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Carly Eskenazi
Lesson 3, Main Idea
Grade 3
Date: Wednesday, October 30, 2013, 9:00am
|Common Core State Standards: |
|RI.3.2- Determine the main idea of a text; recount the key details and explain how they support the main idea. |
|RI.3.7- Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of|
|the text. |
|Learning Objectives: |
| Students will be able to determine the main idea of an excerpt from My Librarian Is a Camel using evidence from the text and the |
|illustrations. |
|Students will be able to retell key ideas from My Librarian Is a Camel. |
|Students will be able to use information from illustrations (maps, photographs) to comprehend My Librarian Is a Camel. |
|Academic Language: |
|Informational- facts provided or learned about something or someone |
| |
|Excerpt- a short extract from a film, broadcast, or piece of music or writing. |
| |
|Evidence- the available body of facts or information indicating whether a belief or proposition is true or v |
| |
|Topic- a matter dealt with in a text, discourse, or conversation; a subject |
| |
|Main idea- the most important or central thought of a paragraph or larger section of text, which tells the reader what the text is |
|about: |
| |
|Illustration- a picture illustrating a book, newspaper, etc |
|Assessments: |
|Anecdotal notes of student participation during group work and whole group discussions(Formative |
|Using Text Evidence to Determine the Main Idea: Accessing Books around the World (found in students’ Expeditionary Learning |
|workbook) ( Summative |
|My Librarian Is a Camel: Reading Superhero in Peru worksheet ( Summative |
|Instructional Strategies & Learning Tasks: |
|Time |Instructional Strategies/ Learning Tasks |Purpose |
|10 minutes |Gather students on the rug and begin by displaying their learning|The purpose of this is to engage the |
| |targets on the smartboard from the PowerPoint slide 2. Explain to|students in reading a kind of text they |
| |them that we will be using a different text today during the |have not read yet (information texts). |
| |lesson, which is an informational text (My Librarian Is a Camel | |
| |by Margriet Ruurs). | |
| |Discuss slide 3 Reading Informational Texts: How can we find the | |
| |main idea? Get students engaged by showing them a map of Peru | |
| |since they will be learning how children in Peru access books. | |
| |Show them the different landforms and water features in Peru from| |
| |the PowerPoint slides 4 & 5 asking “Based on the pictures do we | |
| |think it is easy for children in Peru to access books?” | |
|20 minutes |Review academic vocabulary from slide 6 that will help students |The purpose of this section is for students|
| |comprehend unfamiliar words in the text. |to see that they’ve answered questions |
| |Read aloud the introduction and show students a picture walk of | |
| |My Librarian is a Camel. | |
| |Ask the students to Think-Pair-Share what the main idea of the | |
| |whole book is. Show students slide 7 on the smartboard what they | |
| |will be completing in their reading groups. | |
|25 minutes |Hand out page 27 of My Librarian Is a Camel, which the students | |
| |will use to complete the page in the Expeditionary Learning | |
| |workbook. | |
| |Read page 27 and have the students follow along. | |
| |Explain to students that they will be broken up into their | |
| |reading groups to complete an activity to find the main idea. | |
| |TIER 1 (high group) will complete the Main Idea worksheet. There | |
| |is little prompting to this worksheet since students are expected| |
| |to grab details directly from the text to explain the main idea. | |
| |TIER 2 (on grade level group) will complete the Using Text | |
| |Evidence to Determine the Main Idea: Accessing Books around the | |
| |World worksheet. | |
| |TIER 3 (below grade level group) will work on the Main Idea | |
| |Mobile. The teacher will work with these students reviewing what | |
| |we read and the possible answers to what the main idea would be. | |
| |They will then complete the hands on activity. | |
| |When students are finished, we review the work done by each | |
| |group. | |
| |Show students slide 8, which provides a sentence starter “I think| |
| |the main idea is_____ because_______”. Have students discuss with| |
| |a different partner what they think the main idea of the entire | |
| |text is. Then discuss as a class. | |
|25 minutes |Explain to students that they will complete the My Librarian Is a|The purpose of this section is to |
| |Camel: Reading Superhero in Peru worksheet. Show students slide |incorporate a writing assessment based on |
| |9, which provides the directions and a sentence starter to |what was read during this lesson. |
| |complete the handout. Students write a piece of who they think is| |
| |a reading superhero in Peru and why based on their reading. | |
|5 minutes |Debrief: |The purpose of this section is to assess |
| |Distribute an index card to each student. On the index card ask |students how much they learned during |
| |them to write: three details they learned about how people in |today’s lesson and readings, and what they |
| |Peru get books, two facts about the physical environment in Peru,|want to learn about in future lessons. |
| |and one question they still have. | |
|Students Support (Differentiation): |
|Hands on activity( Main Idea Mobile for TIER 3 group |
|Interpersonal learners are accommodated when they participate with other students during their connection stem discussions. |
|PowerPoint for visual learners. |
|Materials & Resources: |
|My Librarian Is a Camel by Margriet Ruurs). |
|Document camera and projector for PowerPoint |
|Using Text Evidence to Determine the Main Idea: Accessing Books around the World worksheet–Tier 2 group |
|Main Idea Worksheet |
|Main Idea Mobile Activity Worksheet |
|Scissors (students in Tier 3) |
|Glue sticks (students in Tier 3) |
|3X5 Index Card (1 per student) |
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