Main Idea and Details
This lesson is designed to teach students to use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Grade Level: 2 - 3rd
Subject: English/Language Arts
Length of Time: About 45 Minutes
Common Core Alignment
CCSS: ELA-LITERACY.RL.2.7 - Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Objectives & Outcomes
Students will be able to gather information about how honey is made to understand the main idea of the book
- The Honeybee Man by Lela Nargi & Krysten Brooker
- bee sounds on youtube
- graphic organizer
- lined paper
Opening to Lesson
- Have students close their eyes and use their ears to listen to these sounds. Think about what these sounds are, what’s making them, or who is making them. “Don’t answer out loud, you will share with your partner in a second”
- Play bee sounds then think-pair-share with your partner, “I think these sounds are made by...” Call on students to answer. Sentence frame: “my partner/friend said..”
Body of Lesson
Using the projector to show the book to all the students.
Show book to students, do a PICTURE WALK with them through the book. Ask students to predict what they think the book will be about. Read the first two pages of the book, stop and ask question to students, “Has your prediction changed? what do you predict we will learn about the main character?”
Guided Practice 1
Call up helpers to use pointer to allow students to follow along with the words as students continue to read the story. Pause to ask questions to the students and have answers prewritten but covered on graphic organizer:
What is the setting of the story?
what insects make honey?
Where do bees get the nectar that they bring back to their houses/hives?
What does the honey from Fred’s bee’s taste like?
Guided Practice 2
After the book is read, one student will come up to the front of the class and sit in the “HOT SEAT”; this student will take on the personality traits of one of the characters in the story (The bees, or Fred) and other students will take turns asking the HOT SEAT student questions pertaining to the books. The teacher will start with an example: “Mr. Bee, where do you live?” Student will respond as if he was the bee from the book. The student in HOT SEAT will then call on other students that are raising their hands to ask him/her questions.
Evidence based writing: have students write their answer to the question: “Why does Fred make honey?” and support your answer with evidence from the story. Students will write 1-paragraph f students have time, they may draw a picture to represent what they wrote. (If students have time, they may draw a picture to represent what they wrote.)
Have students share their answers orally; review writing samples that are turned in.
Assessment & Evaluation
Through guided questions, close monitoring and informal observation; the teacher will be able to assess student’s ability and understanding of the subject being introduced. Through individually assessing during independent practice and reviewing during guided practice the teacher will be able to evaluate students.
Modification & Differentiation
Students may work in groups or individually in order to complete their assignments. In order to accommodate for all students, allow extra time to review for lower students and extra worksheets to occupy the time of advanced students.
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