Reading: main idea and theme Stage 5



Main idea and themeStage 5Learning focusStudents will learn to identify the main idea and theme in a range of texts.Syllabus outcomesThe following teaching and learning strategy will assist in covering elements of the following outcomes:EN5-2A: effectively uses and critically assesses a wide range of processes, skills, strategies and knowledge for responding to and composing a wide range of texts in different media and technologiesEN5-3B: selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, describing and explaining their effects on meaningEN5-4B: effectively transfers knowledge, skills and understanding of language concepts into new and different contexts.Year 9 NAPLAN item descriptorslinks the main idea to the title of a textidentifies a key idea in an information textidentifies the main argument in a persuasive textidentifies the main idea of a paragraph in a textidentifies the main idea of a paragraph in an information textidentifies the main idea of a section of a textidentifies the main idea of a textidentifies the main idea of an information textinfers a key idea in a narrativeinfers a key idea in an information textlinks the central theme to a quotation in a narrativeidentifies a central theme in a narrativeidentifies a central theme in a poemidentifies the central theme of a conversationidentifies the central theme of a narrative extractLiteracy Learning Progression guideUnderstanding Texts (UnT9-UnT11)Key: C=comprehension P=process V=vocabularyUnT9identifies the main themes or concepts in moderately complex texts (C)summarises the text identifying key details (C)selects reading/viewing pathways appropriate to reading purpose (scans text for key phrase or close reading for learning) (P)UnT10synthesises information from a variety of complex texts (C)reads and views moderately complex or some sophisticated texts (See Text Complexity) (C)UnT11derive a generalisation from abstract ideas in texts (C)identifies relevant and irrelevant information in texts (P)Resources ‘Get the GIST’ Explicit Instruction – worked example - Appendix 1Identifying theme in texts - Appendix 2Identifying theme in inspirational quotes - Appendix 3Identifying theme and main idea in texts - Appendix 4Background informationMain IdeaBeing able to determine the main idea helps readers to recall important information. Locating the main idea and significant details helps the reader understand the points the writer is attempting to express. Identifying the relationship between the main idea and significant details can improve comprehension. Students need to develop a main idea statement based on the following information: who or what the paragraph is about (the topic of the paragraph, which will usually be the subject of the main idea statement). the most important information about the ‘who’ or ‘what’ (NSW Centre for Effective Reading Comprehension strategies Middle Years)To find the main idea, the following process can help students develop their understanding:Gather: background knowledge and vocabularyIdentify the topicSummarise the textTop and Tail sentences will often reinforce the main idea.ThemeRefers to the central or one of the main underlying ideas or messages of a text.Where to next?Literal comprehensionInferenceText structure and featuresTeaching strategiesTask 1: Finding the main ideaDiscuss what the main idea of a text is, reinforcing the difference between main idea and supporting ideas. The main idea and main argument can be overall or within a section. Teacher models identifying main idea and supporting ideas with colour coding using the following excerpt:Understanding emotions is nearly as important as IQ for students’ academic successThe ability to understand emotions contributes almost as much to students’ grades as their IQ.Past studies show two personal qualities are important for student academic success – intelligence and conscientiousness.IQ scores explain about 15% of the differences between students’ grades. Conscientiousness, such as having the diligence to do enough study, explains about 5%.Our recent research has found emotional intelligence explains 4% of differences between students’ achievement. But the ability to understand emotions, a component of emotional intelligence, explains about 12% of differences in students’ grades.By Carolyn MacCann, Amirali Minbashian and Kit Double March, 2020 from The ConversationTeacher sources a range of persuasive, imaginative and informative text excerpts asking students to determine the main idea and supporting ideas through colour coding.Model using ‘Get the GIST’ graphic organiser to determine the main idea or main argument; this structured approach has students gather information (important vocabulary and background knowledge), identify the topic, summarise the text, and ‘top and tail’ (check the first and last sentences) to make sure they have accurately identified the main idea.Students use a range of texts linked to current unit of learning, or Appendix 1, to apply ‘Get the GIST’ process to identify the main idea. This can be done for the overall text or within sections.Alternate task: Students determine their own process for determining the main idea. Task 2: Theme Review theme as the central or one of the main underlying ideas or messages of a text. Discuss major and minor themes, particularly in more sustained texts like a novel. Create a class mindmap of examples of themes and example texts where the theme was represented.Inspirational quotes are placed on posters around the classroom. Students walk around and add ideas to a T-Chart to brainstorm ideas for theme, what it might mean and examples of texts where this theme is evident (see Appendix 2). This strategy can be replicated with art and music.Task 3: Compare and contrast theme and main ideaStudents create a T-Chart detailing the difference between theme and main idea. Suggestions:ThemeMain ideaThe theme is the underlying idea or message. What the author wants us to think about or what idea stays with usThe main idea of a text tells what it is mostly aboutActions speak louder than wordsTeamworkEnvyEmotions are as important as IQ for academic success.The team won the game when they embraced their differences.Students use Appendix 4 to determine the main idea or argument and theme of each text.Appendix 1‘Get the GIST’ Explicit Instruction – worked exampleGet the GISTGather informationbackground knowledge and key vocabulary:Colour 1: Important vocabularyColour 2: Unfamiliar vocabularyColour 3: Repeated vocabularyIsland, disco, uploaded, sensationPerform, Indigenous, danceFestivals, cultural events, Yolngutraditional, globalsuccess, upbeat versionIdentify the topicUse vocabulary to guide ideas and refine to a word e.g. dragonflies or a phrase e.g. The assassination of Archduke Franz FerdinandIndigenous dance group success storyInternational, multicultural, outback youth success storySummarise text by placing vocabulary into key pointsAn indigenous dance group has found global successAfter uploading a performance, now performing globallyPerform upbeat versions of multicultural dancesTop and Tail sentences- check first and last sentences as these may reinforce main : Local children enjoying dancingTail: Main Idea: The Internet helped start the trajectory of success for a local group of Indigenous students who share their connection and love of dance and culture across the globe. ‘Get the GIST’ Student ScaffoldGet the GISTGather informationbackground knowledge and key vocabulary:Colour 1: Important vocabularyColour 2: Unfamiliar vocabularyColour 3: Repeated vocabularyIdentify the topicUse vocabulary to guide ideas and refine to a word e.g. dragonflies or a phrase e.g. The assassination of Archduke Franz FerdinandSummarise text by placing vocabulary into key pointsTop and Tail sentences- check first and last sentences as these may reinforce main idea.Appendix 2Identifying theme in textsIdentifying theme in textsIdentifying theme in textsAppendix 3Identifying theme in inspirational quotes “The Pessimist Sees Difficulty In Every Opportunity. The Optimist Sees Opportunity In Every Difficulty.” – Winston Churchill“The Way Get Started Is To Quit Talking And Begin Doing.” – Walt Disney“You Learn More From Failure Than From Success. Don’t Let It Stop You. Failure Builds Character.” – Unknown“If You Are Working On Something That You Really Care About, You Don’t Have To Be Pushed. The Vision Pulls You.” – Steve Jobs“Entrepreneurs Are Great At Dealing With Uncertainty And Also Very Good At Minimizing Risk. That’s The Classic Entrepreneur.” – Mohnish Pabrai“We May Encounter Many Defeats But We Must Not Be Defeated.” – Maya Angelou“Whether You Think You Can Or Think You Can’t, You’re Right.” – Quote By Henry Ford“Security Is Mostly A Superstition. Life Is Either A Daring Adventure Or Nothing.” – Life Quote By Helen Keller“The Man Who Has Confidence In Himself Gains The Confidence Of Others.” – Hasidic Proverb“The Only Limit To Our Realization Of Tomorrow Will Be Our Doubts Of Today.” –Quote By Franklin D. Roosevelt“Creativity Is Intelligence Having Fun.” – Albert Einstein“Do What You Can With All You Have, Wherever You Are.” – Theodore Roosevelt“You Are Never Too Old To Set Another Goal Or To Dream A New Dream.” – C.S. Lewis“One Of The Lessons That I Grew Up With Was To Always Stay True To Yourself And Never Let What Somebody Else Says Distract You From Your Goals.” – Michelle ObamaAll our best heroes are losers (Richard Glover - radio presenter)I've never seen anyone rehabilitated by punishment (Henry Lawson - poet)A Platypus is a duck designed by a committee ( anon)t's no good crying over spilt milk; all we can do is bail up another cow (Joseph Chiefley - Prime Minister)There is nothing so costly to the state as a ruined life (Catherine Spence - Social and political reformer, writer and teacher)Those who lose dreaming are lost - (Australian Aboriginal proverb)Out in the bush, the tarred road always ends just after the house of the local mayor (Australian observation)We cultivated our land, but in a way different from the white man. We endeavoured to live with the land; they seemed to live off it (Tom Dystra - Aboriginal man)A truly happy person is one who can enjoy the scenery on a detour (anon)I say to the young blokes, when you get asked for an autograph, don't knock it back because there'll be a time where no one will ask you (Brett Kenny - footballer)Appendix 4Identifying theme and main idea in textsTheme:Main idea or main argument:Identifying theme and main idea in textsTheme:Main idea or main argument: ................
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