.

C. Closure- Ask the students to discuss any questions they may have about central idea, supporting details, and summarizing.

D. Homework: Wednesday: The students will complete an activity on central idea, supporting details, and summarization.
Thursday: Study for the test on central idea, supporting details, and summarization.
Material/Media
Computer, Frayer Model, and Articles, and Paired Texts
XV.
Differentiating Instruction
Accommodations / Modifications:

Use of memory aids, fact charts, or resource sheets

Clue student to stay on task

Shortened assignments
Whole Group
Independent Instruction
Peer Partner
REMEDIATION/RETEACHING NOTES: The teacher will work with the struggling students using the GPS
flashcards in a small group. The students will also be assigned an activity on Study Island or Moby
Max for remediation.
Lesson Plan Template
Ms. Stephanie Morris
Teacher:
XVI.
Week: Term 3 Week 5
Instructional Goals (Friday)
CCSS.ELA-Literacy.CCRA.R.2
Determine central ideas or themes of a text and summarize the key supporting details and ideas.
XVII.
Performance Objectives
 The students will complete the test by determining the central idea, supporting detail, and summarizing
a text with 85% accuracy.
Vocabulary Words and Word Analysis
 A. Word Analysis Instructional Strategy: Suffix and Context Clues
 B. Vocabulary Words for the Week: acute, bluster, bungle, duration, eerie, facet, fidelity, fray,
headstrong, and commentary
XVIII.
Teaching/Learning Procedures
A.
Motivational/Introduction: (Give Me a Hand) The student will trace his/her hand on a sheet of paper. On
each finger write a question word—Who? What? When? Where? Why? Read a story/
paragraph/passage aloud to your child. The student will write the answers to the WH questions on the
appropriate finger. These are the details of the text. Then have the student summarize the details into
one short sentence—the main idea. The student will write the main idea in the palm of the hand. The
details should support the main idea. (Visual)
B.
Teaching/Learning Activities:

Exploration Phase- The teacher will unpack the learning targets.

Concept Development Phase- The teacher will lead the students in a review of the study guide. The students will
ask any last minutes questions concerning central idea, supporting details, and summarizing.

Concept Application Phase- The students will complete the exam. The students will read the texts to determine
the central idea, supporting details, and summarize it.
C. Closure- The students will discuss their thoughts about the test.
D. Homework- Read your AR book and be prepared to test next week.
XIX.
Material/Media
Test Booklet and Pencil
XX.
Differentiating Instruction
Accommodations / Modifications:
 Use of memory aids, fact charts, or resource sheets
 Clue student to stay on task
 Shortened assignments
Whole Group
Independent Instruction
REMEDIATION/RETEACHING NOTES: The teacher will work with the struggling students using the GPS
flashcards in a small group. The students will also be assigned an activity on Study Island or Moby
Max for remediation.