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|Reading Lesson: Main Idea and Supporting Details |Grade Level: 3 |

|Lesson Summary: Students will demonstrate their knowledge of main idea by viewing a picture and determining the main idea. Students will then look at short lists |

|of words and determine the main ideas. Students will also take a main idea and create lists of words to support this main idea using each letter of the alphabet. |

|Then, as a whole group the students will listen to a short story and determine the main idea by filling out a graphic organizer. Independently, the students will |

|use the same graphic organizer and come up with their own main ideas for two short paragraphs. Then, students will create their own main idea pictures similar to |

|the ones found in the PowerPoint shown at the beginning of the lesson. After everyone has completed their pictures, all the pictures will be placed around the |

|classroom. Students will try to determine the main ideas of each picture. Advanced learners will write stories based on the pictures they drew. Struggling students|

|will work on creating a list of words that describe their main idea picture. Each student will then present his/her picture and list of words to the rest of the |

|group, who will then guess the main idea. Students will then discuss why certain answers are right or wrong. Struggling learners will also work with the teacher |

|in finding the main idea and supporting details of a familiar text. |

|Lesson Understandings: |

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|The students will know… |

|The main idea is what the story is mostly about. |

|Supporting details are sentences that help explain the main idea. |

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|The students will be able to… |

|Identify and/or explain main ideas and supporting details of text. |

|Learning Styles Targeted: |

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|Visual |

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|Auditory |

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|Kinesthetic/Tactile |

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|Pre-Assessment: Project the slide found in the “Find the Main Idea” PowerPoint* for students. Ask students to look carefully at all of the pictures. Ask the |

|students to tell you what they see. For example, students should say, “I see a tent, a campfire, etc.” Then, ask the students to use all of the details of the |

|picture. Have them determine what all the pictures have in common or what they are mostly about. Students should give answers like “a camp out” or “a camping |

|trip.” Discuss how all the pictures work together to describe the one main idea of the picture. |

|Whole-Class Instruction |

|Materials Needed: “Guess the Main Idea” PowerPoint*, 1 small whiteboard per student, 1 dry-erase marker per student, 1 tissue per student, document camera, 1 copy |

|of the ABC Categories worksheet* to project, 1 copy of the ABC Categories example* for personal reference, 1 copy of ABC Categories worksheet* per pair of |

|students, 1 copy of Vegetable John* to project, 1 copy of Main Idea Madness graphic organizer* to project, 1 copy of Main Idea Madness Vegetable John answer key* |

|for personal reference, 2 copies of Main Idea Madness graphic organizer* per student (can copy front to back), 1 copy of Independent Practice* per student, 1 sheet|

|of drawing paper (manila or white) per student, drawing and coloring materials |

|Procedure: |

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|Discuss with students that pictures can work together to show a main idea as shown in the “Find the Main Idea” PowerPoint. Tell them that words can also work |

|together to show a main idea. |

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|Hand each student a small whiteboard, a dry-erase marker, and a tissue. Project the PowerPoint called “Guess the Main Idea.” On each slide, show the five words one|

|at a time and have students try to guess each main idea. Have students write down their answers on their whiteboards. Once you have seen all of the students’ |

|answers, reveal the correct answer. Discuss why some answers work or do not work as main ideas. Get students to understand that in order for something to be the |

|main idea, all the supporting details must explain the main idea. While viewing the PowerPoint, ask students if they can think of any other words that could be |

|supporting details to each main idea. Collect the whiteboards, dry-erase markers, and tissues from the students. |

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|Divide students into pairs, and hand each pair an ABC Categories worksheet. Project a copy under the document camera and assign a main idea for the students to |

|find supporting details for. Refer to the ABC Categories example if necessary. Do a few examples with the student, and then allow students to work independently |

|for a few minutes. Walk around the classroom and observe students’ ideas and offer assistance if needed. Q, X, and Z might be difficult letters to find supporting|

|details for. Then, allow students to share their answers. Ask students to explain the difference between finding the main idea and finding supporting details. |

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|Discuss with students that they have seen pictures and words work together to show a main idea and now they are going to see how sentences in a story work together|

|to show a main idea. Project the Vegetable John story and read it out loud to the class. |

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|Project the Main Idea Madness graphic organizer and model for the class how to fill it in using the information in the story. Refer to the Main Idea Madness |

|Vegetable John answer key if necessary. After it has been filled in, ask the students if they can say the main idea in a different way using 10 words or less. |

|Ask the students for other supporting details they could have written. |

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|For independent practice, students will read the stories on the Independent Practice worksheet and use their own copy of the Main Idea Madness graphic organizer to|

|find the main ideas and supporting details. Walk around the classroom and offer assistance to students. |

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|When students have completed the independent work, have them create a Main Idea picture. They will create a picture on white or manila drawing paper. The picture|

|should be similar to the PowerPoint shown to the class during the pre-assessment. The students will cover the drawing paper with many pictures that support one |

|main idea. Students will write the main idea on the back of their picture. There should not be any words on the front of the drawing paper, just pictures. |

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|At the very end of the lesson, collect all of the pictures. Then, place the pictures all around the room. Have students walk around the classroom and try to |

|guess all of the main ideas. |

|Advanced Learner |

|Materials Needed: the students’ Main Idea pictures from the whole-class instruction activity, 1 copy of Main Idea Madness graphic organizer* per student, paper, |

|writing utensils, 1 copy of Vegetable John*, 1 copy of Main Idea Madness Vegetable John answer key* |

|Procedure: |

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|Tell students to use their Main Idea picture that they created during the lesson to write a story. The main idea of the story should be the same main idea as |

|their picture. The supporting details in their story should be the same as the pictures that they drew. |

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|To help them brainstorm, have students use the Main Idea Madness graphic organizer. Also, allow them access to the Vegetable John story and the Main Idea Madness |

|Vegetable John answer key. |

|Struggling Learner |

|Materials Needed: the students’ Main Idea pictures from the whole-class instruction activity, 1 small whiteboard per student, 1 dry-erase marker per student, 1 |

|tissue per student, a familiar text, 1 copy of Main Idea Madness graphic organizer* per student |

|Procedure: |

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|Gather struggling learners in a circle. Hand each student a whiteboard, a dry-erase marker, and a tissue. Have each student look at the Main Idea picture that s/he|

|created during the lesson. Tell them to use the picture to create a list of words on his/her whiteboard. The list of words should describe and support the main |

|idea of the picture. |

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|Then, have each student present his/her picture and list of words. Allow the other students to guess what the main idea is. Have the students explain their |

|answers. Discuss with the students why certain answers are wrong or right. |

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|Revisit the definitions of main idea and supporting details. On their whiteboards, have students write MAIN IDEA = MOSTLY ABOUT. This is a way to help students |

|remember main idea. Ask students to think of other ways they can remember what main idea and supporting detail mean. They can draw pictures or write words to |

|help them remember. |

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|Read a familiar text out loud to the group. Work with the students to complete the Main Idea Madness graphic organizer. Talk about several different ways to word|

|the main idea in ten words or less. Talk about many different supporting details that can be used. Show students how to check their main idea by going through |

|each sentence in the story and checking to see if most of the sentences relate to the main idea. |

*see supplemental resources

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