Date

Wednesday

Lesson Plan

Lesson Three: Body of Evidence Main Idea

Location: Online Classroom, Asynchronous/Synchronous
Objectives:
Students will be able to:
Identify the main idea and supporting details.
Independently use before, during, and after reading
strategies to understand complex literary and
informational texts.
Materials:
Read180 workbook
Independent Detective Work worksheet
Main idea homework worksheet
Voki/Voicethread
Evernote
Technology:
Webex
Voki/Voicethread
Evernote
Computer/Cell phone
Task One-Warm-Up: Asynchronous
-Students will look through the article and highlight the sentence
containing two new vocabulary words for the unit: theory,
extract.
-Students will access a resource such as the glossary or
dictionary to look up the new words.
-They will write the new words in sentences.
-They will add the new words and definitions to their vocabulary
capture worksheet for the unit.
Task Two-Independent Work: Asynchronous
-Students will follow along by reading and listening to the audio
recording of the article, Body of Evidence.
-They will answer the independent checkpoint questions.
Task Three-Class/Group Work: Synchronous
-Students will join a WebEx hosted by the teacher at specified
time and date. They will participate in breakout sessions to
discuss their responses to the independent checkpoint

questions.
Task Four-Independent Work: Asynchronous
-Students will capture the main idea of the article with
supporting details using a graphic organizer.
-They will post their responses in a discussion on the class site.
-Students will need to provide feedback to each others
completed graphic organizer. The teacher will also participate in
the discussion to address any confusions and misunderstandings
about the concept of main idea.
-The teacher will be available for online chat for assistance and
support.
-They will have available resources (classroom created checklist
of self-questions to ask along with infograph) to help remind
them as to how to find the main idea of text.
***All task activities will be posted or turned into the teacher to
allow for continual monitoring of students reading progress and
development.
Differentiation:
-Visual graphics on the worksheet
-Sentence Starters
-Multiple choices to answer follow-up questions
Independent Activity: Asynchronous
-Students will complete the React section of the article by
recording their responses using a Voki or Voicethread, and
posting it onto the classroom site.
-After posting their own responses, students will listen and
comment on two of their classmates postings.
-It is important for readers to not only be familiar with text
structure, but as well as develop a personal connection to derive
comprehensive meaning.
Post-Assessment: Asychronous
-Students will answer a short exit card, asking for them to
identify the main idea in three different paragraphs. They will
also have to identify and circle three supporting details from
within each paragraph. They can use an annotation to
electronically complete the exit card.
-They will need to post their responses to the teacher.
Extension:

-Find a recent news article. Capture the main idea with a graphic
organizer using Popplet or another Web 2.0 tool, and post it
onto the classroom site to share with others.
Homework:
-Students will read a news article and capture the main idea
with supporting details. They will use a graphic organizer to
record their responses.