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Main Idea Lesson Plan

Name: Date: Subject: Grade Level:


Kimberley Jackson September 18, 2017 Reading 4th

Interdisciplinary Connections :

Lesson Duration:

45 minutes

Relevance/Rationale:

This lesson builds on student’s knowledge of text features with reading. Student’s interest in animals and real-world
examples engage them into the lesson. The lesson uses activities and instruction that students can relate to, to achieve
the objective. (books they may have read in the past, trips they may have taken and sea animal they enjoy reading about)

Outcomes/Objectives:

The students will find the main idea in a story by using supporting details.

TEKS:

ELPS: Grade 4-5 Level 1,2


An ELL can . . .
construct meaning from oral presentations, literary and informational text through grade appropriate listening, reading,
and viewing use emerging set of strategies to:

•identify the main topic


• retell a few key details from read-alouds, simple written texts, and oral presentations

Use of Formative Assessment to Inform Planning and Overview:

Students have been reviewing text features and how they help support text. Like text features, supporting details within a
book or story help establish the main idea. Students will be building upon their prior knowledge of text features by adding
in details to help them form an understanding of the main idea. The lesson activities are built to cognitively challenge
students in a gradual process. They will first start out with a guided practice puzzle piece, hands on activity. One puzzle
piece will be presented to students in a mystery bag. They will discuss with their group the puzzle piece. Students will
then open mystery bag #2 and with all puzzle pieces solve the puzzle. Students need all pieces to form a puzzle and
figure out what the puzzle is. Students will understand that reading is the same process, to obtain the main idea. The
student’s assessment begins here with the puzzle pieces and ends with them reading a paragraph to find the main idea.
There will also be guided practice by the class reading a paragraph together and finding the main idea as a group before

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they independently practice.

Class Information/Grouping Strategy:

Reading is completed on a rotational basis. This lesson will be presented to four classes and each class has a variety of
learners.
Students will be grouped for the hands-on mystery bag activity. They are already grouped by table with each group
having a variety of learning levels.

Technologies and Other Materials /Resources:

 Power point will be used to help provide visual and audio for both teacher and students to follow the
lesson.
 The introduction to the lesson has a bag with items such as; flip flops, umbrella, sunscreen, sun glasses,
beach towel along with other items for examples.
 A mystery bag activity is used for hands on learners. Materials used for this activity are: brown paper
bags with puzzle pieces, together form a sea animal.
 A dolphin worksheet is used for assessment/independent practice. Students will need a pencil or pen to
complete the worksheet.
 Bluetooth technology will be used for music.
Academic Vocabulary:

Details and main idea will be defined.

Lesson Procedures:

Hook: 10 minutes

First, I will talk about the book, I Spy. I will tell the students, “my son and I loved to look for things in the I Spy books.
Sometimes we had to get out a magnifying glass to find what we were looking for. It was like being a detective due to the
mystery of finding the objects or items. Today we are going to take the mystery out of the main idea. It can be a challenge
to understand, but are you willing to take a risk?”

Mrs. Jackson (teacher) will present a bag with items for the “Where is Mrs. Jackson going?” mystery bag. The theme of
the lesson is; Let’s take the mystery out of the Main idea. I will take an item out of the bag, so students can take a guess
at where I am going. Some items will give students a clue to where I am going such as flip flops, sun glasses and sun
screen, but others will distract them. Once they figure out I am going to the beach, I will tell them it took some or all the
items or details to figure out where I was going. The main idea is just like the activity. I will then ask them what they have
been talking about the last week. Hopefully students will say, text features. I will also ask them to name some text
features. Next, I will ask them “what do text features do?” After naming the text features, we will talk about how the
supporting details learned today also help understand what the text is about when reading. We will also go over the
learning objective.

Guided Practice: 15 minutes

Before we dive into this portion of the lesson, students will be asked, what they think details are and then I will fill in any
gaps on the definition. They will have two brown paper bags labeled, mystery bag #1 and #2. The first bag will only have
one puzzle piece. They will open mystery bag #1 first and talk among groups members to try to figure out what the puzzle
piece is. It is the purpose for students not to know what they have so they will then open the second bag and put the
puzzle together. The goal is for students to understand that when you have one piece of the puzzle it’s hard to know what
you have but when you have all the details you can solve the puzzle. Just like in reading when using the text features

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and supporting details it helps make sense of what we read.

Independent Practice: 15 minutes

After defining the main idea by adding all the supporting details together, students will do a quick guided practice and then
work alone on a dolphin worksheet to assess their knowledge on the main idea. They will be given about 15 minutes to
complete the worksheet.

Closure: 5 minutes

I will have students place their worksheet in the center of the grouped tables and we will close with what we have
completed today. Hopefully time will allow us to talk about the mystery puzzle pieces and how that activity helped us to
understand what details are and how we took details and used them to figure out what the main idea is in a story or book.

Higher Level Questions:

What are some text features?

What do text features do?

What are supporting details in a story or book?

What did it take for you to figure out the mystery puzzle?

What is the main idea? What can you use to find the main idea?

Differentiation:

I have designed activities to engage each learner. The hands-on mystery bag will appeal to the kinesthetic learner. The
power point will help visual learners. Cooperative learning will be throughout the lesson with group discussion and group
mystery bag activity. ELL will have pictures or images to help them understand the lesson plan along with the power point
having written text. I will also have calming music throughout the lesson .
Assessment Criteria for Success:

They will first start out with a guided practice puzzle piece, hands on activity, which one detail will be presented until all
the pieces are together to show how you need all the details to put together an entire picture or puzzle .The student’s
assessment begins here with the puzzle pieces, followed by guided practice of finding the main idea and ends with them
reading a paragraph to find the main idea. Discussion questions will be asked throughout the lesson to the teacher
evaluate student’s understanding.

Anticipated Difficulties:

Lower level students may have difficulty understanding the main idea, I will make sure to look for cues that students are
not engaged in the lesson and adapt accordingly. By using the different activities and instruction, it is my hope to keep
the students engaged in the lesson.

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Reflections:

Questions I will ask after the lesson.

Did my students understand the objective of knowing what the main idea is? If not,

What could I do different to help them understand the objective next time I teach?

Did I present to much material or not enough?

Did I engage all students?

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