Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 63188
Amazing Dolphins
In this close reading lesson, students will explore vocabulary, answer text-dependent questions, and identify the key details and main idea of an
informational text about dolphins. They will then compare the text, "Dolphins" with the text, "Winter's Tail." The students will write an informative
essay to explain the similarities and differences between the two texts.
Subject(s): English Language Arts
Grade Level(s): 3
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Internet Connection, LCD
Projector, Speakers/Headphones, Adobe Flash Player,
Microsoft Office
Instructional Time: 5 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: dolphin, main idea, close reading, key details, science, animals, marine, Winter, Winter's Tail, text
dependent questions, graphic organizer, compare, contrast
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
ADolphinsTail.pdf
Main Idea Powerpoint.ppt
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to:
Ask and answer questions about the provided texts to demonstrate understanding of the text.
Determine the main idea and key details from the provided texts.
Compare and contrast the important points and key details of the two provided texts.
Write an informative text to compare and contrast the two texts using textual evidence.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should be able to:
Ask and answer questions about informational text.
Identify the main topic and key details of an informational text.
Compare and contrast two texts on the same topic.
Write an informative piece using grade-appropriate organization, grammar, and conventions.
Guiding Questions: What are the guiding questions for this lesson?
Why is it important to ask and answer questions about what we read?
Why should we use examples from the text to support our answers?
How do we determine the key details in an informational text?
page 1 of 4 How does knowing the key details help us determine the main idea of an informational text?
How does comparing and contrasting two texts on the same topic help us better understand both the texts and the topic?
Teaching Phase: How will the teacher present the concept or skill to students?
Prior Knowledge:
1. Complete the whole group activity using the main idea PowerPoint.
2. Show the video on main idea and details found at http://www.brainpop.com/english/writing/mainidea/.
3. Read the guiding question(s) aloud (they should be posted so you can refer back to them throughout the lesson). Discuss.
First Reading: Day 1
1. Provide students with a copy of a KWL chart (see CPALMS Related Resources for template). Ask students to fill in the "Know" column of the KWL chart with
information they already know about dolphins. Have the students share one thing that they already know about dolphins with the class. Then the students will fill in the
"What I want to learn" column. Allow students to share one thing they want to learn with a partner before proceeding.
2. Provide students with a copy of the excerpt, "Dolphins", from Dolphins and Sharks: A Nonfiction Companion to Dolphins at Daybreak by Mary Pope Osborne. Tell the
students that, for the first reading of this text, they are going to look for words they may not know and questions they may have while reading the text. Read the text,
allowing students to mark the text by underlining words they don't know and placing a question mark by any sections that they have a question about. When the first
reading is complete, provide students with two sticky notes: one for listing words they don't know and the other for writing their question(s).
3. Collect the sticky notes. First focus on the vocabulary words the students have identified. Create a three-column chart with these headings: word, clues, and
meaning. Model with these words: mammals, shallow, curious. Read them in context and look for clues to their meaning. Then create a student friendly definition and
record it on the chart. Continue with other words the students identified until all words are defined.
4. Read the questions the students had, referring back to the text for answers to the questions. If the answer is not found in the text, discuss where the answer could
be found (you can either look up the information later or ask student volunteers to find the information as an extension).
5. Allow students to write down any new information they learned on their KWL in the last section.
6. Review guiding questions:
Why is it important to ask questions and answer questions about what we read?
Why should we use examples from the text to support our answers?
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Second Reading: Day 2
1. Have the students get out their text, "Dolphins." Tell them that today's focus will be on answering text-based questions while rereading the excerpt, "Dolphins."
NOTE: You can post the questions and have them write the answers or highlight the text where the answers are found, or you can present the questions orally.
What do all mammals have in common? (All mammals are warm-blooded, have lungs and breathe air, give birth, and drink their mother's milk.)
How fast can most dolphins swim? (Most dolphins can swim at a speed of 15 miles per hour.)
Where do dolphins get their power? (Their power comes from strong tail flukes which move up and down.)
How do dolphins breathe? (Dolphins breathe through a blowhole. They come up to the surface of the water to exhale and inhale air.)
Why are bottlenose dolphins called bottlenose? (Bottlenose dolphins are called bottlenose because their noses are shaped like bottles.)
What are scientists' opinions of bottlenose dolphins? (Scientists think they are the most intelligent dolphins.)
Why does the author think bottlenose dolphins swim near people in the water? (They seem curious.)
What is the topic of this text? (Dolphins)
Third Reading: Day 3
1. Ask, "How do we determine the key details in an informational text? How does knowing the key details help us determine the main idea of an informational text?"
Discuss. Explain that the main topic is a word or phrase that tells what the text is about, while the main idea of a text is usually a statement that tells what the topic is
and the point that author wants the reader to understand. A main idea is supported by key details in the text.
2. Provide students with a copy of the Main Idea Graphic Organizer (See CPALMS Related Resources for template). Tell the students that, for this reading, they will
work with a partner to identify the key details and main ideas in the text. Model using the first paragraph. For example, key details include: mammals are warmblooded, mammals have lungs and breathe air, mammals give birth to live babies, mammal babies drink their mother's milk, mammals have hair; the main idea could
be: Mammals have several important things in common.
3. Allow the students to work with a partner to complete key details and main idea for each remaining paragraph. Circulate and provide corrective feedback as
needed.
4. Have students share their responses on their graphic organizers with another group, revising their ideas as needed based on the feedback from their peers. Then
allow selected students to share their ideas with the whole group. Provide corrective feedback as needed. Ask, "How do the key details support the main idea of each
paragraph?"
Comparing Articles: Day 4
1. Provide students with a copy of "Winter's Tail." This article can be found at http://www.highlightskids.com/audio-story/winters-tail.
NOTE: If time permits, you may want to repeat the above activities for close reading with this article, exploring its vocabulary and asking text-dependent questions
before identifying key points to compare with "Dolphins."
Key vocabulary: coiled, stump, artificial limbs, determination, inspires
Text-dependent Questions:
How did Winter become injured? (She swam too close to a crab trap and the line coiled around her tail.)
Why did she swim so close to the crab trap? (She was curious.)
What happened to Winter's tail? (It fell off.)
How did this affect the way she swam? (She began to swim like a shark, moving her body from side to side instead of up and down.)
page 2 of 4 Why was this a problem? (Veterinarians worried that she would injure her spine.)
What solution did Kevin Carroll suggest? (He could create an artificial tail for Winter so she could swim like a dolphin.)
How has Winter's story affected others? (Others with disabilities are inspired by Winter's determination.)
2. Provide students with a copy of the Main Idea Graphic Organizer. Allow students to work with a partner to identify the key details and determine the main idea(s) of
the text (instead of paragraph by paragraph, have students focus on each section). Circulate and provide corrective feedback as needed. Have students share their
responses with another group, revising their ideas as needed based on feedback from peers.
3. Ask, "How does comparing and contrasting two texts on the same topic help us better understand both the texts and the topic?" Discuss.
4. Provide students with a copy of a Venn diagram (see CPALMS Related Resources for template). Instruct students to work with their partner to complete the Venn
diagram, identifying the similarities and differences of the two texts. Remind students to include text evidence in their comparison (they can use their Main Idea
Graphic Organizers as well). Circulate and provide corrective feedback as needed. Allow students to share their findings either in whole group or in small groups.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Students will compare and contrast the two texts about dolphins using evidence from the text to support their analysis. They will be provided with the prompt:
You have read two interesting texts about dolphins. How are the texts the same? How are they different? Compare and contrast the two texts,
providing examples from the texts for support. Remember to include an introduction, one paragraph that explains the texts' similarities, one
paragraph that explains the texts' differences, and a conclusion.
Students will be evaluated using the attached rubric. Go over the rubric prior to students' independent writing time to ensure that they understand the expectations.
Circulate and provide feedback as needed.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
1. Allow students to share their writing.
2. Allow students to complete their KWL with any additional information they learned about dolphins.
3. Review the guiding questions.
Summative Assessment
Students will compare and contrast the two texts about dolphins using evidence from the text to support their analysis. They will be provided with the prompt:
You have read two interesting texts about dolphins. How are the texts the same? How are they different? Compare and contrast the two texts,
providing examples from the texts for support. Remember to include an introduction, one paragraph that explains the texts' similarities, one
paragraph that explains the texts' differences, and a conclusion.
Students will be evaluated using the attached rubric.
Formative Assessment
At the start of the lesson: Teacher can access the students' prior knowledge of main idea by completing the PowerPoint activity attached.
During the Lesson: Students will answer text-dependent questions and will complete graphic organizers to demonstrate their understanding of the aligned skills and
the texts under analysis. The teacher will provide feedback and guidance as needed based on students' responses.
Feedback to Students
Teaching Phase: The teacher will provide verbal feedback to students based on students' responses.
Guided Practice: The teacher will provide verbal feedback on students' responses to questions they answer throughout this lesson. The students can use the
teacher's feedback to gain a better understanding of what is expected of them throughout the lesson. The teacher will also provide written feedback on the completed
graphic organizers.
Independent Practice: The teacher will go over the rubric and expectations with students prior to the summative assessment.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Allow students to work with a partner to read the text and complete the graphic organizers.
Provide struggling writers with a writing frame for the summative assessment.
Allow students to use their highlighters to locate key details prior to completing the graphic organizer.
Provide the students with main idea statements for each text and have them match the statement to the paragraph containing the supporting key details.
Extensions:
In small groups, the students will write a short essay using the prompt, If I lost an arm or a leg... After completing the essay the students will draw a picture of
them without their limb meeting Winter.
In small groups, the students will research people that have overcome the loss of a limb.
In small groups, read the article, "Amazing Animal Helpers" and complete the worksheet that goes along with the article. The article and worksheet can be found at
https://www.readworks.org/passages/amazing-animal-helpers (NOTE: The teacher will have to sign up for a free account to access the text.)
In guided reading groups, students read "Animal Homes" by Scholastic. As the students read the book, they can record the different text features found in the text.
Provide construction paper to students. Tell the students that they are going to draw a diagram of Winter the dolphin (remember Winter is missing her tail!). They
will also draw a sidebar of important information about Winter. On an index card write "What's Missing" and place it where Winter's tail should be. Have the
students write a short summary about how Winter lost her tail.
Suggested Technology: Document Camera, Computer for Presenter, Internet Connection, LCD Projector, Speakers/Headphones, Adobe Flash Player, Microsoft Office
page 3 of 4 Special Materials Needed:
Main Idea Powerpoint (attached)
Main Idea Video found at http://www.brainpop.com/english/writing/mainidea/
Copies of KWL Chart (CPALMS Related Resources)
Copies of the text excerpt, "Dolphins" (attached)
Copies of article "Winter's Tail" found at http://www.highlightskids.com/audio-story/winters-tail
Copies of the Main Idea Graphic Organizer (CPALMS Related Resources)
Copies of Venn Diagram (CPALMS Related Resources)
Sticky Notes
Chart Paper/Markers
Writing paper
Rubric (attached)
Additional Information/Instructions
By Author/Submitter
The text excerpt "Dolphins" has a Lexile level of 770L. The article "Winter's Tail" has a Lexile level of 810L.
As a close reading activity, this lesson focuses on the application of targeted skills, not as an introduction.
SOURCE AND ACCESS INFORMATION
Contributed by: bessie Clark
Name of Author/Source: bessie Clark
District/Organization of Contributor(s): Levy
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
LAFS.3.RI.1.1:
LAFS.3.RI.1.2:
LAFS.3.RI.3.9:
LAFS.3.W.1.2:
Description
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the
answers.
Determine the main idea of a text; recount the key details and explain how they support the main idea.
Compare and contrast the most important points and key details presented in two texts on the same topic.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of
information.
d. Provide a concluding statement or section.
page 4 of 4