Main Idea-Details-Sugar glider - Remix

Design Guide

Designers for Learning - Adult Learning Zone

Project Requirements

Part 1: Lesson Description

Lesson Title

Abstract

Learner Audience / Primary Users

Educational Use

College & Career Readiness Standards (CCRS) Alignment

Language

Material Type

Learning Goals

Keywords

Time Required for Lesson

Prior Knowledge

Required Resources

Part 2: Lesson

Learning Objectives

Lesson Topics

Context Summary

Relevance to Practice

Key Terms and Concepts

Instructional Strategies and Activities

Warm-Up

Introduction

Presentation / Modeling / Demonstration

Guided Practice

Evaluation

Application

Part 3: Supplementary Resources & References

Supplementary Resources

References

Part 1: Lesson Description

Lesson Title

Finding the Main Idea and Details, Central Idea, Thesis in an Informational Text.

Abstract

This lesson is aimed at finding the main idea and details in an informational text. The text is at grade 3 (C) reading level. The learner should be able to identify, sort, state and write the central idea and its supporting details in a given text. The terms central idea, theme, thesis, mainly about, will be used as synonymous with the main idea of a text. The students will create a brochure/flyer, conduct research, and build fluency during the course of this lesson.

Learner Audience / Primary Users

Teachers, Students, Professional Developers, Curriculum and Instruction Professionals, and Educational Administrators.

Educational Use

• Curriculum / Instruction
• Assessment, Mini-Lesson, Professional Development, Home School, Informal Education.

College & Career Readiness Standards (CCRS) Alignment

●Subject: English Language Arts / Literacy

●Domain or Strand: Reading Informational Texts.

○Domain: English Language Arts/Literacy

○Strand:

■Strand: Reading, Writing, Speaking and Listening

■Sub-strand: Reading and Writing of Informational Text, Literature

●Standard Description:

1.Determine the main idea of a text and explain how it is supported by key details; summarize the text. (RI.4.2).

2.Determine a theme of a story, drama, or poem from details in the text; summarize the text. (RL.4.2)

3.Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (SL.5.4)

English

Material Type

• Instructional Material
• Homework and Assignments
• Teaching and Learning Strategies
• Images, illustrations, video.
• Assessments

Learning Goals

The purpose of this lesson is for learners to be able to:

●Sort the main idea and details of a given text.

●Write the main idea and details given a passage.

●Make a flyer or brochure after conducting research on a given topic.

●Create an anchor chart restating the meaning of  the Main Idea and Details.

Keywords

• Designers for Learning
• Main Idea and Supporting Details
• Central Idea
• Theme
• Thesis

30-35 Minutes.

Prior Knowledge

• Intermediate level speaking and listening skills in English.
• Teacher should talk about using Wikipedia cautiously for research.

Required Resources

●Lesson Author: Sandhya L.

Part 2: Lesson

Learning Objectives

By the end of this lesson, the learner should be able to:

• Sort the main idea and details of a given text with 70% accuracy.
• Write  the main idea and details given a passage with 70% accuracy.
•  Create a flyer or brochure after conducting research on a given topic with 70% accuracy.
• State the main idea as synonymous with thesis and central idea of a text with 80% accuracy.

Lesson Topics

Key topics covered in this lesson include:

• Science/Researching with accuracy and relevancy

Context Summary

This lesson seeks to build research and reading skills. Conducting research and the ability to identify the central idea in a given text is a critical skill used by all adults. The following lesson attempts to introduce and practice identifying the central idea and its supporting details in an informational text. The students will also attempt to write a text with a topic sentence that relates to the main idea.

Relevance to Practice

Most adults make decisions based on their research. For instance questions like what is the best car to purchase, what is the healthiest meal to eat, or which is the best institution for higher education are all based on research. The ability to conduct research quickly and identify the thesis of a text is at the heart many real- life decisions. This lesson aims to build and strengthen these skills.

Key Terms and Concepts

• Flyer/ Brochure: A paper used to give information on a certain topic. Usually found in stores.
• Main idea: What the text is mostly about? The idea that is repeatedly mentioned or constantly referred to in a given passage, paragraph or story is the main idea.
• Supporting Details: The smaller ideas that are directly or indirectly connected to the main idea of the text are called supporting details.
• Synonyms: These words have the same meaning as Main Idea and are often used interchangeably. Central idea, mostly about, mainly about, theme, thesis.

Instructional Strategies and Activities

Warm-Up

Time: 3 minutes

Activate Prior Knowledge with Lead-in questions: Ask the following questions to gauge what your students know about a pet store and the kinds of pets available for sale. Accept all answers.

• Have you ever been to a pet store?
• What can you buy at a pet store?
• What kinds of unusual pets can you find at a pet store?

Watch a video on Sugar glider. (Optional: many videos are available through National Geographic)

Or

If internet is unavailable show a picture of a sugar glider.

https://commons.wikimedia.org/wiki/File:Petaurus_breviceps-Cayley.jpg

Introduction

Time: 1 minute

Teacher: Today we will learn how to:

• Find the main idea and its supporting details in a paragraph or article.
• Read the printed research and make a brochure for a pet store.

Presentation / Modeling / Demonstration

Time: 10 minutes

Teacher: Model how to find the main idea and supporting details:

• After each paragraph ask the student to write (in 1-2 words- on a post-it note) what ideas were repeated in the paragraph.
• Ask them to put the post-it note in a brown paper bag.
• Repeat the procedure with each paragraph.
• After reading the entire article, ask the students to take out all their post-it notes and find a common thesis (central idea) in them. (Prompt Qs: What is similar about in these post-it notes?)
• Once they have found the similarity- state that is the main idea of the article.
• Each post-it note is called the supporting detail.
• Supporting details all link with the main idea.

Guided Practice

Time: 10 minutes

Read research and identify main idea.

Ask students to work with a partner. (1 article per pair of students)

Read an article and repeat the above procedure.

• Possible Articles:

Once they have read and found the main idea, they will make a brochure about a sugar glider.

Evaluation

Time: 5-7 minutes

Make a foldable/flyer (Application activity will be graded for formative and summative assessment.)

Using the main idea and supporting details that you found in the article above make a flyer to give more information on a sugar glider. The flyer should contain the following information.

Sample Flyer Foldable: (Picture)

Application

Time: 10 minutes (this activity may be longer depending on the reading and confidence level of the learners- you can use it as a lead-in/warm-up for a follow-up lesson on main idea).

Given a set of research papers (magazine articles) students will identify the healthiest fruit/vegetable to eat.

• Possible Article:

Find the repeated ideas in each paragraph

Find the similarities in the each paragraph- repeating the above procedure.

Identify the main idea.

Write:

What is the main idea of the article? Write 2 supporting details from the article you read.

Write your opinion: What is the healthiest food to eat?

Part 3: Supplementary Resources & References

• None.

References

• Charlotte, (n. d.). Retrieved March 24, 2016 from
• Charlotte,(n. d.). Retrieved March 24, 2016 from
• Charlotte,(n. d.). Retrieved March 24, 2016 from
• Unknown, (March 16, 2016). Retrieved March 24, 2016 from
• Unknown, (September 24th, 2012). Retrieved March 24, 2016 from
• Unknown, (January 11, 2015). Retrieved March 24, 2016 from Wikimedia