Main Idea and Details

Day # 3

Grade Level: 4th Date: 12/14/16

Subject: Main Idea an Details Prepared By: Olivia Williams

Task 1: Complete the chart below to include demographic information including learning needs, number of students
Context for Learning and supports and accommodations pertinent to the IEP goals. Consider the variety of learners in your class
who may require different strategies/supports or accommodations/modifications to instruction or
assessment (e.g. students with IEPs or 504 plans, English language learners, struggling readers
underperforming students or those with gaps in academic knowledge, and/or gifted students needing
greater support or challenge).

Learning Needs Category Number of Students Supports,

Accommodations,
Modifications, and/or
Pertinent IEP Goals
Accelerated Learners 8 -Need higher-level subject
questioning.
-Advanced information and
more advanced work
-Add extra problems on
homework

Guided Readers 5 -Need constant redirection

- Provide visuals and/ or
manipulatives
-Directions simplified; break
down as needed
-Preferential seating

Remedial Learners 4 -Provide visuals and/ or

manipulatives
-Break down multi-step
directions
 -Homework with fewer problems
-Read all word problems aloud
-Re-teaching as needed
ESL Students 3
-Provide a vocab conversion
sheet
-Break down multi-step
directions
-Homework with fewer problems
-Read all word problems aloud
-Re-teaching as needed
-Simplified activities

The focus of this lesson is to introduce to the students how you figure out what a main idea is using
supporting details. They will use their prior knowledge to assist them in figuring out the concept of what a
Central Focus main idea is and how to support your solution with accurate details. The students will have to go back into
the text and retrieve supporting details that support their assumption of what the main idea is. The students
will be able to analyze various texts some independently and some with their classmates. This will assess
whether or not the students retained the new concept. The overall focus of this lesson is to see how well
they can incorporate their prior knowledge into the lesson as well as go back into the text to analyze what
the main idea is.

Goal: Students will demonstrate their understanding of what a main idea is and how you discover it within a text. Plus,
how to support your assumption with details from the text.The students will work together with their peers as well as
independently. They will be able to interact with one another to help retain the information given to them. This will
demonstrate the importance of being able to work with their peers. Plus, they will be able to determine what the text
says explicitly and to make logical inferences from it.

Content Objectives:
Standards/Objectives  SWBAT determine the main idea of a text and explain how it is supposedly by key details; summarize the text.
with 100% accuracy.

Common Core Content Standard, Learning Objectives

number/indicator
RI.4.2 SWBAT determine the main idea of a text and
 Determine the main idea of a text and explain explain how it is supposedly by key details;
how it is supposedly by key details; summarize summarize the text with 100% accuracy.
the text. .

Differentiation: Students who struggle with

reading and or are ESL students will have to
complete this objective with 85% accuracy.

Vocabulary:
Vocabulary The following key vocabulary words have been introduced to students prior to the lesson, and will be constantly
reviewed during this specific lesson:
Concepts
Detail, Echolocation, Main Idea, Mammals,
Academic Language
Key Concepts:
The concept that will be introduced in this lesson is discussing how you figure out what a main idea is from a specific
text while using supporting details to back it up. The students will then be given the chance to work as a class to
understand the importance of being able to discover the main idea of a text. The activity itself will indicate if the
students understood the lesson and if they will need further guidance moving into the next activity.

Language:
The students will have to be able to retrieve details from the text, which will allow them to apply their vocabulary in
the main ideas and key details that they will generate. [
Rationale This particular lesson is important for the students to learn because they will be learning how to figure out what a main
idea is while using supporting details to back their assumption up. They will need to acknowledge the details that they
see throughout the text. It will help them in the future when reading various texts. Students will have to be prepared to
work with their peers for the activities that will be given. Working with ones peers has been proven to be affective, a
theory proved to be important by Bloom’s Taxonomy. Bloom’s theory explains the ways to classify thinking: Lower
levels (knowledge, comprehension, and application), Higher levels (analysis, synthesis, and evaluation) (Krathwohl,
2010). The students will have to apply their knowledge to solve the problems that they will be given.

EssentialQuestion
(Focus Question) How do you produce a main idea from a text?
Is there a limit of how many details you can use to support your main idea?
What is the point of supporting your main idea with details?
Is there an example of a time where you figured out the main idea of a text?
 What is another example of a main idea?

Assessments:
Task 3: Teacher will begin the lesson
Assessment introducing the topic; main The students will clearly identify whether or
ideas and details. Most students ESL students will be given a vocabulary not the students are following along and are
Formative have prior knowledge of this conversion chart that has the English word, beginning to understand the topic based on
lesson. The teacher will hand the word in their language, and also a participation. Whether or not they follow
out a sheet called Main Ideas picture of that word. along and work diligently through the
and Details. Then as a class we prompt will show a clear indication on
will go over the sheet. We will whether or not they are grasping the concept.
discuss what a main idea is,
what are details, how can you
find a main idea, and go over an
example.

The teacher will then pass out

another sheet; anchor ice cream
chart, which also is just,
specifies what a main idea/
details are and how you locate
them.
Students will indicate their understandings
The teacher then will read a ESL students will be able to continue to by being able to work with their peers and
prompt passage with the work with their partner on the graphic then collectively going back to completing
students and the students will organizer aspect of the lesson. the sheet independently.
have to follow along. As a class
we will go over the “Ice Cream
Cone” anchor chart to figure out
what the main idea and the SWBAT determine the main idea of a text
details were from the passage and explain how it is supposedly by key
(by highlighting). details; summarize the text with 100%
accuracy.
The teacher will then have the
 student’s move they’re prompt
to the side and will pass out the
Elfie passage. The teacher will
read the Elfie passage one time
to the students.
Then the students will be split
off into pairs and they will have
to re-read the passage with their
partner. The students will have
to interpret with their partner
what the main idea is. Then
they will have to go back into
the text to highlight 3 details.

Once the students are finished

with highlighting their details
the students will have to
complete the graphic organizer
on their own. They will have to
organize their details to be able
to put them into the graphic
organizer.
The students will then go back
Summative to their desk to complete the ESL students will be given a different more
backside of the prompt simplified passage to fit their needs. SWBAT determine the main idea of a text
worksheet. and explain how it is supposedly by key
Remedial/ Guided readers will have a details; summarize the text with 85%
Each student will have to work differentiated passage just like the ESL accuracy.
independently. They will have students did. Theirs will be a higher level
analyze the text to find the main than ESL, yet a bit lower than the
idea of the passage and fill in accelerated learners. The students will be determining the main
the ice cream cone anchor. idea of the text by supporting it with details
They will have to support their Accelerated learners will have a longer from the text when they go back to their desk
main idea with three accurate more complex passage to read. and read the passage. Then they will
details, state in their own words. complete their Ice cream anchor chart.

Each section will have to complete the

anchor chart as well.
Assessment Check all that apply Writing: X Connection to:
requires students X Organize
to: X Interpret X Making Generalizations X prior learning
X Analyze

Sequence of Activities
Instructional Strategies and Learning Tasks

Procedure Teacher will: Students will: Modifications (RTI/UDL Strategies)

(list performance steps)
Anticipatory Set Teacher Modeling Students will observe and
___10__ minutes engage by raising their hand No modifications for this aspect of the lesson.
Teacher will begin the lesson and asking questions when
introducing the topic; main ideas appropriate. The students will
and details. Most students have analyze the reference sheets
prior knowledge of this lesson. that the teacher has passed out.
The teacher will hand out a sheet
called Main Ideas and Details.
Then as a class we will go over
the sheet. We will discuss what a
main idea is, what are details,
how can you find a main idea,
and go over an example.

The teacher will then pass out

another sheet; anchor ice cream
chart, which also is just,
specifies what a main idea/
details are and how you locate
them.

Learning Tasks and Teacher Modeling The students will follow along -Comprehension check to clarify information
Instructional Strategies and highlight details from the -Directions read aloud
__15___ minutes The teacher then will read a passage that is being read -Students will highlight details within the
prompt passage with the students aloud by the teacher. The passage.
and the students will have to students will then continue to
 follow along. As a class we will follow along and will be active
analyze the “Ice Cream Cone” in discussion when examining
anchor chart to figure out what the Ice cream anchor chart,
the main idea and the details which the students will be
were from the passage (by completing as a class.
highlighting).

Independent Identifying the Main Idea Students will follow along

Practice/Exploration of while the teacher reads the
Concepts The teacher will then have the passage the first time through. The teacher will shorten instructions so that
____20_ minutes student’s move they’re prompt to Then the students will split into the students will have more time to work on
the side and will pass out the groups and re-read the text this part of the lesson. There will be extra time
Elfie passage. The teacher will with their partner. Each student to complete this aspect of the lesson. The
read the Elfie passage one time will highlight the details that students will be able to work both
to the students. they find to help support what independently and in a group setting.
Then the students will be split they believe is the main idea of
off into pairs and they will have the text. They will need to go
to re-read the passage with their back to their desks upon
partner. The students will have finishing highlighting.
to interpret with their partner
what the main idea is. Then they They will then complete the
will have to go back into the text graphic organizer
to highlight 3 details. independently. The students
will have to organize their
Once the students are finished details and main idea into the
with highlighting their details the appropriate locations on the
students will have to complete chart.
the graphic organizer on their
own. They will have to organize ESL students will be able to
their details to be able to put continue to work with their
them into the graphic partner on the graphic
Organizer. organizer. They will be able to
analyze and answer the
organizer together.
Closure ESL students will be given a
__15___ minutes Exit Ticket modified and more simplified Record notes will be made on the progress of
 passage to fit their needs. the students throughout the lesson. The second
The teacher will send the side of the worksheet that they will be
students will then go back to Remedial/ Guided readers will finishing up with will be considered their “exit
their desk to complete the have a differentiated passage ticket.”
backside of the prompt just like the ESL students did.
worksheet. Theirs will be a higher level
than ESL, yet a bit lower than
Each student will have to work the accelerated learners.
independently. They will have to
analyze the text to find the main Accelerated learners will have
idea of the passage and fill in the a longer more complex passage
ice cream cone anchor. They will to read.
have to support their main idea
with three accurate details, state Each section will have to
in their own words. complete the anchor chart as
well.

Student Product: Journal entry, worksheet, artifact (include a copy).

Is the back/ modified graphic organizers to fit the needs of all students.

ESL Students Guided Readers Accelerated Learners

Lesson Extensions: Ideas for extending the concepts from this lesson in future.
Ideas for extending the concepts from this lesson in the future is to do various stories/ texts while incorporating their ice cream anchor charts into
them.

Instructional Resources, Materials and References: (Including all images used.):

Computer, projector, graphic organizer, highlighter, and a pencil.

Krathwohl, D. (2010). A Revisions of Bloom's Taxonomy: An Overview. 41(4), 212-218. Retrieved Septemeber 23, 2016, from
http://www.tandfonline.com/doi/abs/10.1207/s15430421tip4104_2?journalCode=htip20#preview

ReadWorks.org | The Solution to Reading Comprehension. (n.d.). Retrieved December 18, 2016, from http://www.readworks.org/

TeachersPayTeachers. (n.d.). Retrieved December 10, 2016, from https://www.teacherspayteachers.com/

Reflection/Commentary:

After teaching this lesson there were things that I would modify if I were to reteach this lesson. This class has a variety of leveled learners so
for almost all my assessments I had to make sure there were modifications for all the students. That is why for the “exit ticket/ summative
assessment” I had made sure there were 3 different levels, one for the ESL learners, one for the guided readers, and one for the accelerated
learners. For the formative assessments the students all had the same activities because they were able to work with a partner and or the teacher
modeled it.
This class needs a lot of in-depth instruction and needs to be given examples otherwise they will get lost. That is why I started off modeling a
text to examine the main ideas and details using our graphic organizer. Then I modeled a interesting story that they would like, which is when
they would split into their partners and reread the story as well as analyze the main ideas and details. The students were following along and were
intrigued by this point. They were attentive and I rewarded group’s team points that displayed hard workers. There were a few hiccups when it
came to being split into partners. Some students did not want to work with the partners they were given but we have gone over time and time
again about how we have to be able to work with everyone and be kind to all. Those students that felt that way in the beginning demonstrated
good work ethic with their partners. There was one student who became frustrated because they got a lower level summative assessment than her
neighbor, which then she went into a tizzy. However, we spoke in the hall calmly and she went back inside and completed her graphic organizer
quietly. The ESL students as well as another student who needed to be separated from the class, worked at the back table collectively with my
coaching teacher.
For the most part the students truly demonstrated great efforts and understood the concept well. Next time, when modifying texts to fit the
needs of the different leveled learners I would already pair them into designated groups so those students wouldn’t get upset knowing another
student may have a different level passage then them. I did however; learn how to handle a situation like that by having a discussion with that
particular student. Overall, though the lesson went smoothly and the students worked very well with one another. Even though I wish that I had
more time to walk around and observe the students when working together but I was handling a student issue, which got resolved. During this
lesson, the students followed the directions for the most part, had their listening ears on, and demonstrated exceptional work. I examined the
students work once they completed it and each student grasped the main ideas and details concept well. The students started to really understand
the concept of discovering main ideas and details from a given text. It made me happy to see how the students incorporated the Ice Cream
Organizer outside of my lesson. When we split into our daily 5 groups we read a text and the students had to analyze what the main ideas and 3
details were, some drew the ice cream organizer to aid them. The students did a fantastic job during this lesson