Main Idea: Transportation Changes

Paige Kearnan

Subject: Literacy, Social Studies Central Focus: Students will understand the
importance of finding the main idea. Students will
be able to understand transportation evolves as
technology improves.

Essential Standard/Common Core Date submitted: 16 November 2017, 21 November

Objective: 2017
CCSS.ELA-LITERACY.RI.3.2 Determine Date taught: 25 Wednesday 2017
the main idea of a text; recount the key
details and explain how they support the
main idea
5.G.1.3 Exemplify how technological
advances (communication,
transportation, and agriculture) have
allowed people to overcome
geographic limitations.

Daily Lesson Objective: Students will be able to identify the main idea and supporting detail of
an informational text at their reading level. Students are expected to write a 2 sentence
summary of the informational text using the main idea and the supporting details. Students
are expected to earn 6 out of 8 points on exit ticket. Students will receive 3 points for providing
a response for the main idea of the text, 3 points for providing three details to support the
main idea of the text, and 2 points for a two sentence summary for the informational text,
Transportation Changes.

21st Century Skills: Academic Language Demand (Language Function

Critical Thinking, Communication
and Vocabulary):
Language Function: identify
Vocabulary: Transportation, technology
Syntax: Graphic organizer, anchor chart, sentence
starter

Prior Knowledge:
Students should be able to write a paragraph on topic and should be able to identify
unimportant details in a text. Students should know the forms of transportation they use daily
(i.e. car, school bus).

Activity Description of Activities and Setting

Time
1. Focus and Review Ask students, What holds up the roof (the main idea) of a
house? Show students the following graphic organizer and point
out that the supporting details hold up the main idea.

Have students watch video:

https://www.youtube.com/watch?v=FaLCQo8NJFA
Each student will receive the main idea graphic organizer and a
copy of the informational text.

2. Statement of Today we are going to understand why certain advancements in

Objective transportation are important. We are going to learn how to
for Student determine the main idea of an informational text and how to
organize the main idea and supporting details into a paragraph
summarizing the text.

3. Teacher Input I will read the following passage aloud to the students and
conduct a read aloud/think aloud.
 T: Lets skim the passage first paying attention to the title,
picture, caption, and bold words. The title tells us that the
passage is about what topic?
S: Transportation.
T: What does the picture show us?
S: Different kinds of transportation.
T: The bold words introduce words we should know to
understand the text better. What happens when we read a word
we dont know the meaning of?
S: We use context clues to help us understand what they mean
in the passage.
T: Okay, so now that we have skimmed the text, what do you
think the text is about?
S: Different types of transportation.
T: Nice! Sometimes the title is also the main idea of the text.
Now, as we read, lets underline all the supporting details that
directly support the main idea, there are different ways we use
transportation. Underline any sentence that describes what the
different types of transportation are and how we use them.

4. Guided Practice I will pass out a blank graphic organizer. Students will
independently reread the passage. In their table groups, I will ask
students to circle the main idea and underline the supporting
details. Students will then fill in their graphic organizer and write
a 1-2 sentence summary based on the main idea and supporting
 details of the passage.
I will walk around checking for understanding by asking
questions such as:
Why did you underline certain key details?
How do these key details support the main idea?
If I took away the title, how would you figure out the main idea of
passage?

5. Independent Practice I will pass the following passage and a blank graphic organizer.

Students will independently reread the passage. In their table

groups, I will ask students to circle the main idea and underline
the supporting details. Students will then fill in their graphic
organizer and write a 1-2 sentence summary based on the main
 idea and supporting details of the passage. The summary should
include the main idea of the passage and provide supporting
details.

6. Assessment Methods Formative Assessment: Teacher will check for understanding by asking
of questions during the guided practice and independent practice.
all
objectives/skills: Summative: Students can earn up to 8 points for independent practice.
3 points for the main idea of the text
3 points for providing three details to support the main idea of the text
2 points for a two-sentence summary of the informational text.

Students are expected to earn at least 6 out 8 points on exit ticket.

7. Closure I will share with the class (via doc camera) 1-2
exemplar summaries showing the students what
makes these good examples.

8. Assessment Results Out of 23 students:

of 14 students received 7 points
all 7 students received 6 points
objectives/skills: 2 students received 2 points

Targeted Students Student/Small Group Modifications/Accommodations

Modifications/Accommodations If the discussion questions are too complex for
Teacher can give certain students more struggling students, have them work in a group and
time to complete independent practice talk about a simpler/more straightforward question.
writing. During guided and independent
practice, teacher can work one on one with
a student to discuss questions by rewording
or reading the book aloud for context to the
question.

Materials/Technology: Pencil, paper, document camera, interactive whiteboard, overhead projector,

worksheet print outs, graphic organizer print outs

Reflection on lesson:

CT signature: ________________________ Date: ______ US signature:

____________________________Date