Students Using The Madeline Hunter's Lesson Plan Format

Students Using The Madeline Hunters Lesson Plan Format Create A Readi

Students using the Madeline Hunter's Lesson Plan format create a reading lesson plan of a reading skill, incorporating strategies that enhance comprehension. A sample lesson plan is included in the text on page . Also, if you were teaching this lesson to your class, include and fill out a KWL chart (page 157). Remember this will be a reading lesson plan, include a story map that accompanies your lesson plan. Required Text: Teaching Strategic Processes in Reading, 2nd Edition, Almasi, Janice & Fullerton, Susan King.

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Students Using The Madeline Hunters Lesson Plan Format Create A Readi

The objective of this lesson plan is to teach students a specific reading comprehension skill using the Madeline Hunter lesson plan format. The focus will be on strategies that improve understanding of texts, with an emphasis on interactive, student-centered teaching methods. To accomplish this, the lesson will incorporate modeling, guided practice, independent practice, and assessment, aligned with the structured approach advocated by Madeline Hunter.

Lesson Title: Understanding Main Ideas and Supporting Details in a Text

I. Standards and Objectives

The lesson aligns with reading standards for comprehension and analysis, specifically targeting students' ability to identify main ideas and supporting details within a grade-appropriate text. The learning objectives are for students to be able to:

• Define main idea and supporting details.
• Use specific strategies to identify the main idea of a paragraph or story.
• Create a story map that visually represents main ideas and supporting details.
• Demonstrate comprehension through a guided discussion and written responses.

II. Anticipatory Set (Set Induction)

To activate prior knowledge, I will pose an engaging question: "Have you ever read a story and wondered, what is this story really about?" I will show a brief, catchy story summary and ask students to share what they think the main idea might be before we dive into the detailed reading.

III. Objective and Purpose

Today, we will learn how to identify the main idea and supporting details in a story or paragraph. Understanding these will help us better comprehend what we read and remember the key points.

IV. Modeling (Teacher Demonstration)

I will read a short story aloud, think aloud as I identify what I think is the main idea, and highlight supporting details. I will demonstrate how to create a story map by visually breaking down the story's main idea and details, emphasizing how strategic questioning guides this process.

V. Guided Practice

Students will read a different but related passage in pairs. I will guide them through the process by asking specific questions like: "What is the main idea of this paragraph?" and "What details support this main idea?" I will circulate and provide support, clarifying misconceptions.

VI. Independent Practice

Students will read a new short story individually and complete a story map graphic organizer, identifying the main idea and supporting details. They will then write a brief summary based on their graphic organizer.

VII. Closure

To conclude, students will share their story maps and summaries with a partner or small group. I will review the key points about identifying main ideas and details and reinforce how these skills help us understand what we read.

VIII. Assessment

Assessment will be based on students' completed story maps, written summaries, and participation in class discussion. I will also review individual responses for understanding.

IX. KWL Chart (What I Know, What I Want to Know, What I Learned)

Prior to the lesson, students will fill out the "K" and "W" sections of the KWL chart about main ideas and supporting details. After the lesson, we will complete the "L" section together, reflecting on what they've learned.

X. Story Map

The story map will include sections for the story title, main idea, supporting details, and a visual illustration if possible. Students will use this as a visual organizer to aid understanding and recall.

Conclusion

This lesson plan, rooted in the Madeline Hunter format, employs explicit instruction, modeling, guided practice, and independent work to equip students with essential comprehension strategies. Using the story map as a visual aid and the KWL chart as a pre- and post-assessment tool, the lesson aims to deepen students' understanding of main ideas and supporting details, critical components of reading comprehension.

References

• Almasi, J., & Fullerton, S. K. (2012). Teaching strategic processes in reading (2nd ed.). Guilford Press.
• Madeline Hunter. (1982). The multiple intelligences of instruction. Educational Leadership, 39(8), 34-40.
• Harvey, S., & Goudvis, A. (2000). Strategies that work: Teaching comprehension for understanding and engagement. Stenhouse Publishers.
• Fountas, I. C., & Pinnell, G. S. (2006). Teaching for comprehension and fluency. Heinemann.
• Rivkin, M. (2012). Strategies for score success. Pearson.
• Pressley, M., & Woloshyn, V. (1995). Cognitive strategy instruction: Teaching for purposeful learning. Brookline Books.
• McTighe, J., & Wiggins, G. (2012). Understanding by design. ASCD.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
• Student Achievement Partners. (2014). Close reading of complex texts: The common core research & practice.
• National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. NIH Publication No. 00-4769.