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Education, B. (n.d.). Digital Solutions to support literacy and   language. Complete ELA eLearning Software | Benchmark Education Company: Benchmark Universe. Retrieved October 17, 2022, from https://www.benchmarkuniverse.com/

English language arts. Tennessee State Government - TN.gov. (n.d.). Retrieved October 17, 2022, from https://www.tn.gov/education/instruction/academic-standards/english-language-arts-standards.html

Kurt, D. S. (2016, February 14). Assure: Instructional design model. Educational Technology. Retrieved October 17, 2022, from https://educationaltechnology.net/assure-instructional-design-model/

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The students will apply what they have learned by reading an assigned leveled text and determining the main idea (with key details). The students determine the main idea through reading. Then, they will mark with a sticky-note each key detail that supports the main idea. The students will share their findings with the whole class if time permits.

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The students will work with partners to continue reading the text and annotate key details that support the main idea. I will ask the following questions:
"What is the main idea of paragraph 1?"
"What is the main idea of paragraph 2?"
"What key details in paragraphs 3 and 4 best support the main idea of the emperor penguin surviving in its habitat, Antartica? Why?"

While the students are reading and answering these questions, I will present sentence frames to guide their thinking for my lower students who need assistance.

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Since this is the first unit of the school year, I will model the beginning of the lesson. I will introduce "Main Idea" as what the text is mostly about.
"The first place I can look for the Main Idea in a Non-Fiction story is the title: 'Emperor Penguin Habitat.' The title gives me a hint that the text is mostly about the emperor penguin and its habitat. Within the text it says Antarctica is, 'one of the harshest habitats on Earth.' I learn that emperor penguins are one of the few species that can survive there. These details help me to know that the text is about the emperor penguin surviving in its habitat, Antartica. That must be the main idea. I will underline these details and you should underline in your book as well."

Looking at paragraph 2
I will demonstrate how I find key details to support the main idea.
"One detail that supports the main topic of emperor penguins surviving in Antartica is that they have a layer of blubber and feathers that keep them warm as they swim in the cold sea. I will underline this to show that it is a key detail that supports the main idea."

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We will discuss our objectives for the day and then proceed to the lesson.

First, I know that majority of my students do not have background knowledge on where a penguin lives or their life-styles. Therefore, I will present a video of penguins traveling and diving to get food from the sea. Then, I will show the students a map of the world. Describing to them where we live, versus where penguins are located. We will discuss if humans could live in Antartica and if penguins can live in Tennessee.

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The teacher will present the story onto the SmartBoard. The students will interact with the board by coming to the board and underlining their key details to share with the class.

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TN ELA Standard
2.RI.KID.2- Identify the main topic of a multi paragraph text as well as the focus of specific paragraphs within a text.

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The students will identify the main topic of a multi-paragraph text.

The students will identify key details that support the main idea.

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This unit is entirely about Plants and Animals in their Habitats. The students will learn about different plants and animals while thinking about the Essential Question "How do living things get what they need to survive?"

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This lesson plan is for 2nd Grade ELA.

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Background & Rationale for using ASSURE Model

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Background & Rationale for using ASSURE Model

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I chose this model to hit on every mark that you have to reach during a lesson, and it meets your students' needs. Primarily, you want to consider your students' interests when creating your lesson. As well as their background knowledge. If you begin a new lesson with materials that your students are not familiar with, then they cannot begin building schema until their bases have been met.