An important concept regarding the reading comprehension is the main idea. Students should be able to identify the one telling statement which summarizes the article. In addition, this statement will be accompanied by supporting details, helping to drive the main idea to the reader.
PROCEDURES
Goal(s):
The students will understand how locate the main idea along with two supporting details for a piece of writing.
Specific Objectives:
TSWBAT;
• Analyze a given paragraph and correctly state in writing the main idea and at least two supporting details.
Required Materials:
Narrative Story (Example: “Night”)
Anticipatory Set (Lead-in):
Elicit from the students the definitions of thesis statement and topic sentence. Point out that most expository writing employs these tools rather rigidly, so it's pretty easy to determine the main idea of an essay or a paragraph within the essay. Narrative writing such as Night, however, does not require a thesis statement. Moreover, its paragraphs often don't begin with a topic sentence. How do we determine the main idea of a narrative paragraph?
Lesson Plan Procedure:
• Pass out a worksheet that contains three paragraphs from chapter 1 of a narrative story. Read the first paragraph aloud while the students follow along with their worksheets. Then "think aloud" and analyze the paragraph.
• Type the main idea and two supporting details on the displayed worksheet and have the students do the same on theirs.
• Read paragraph two aloud as students follow along. We will think aloud as a whole group this time and take volunteer comments as well as select students randomly for comment. We will arrive at a consensus for the main idea and supporting details for paragraph two.
• Following the same procedure as demonstrated and practiced above, students will perform the stated objective with paragraph three.
Closure (Reflect Anticipatory Set):
Randomly (using seating chart) call on a student to "reenact" his or her thought process for the paragraph, then read aloud his or her analysis of paragraph three. Then ask for a show of hands as to who has something similar to the student who shared. If there is time, we will discuss any differing responses and possible reasons for this.
Assessments & notes
Assessment Based on Objectives:
During closure, have students raise their hands to indicate whether or not they agree with the main idea and supporting details that are read aloud by the chosen student.
Collect the worksheets and determine by the end of the day if the student indeed met the objective.
Additional Notes:
Think Aloud for “Night”:
It's about Moshe the Beadle and how the Jews of Sighet feel about him. How do they feel about him? Maybe there are details that explain this… yes, they "respected" him, and "never felt encumbered by his presence”.
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