Jill Raleigh & Stacie Scavuzzo The College of New Jersey

Lesson Topic and Grade Level: Identifying Main Idea and Supporting Details: First Grade Lesson Essential Questions: What is the main idea of a text? What are the supporting details of a text? Standards: Common Core Standards CCSS.ELA-Literacy.RI.1.2 Identify the main topic and retell key details of a text. Pennsylvania State Standards CC.1.2.1.A: Identify the main idea and retell key details of text. Learning Objectives and Assessments: Objectives Students will be able to express the main idea of a text as the most important idea about the topic and the supporting details as a fact or example that tells more about the main idea. Students will be able to identify the main idea of a non-fiction text. Assessments Students will answer verbal questions at the end of the lesson with a thumbs up or a thumbs down. Students will write the letter choice of the main idea on their individual whiteboards and hold them up for checking. Students will explain their choice for the main idea. Students will chose supporting details and explain why they are supporting details.

Students will be able to retell supporting details from a non-fiction text.

Materials: Student Whiteboards, 1 per student Dry Erase Markers, 1 per student Erasers, 1 per student Computer Presentation with texts Magnetic Sentence Circles, 1 set per text

Prior Knowledge: Students should be able to listen or read a story and comprehend when they read. Students should also know how to look for important details in a text.

Lesson Beginning: The students will be called to the carpet for the beginning of the lesson. They will each bring a student whiteboard, a dry erase marker, and an eraser with them. A Powerpoint presentation will be showing on the whiteboard, starting with a blank white screen. The PowerPoint will advance and the words Main Idea will appear on the board. Students will brainstorm, as a class, different possible meanings of the word and the teacher will list these ideas under the word. Next, the PowerPoint will advance and the words Supporting Details will appear on the board. Students will again brainstorm, as a class, possible meanings of the word and the teacher will write their ideas on the board. Instructional Plan: The teacher will then advance the PowerPoint, where the definition of main idea will appear. The teacher will read the definition, an important idea about the topic, to the class and then clarify that it is what the story is all about. Then PowerPoint will advance to the definition of supporting details, a fact or example that tells more about a main idea. The teacher will then model how to identify the main idea and supporting details. The teacher will first advance the PowerPoint to display a story. Then the teacher will read the story to the class. The teacher will then tell the class that they will be creating a web map to help find the main ideas and details of the story. The teacher will put the sentence circles up on the board for the story and read each choice to the class. The teacher will show the students how they should ask themselves What is the main idea? What is the story all about? The teacher will then place the main idea circle in the center of the board. Next, the teacher will show the students how they should ask themselves What facts or examples tell me more about the main idea? The teacher will then model the thinking as she places each supporting detail around the main idea and draw a line from the main idea to it. The teacher will make sure to point out that there can be more than one supporting detail in a story. The teacher will ask the class why the organizer is called a web map. The teacher will then advance the PowerPoint to the next story. The teacher will read the story to the class. Then, the teacher will place the sentence circles for the story on the board. This time, the teacher will label the sentence circles with the letters A, B, C, and D. The teacher read each choice to the class. The teacher will ask the class, which choice they think is the main idea. The students will write their choice on their own whiteboard. After all students have an answer written on their board, the teacher will ask the students to hold up their whiteboards for the teacher to see. The teacher will tell the class the correct answer and then one student will be called on to explain his or her reasoning. This student will then place the sentence circle on the board in the correct place. This process will then be repeated with each of the supporting details. If time permits, the teacher will repeat the interactive portion of the activity with a new story. Differentiation: When students are asked verbal questions, they will be able to talk to the person sitting next to them to discuss their answers before talking to the teacher. Students who struggle with reading will be able to listen to the reading of each of the options. Students who are stronger readers will be able to refer back to the text.

Questions: Beginning: What is a main idea? What is a supporting detail? Main Activity: Why do you think the organizer is called a web map? Which choice is the main idea? Why did you say ___ is the main idea? Where would you put the main idea on the web map? Which choice is a supporting detail? Why did you say _____ is a supporting detail? Where would you put the supporting detail on the web map? Closure: A main idea is an important idea about the topic. A main idea is what the story is all about. There can only be one supporting detail in a story. A supporting detail is a fact or example that tells more about the main idea.

Classroom Management: Students will be called to the carpet by their reading row numbers. Students will pick up materials from a desk in the front of the room on their way to the carpet. Students will bring these materials with them to the carpet. If students are already on the carpet from their previous lesson, student helpers will be chosen to pass out materials. Student helpers will be chosen based on behavior. When the students are on the front carpet, the teacher is sitting in front of the students and facing them. This allows the teacher to watch for any behavior problems. Students will be asked to cover up their answers on their whiteboard when they are finished in order to provide a more accurate assessment of student achievement. Throughout the entire lesson, multiple techniques will be used to prevent the noise level from getting out of hand. Students will use the same answer sign when they agree with another students answer. Also, students will answer with a thumbs up or thumbs down during the closure activity. Transitions: Students will remain on the carpet for the entire lesson. The lesson will begin with a preassessment of students prior knowledge. The results from the pre-assessment will be used to introduce the books definitions and the main activity. The closure will review the questions posed throughout the lesson. Closure: After the interactive portion of the activity is completed, the teacher will ask the class yes or no review questions. The students will respond yes with a thumbs up. The students will respond no with a thumbs down.