Whole Group Shared Reading Lesson Plan Template
Name: Samantha Burritt
Date: October 28, 2013
Classroom Location/Teacher: B. Baldwin, 4th grade
Topic/Subject: Shared Reading-Sequencing
Curriculum Standards
SOL(s):
4.6 d,e: The student will read and demonstrate comprehension of nonfiction texts.
d) identify main idea
e) summarize supporting details
4.4c: The student will expand vocabulary when reading.
c) use word-reference materials, including the glossary, dictionary, and thesaurus
Essential Question(s):
What is the main idea of a passage?
How do you find the main idea in a passage?
What are supporting details?
Why do you need supporting details in a story?
Lesson Objectives: A statement or statements of what the students will be able to do as a result of the lesson. Need
to be observable and measurable.(ABCD format):
The students will be able to pick out the main idea and supporting details from the story and put the supporting
details in a sequenced order. They will pick out at least six supportive details from the story and put them in the
correct sequenced order with 100% accuracy.
Assessment of Objectives: Describe how you will collect evidence that individual students have indeed met the lesson
objective(s). These need to be tied to the degree or criteria from your objectives.
I will give each student a paper that they can manipulate and write down the main idea and the six supporting
details. They will put them in order as they write them down. I will collect these at the end to see if the students
have done this accurately.
BEFORE (Content, Viewing or Listening):
Teacher: Focusing attention, laying the groundwork, creating interest, sparking curiosity, students understand the
purpose “the why” (set a purpose, explicit explanation of expectations, modeling)
Student: Strategies to obtain prior knowledge, similarities, connections, analogies, think about thinking
“metacognition” (discussing, organizing, writing, vocabulary)
Before we begin reading, I will go over the vocabulary from the book. I will have big note cards with each vocabulary
word and their definition on it. I will put the index cards up one by one. First, I will put up the vocabulary word and
have the students choral read it together. Then, I will ask them to give me a thumbs up if they know what the word
means or a thumbs down if they do not know what the word means. If someone thinks they know what it means, I
will give them the chance to tell the class. Then, I will put up its definition and ask the students to read that chorally
together as well. Then, I will help the students make sense of the definitions or make connections to them. For
example, conching refers to the process of smoothing a chocolate mixture. So, I will ask the students, “Have you
guys every made brownies? When you poured the batter in the pan, did you have to smooth out the chocolate on
top? That would be an example of conching.”
After we have gone over all of the vocabulary words, I will do a short book walk with the students. Since this is a
non-fiction text, it has different aspects than a fiction text. So we will walk through together. We will stop at the
Table of Contents first. I will ask the student what a Table of Contents is, how it is used, and what do the sections
within it represent. “This is called the Table of Contents, does anyone know what a Table of Contents is?” “How do
Whole Group Shared Reading Lesson Plan Template
you use a Table of Contents?” “What are all these sections in the Table of Contents for?” We will flip through the
rest of the book and I will point out the bold headings where each section in the Table of Contents is mentioned.
“Section’s Title is bolded. Why do you think that is? Do you think it’s important? Where else did we see this at?”
While we are going through the book, I will also point out any vocabulary words we come across and ask the
students to remind me what the word meant. The note cards with the vocabulary words and their definition will still
be on the board, so they will have something to reference. When we reach the glossary at the end, I will ask the
students, “Do you know what this is? What does a glossary tell us? Where else have you seen a glossary before?”
Next, we will come to the index where I will ask the students the same similar questions: What is it, What is it used
for, where have you seen it before?
After we have done our book walk and went over the vocabulary words, I will go into modeling the strategies for the
students to pick out the main idea, supporting details, and put the details in order. I have a very short story called
Achoo! to read to the students. I will read the passage aloud and then model the strategy for the students. I will
have a cutout of a table, so that I can explain to the students the correlation between the main idea and supporting
details. I will say to them: “So, who can tell me what a main idea of story is? A main idea is the big part of what the
story is about. So, I think the main idea in Achoo! is why you sneeze. Does everyone agree with that? Okay, good.
So, I’m going to put the main idea in this circle on my sheet.” “Now, who can tell me what supporting details in a
story are? Right, supporting details are the details in the story that help identify the main idea. So, who can tell me a
supporting detail of Achoo!?” I will pick out the first supporting detail myself, and then prompt students to pick out
others. “So, I am going to write these supporting details on these legs coming off of my circle.” I will then fold the
legs down and make my circle into a table. I will explain to the students that the legs of a table are equivalent to the
supporting details of a main idea in a story. If you did not have the legs of the table, the table would not stand up.
This is just like how the main idea of a story would not work if the supporting details were not in the story. I will then
go into showing them about sequencing ideas. I will tell them that authors sequence their details in their story in an
organized manner. So, I will then tell the students that I have to put the supporting details from my table in the order
they read them in the passage. I will tell them which the first one was, and then prompt them to tell me which
supporting details come next. I will make sure it is clear which details came first by write numbers 1-4 on each leg to
differentiate the order of the details.
DURING (Content, Viewing or Listening): Strategies for active engagement with new content, what are students
doing while reading, viewing, or listening? (set a purpose, modeling, discussing, organizing, writing, vocabulary)
I will hand out to each student a picture of a ladybug, which has six legs. I will tell the students that we are going to
be reading this story called All About Chocolate. I will read the first page aloud to them. The final sentence on the
first page says, “If you have ever wondered where chocolate comes from and how it’s made, then read on.” I will
point this out to the students and ask them, from this sentence, what they think the main idea is. The main idea is
where chocolate is from and how it is made. I will have the students write this on the ladybug’s back. Afterwards, I
will read the book aloud to the students until I reach page 8. I will stop at the word cacao on page 5 and ask the
students where else we saw that word. I will ask them to chorally read the definition of the word. I will do the same
when I reach the word plantations on page 6. After I have finished reading page 7, I will ask the students to think to
themselves for a moment about what kind of supporting details they heard in that section. Then, I will ask them to
turn to a partner and tell them their supporting detail. After that, I will have a few students share with the class and
then each student will write one supporting detail on one of the ladybug’s legs. Then, I will read the next section
titled Preparing the Beans, stopping at the vocabulary words machete and fermentation. I will again have the
student share their ideas of supporting details with each other and then the class. I will continue reading the next
section, From Beans to Cocoa, stopping at the vocabulary words conching and ingredients. Then I will have the
students share more of their ideas for supporting details and have them write a supporting detail on a third
ladybug’s leg before I move onto The History of Chocolate. In this section, I will stop to go over the vocabulary word
mills. Once again, the students will share their ideas for supporting details with the class and then write one down
on another ladybug’s leg. Then, I will go into reading the rest of the book, stopping at mole to ask the students to
remind me what it meant. I will ask them to think-pair-share one last time and to write something of the fifth
ladybug’s leg.
Whole Group Shared Reading Lesson Plan Template
AFTER (Content, Viewing or Listening): How will students apply new knowledge? How will students check their
understanding? How will students be prompted to reflect on what they have learned? How will students be prompted
to reflect on how they learned it?
After we have finished reading the book, the students will have one more leg to write a supporting detail on, so I will
ask them to think of one they remember from anytime throughout the story or remember one that someone else
shared with them and write it on the last leg. I will then go into asking them to put their details in the order they
happened in the story on their own. I will remind them about how we ordered the supporting details in the story I
read to them in the beginning. I will remind them that the last detail they added may not have appeared last in the
story, so pay close attention to how you order your details!
Rationale: Why teach this lesson in this way? Why give these objectives, are these the BEST strategies to choose and
use? Explain why this sequence of activities leads to cultivating the behaviors or performing the skills or displaying the
knowledge called for by the objectives.
I chose to teach this lesson because picking out main idea and supporting details is something the students need
extra practice with. It still doesn’t come as easily as it should to them. I decided to use the table and ladybug
pictures to help the students understand the correlation between main ideas and supporting details. I also chose to
add in sequencing because the students have done some work related to this in the past couple weeks, so it would
be a good way to reinforce what they have learned.