TCNJ Lesson Plan

Unit Lesson 3
Student Name: Kristen Gombas

School Name: Hopewell Elementary

Grade Level: 3rd

Host Teachers Name: Ms. Hamilton

Guiding and/or Essential Questions:

How do we determine the main idea of a nonfiction text?
What is the main idea of the text?
How do we cite our sources?
Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,
possible misconceptions, prior lesson content)
Students have been studying nonfiction since kindergarten so have extensive background
knowledge. They have learned how to find the main idea of fiction texts and how to support the
main idea with examples from the text. They have written essays on this topic. The pre
assessment showed students have trouble identifying the main idea of the nonfiction text. In a
previous lesson students have reviewed text features and their importance.
Standards:
CCSS.ELA-LITERACY.RI.3.2
Determine the main idea of a text; recount the key details and explain how they support the main
idea.
6.1.12.A.16.a Examine the impact of media and technology on political and social issues in a
global society.
Learning Objectives and Assessments:
Learning Objectives

Assessment

Students will identify the main idea

of a nonfiction text.

Students will look through their books, determine the

main idea, and record it.
Teacher will assess for correct main idea.

Students will find facts from the text

to support the main idea.

Students will read through texts and underline or write

down supporting details of main idea.
Teacher will assess for correct and sufficient number
of supporting details.

Students will cite sources they used

to research.

Students will list sources using the format.

Teacher will assess for sources in correct format.

Materials/Resources: (List materials, include any online or book references and resources)
Computer and Projector
Highlighters
Anchor Chart (premade)
Mentor Texts (https://newsela.com/articles/mummy-scans/id/5646/, Enchantment of the World:
Egypt by Wilbur Cross)
Small groups book boxes
Worksheets
(https://www.teacherspayteachers.com/FreeDownload/Main-Idea-and-Summary-for-Non-fiction)
Video: https://www.youtube.com/watch?v=Vx1nDIu5Knc
Plan for set-up/distribution/cleanup of materials:
The article will be on screen before the lesson. I will pass out the articles after the
introduction. I will pass out the second text and worksheet. When finished students will hand in
the main idea worksheet and put away the two articles before meeting on the rug. After the
discussion, I will pass out the sources worksheet and students may leave when they get it. One
student from each group will get the books. At the end of the period, one student will return the
books and all students will hand in their worksheets.
Step by Step plan (numbered):
1. Lesson beginning: Students will be at their desks and be shown another travel video. We
will discuss what we saw.
2. The lesson will begin with the students at their desks. I will ask the students how they
find the main idea in fiction texts. Are they the same main ideas in nonfiction texts? Main
ideas in nonfiction texts are not a lesson but actually a topic. Sometimes the main idea
can be as simple as what an animal eats, or the language spoken in a country. Other times
its not as simple and we have to work to figure out the main idea using similar strategies
as in fiction reading.
3. The article will be up on the projector and I will pass out a copy to each student. I will
tell the students that we are going to practice this. I will explain that I will begin reading
but they may have a turn to read a paragraph out loud. They must follow along on their
own paper.
4. After the article has been read, I will model different ways to figure out the main idea.
First, I will read the title of the article. I will say that I dont think the main idea is that a
mummy went to the hospital.
5. Next, I will look at the subheadings of each section. I will read them out loud. This is
helping me figure out the main idea because I know this is important. The subheadings
are in bold and stick out. The first heading talks about x-rays which is important. The
second heading is about an amulet. Why is this important? Students will answer. They
should talk about how the amulet was found with the x-ray.
6. I will explain that we know that x-rays are important, but is that the main idea? Is the
whole article about x-rays? I need to think about what the x-rays do.
7. I will skim the article, focusing on the word x-ray. I am looking for what the x-ray does.
When I read the sentence, X-ray would show new things, I will stop and say that the
scientists scanned the mummy to find out information.

8. The main idea is about x-rays and finding new things. The students will be told to take a
minute to try and come up with a sentence. Students will share ideas.
9. I will write the main idea sentence on the board. Scientists used x-rays to learn more
about mummies.
10. I will explain that now that we have a main idea, we need details from the text to support
it. Students will be told to read the article silently and underline any supporting details.
11. As students share the details they found with the class, I will underline the text on the
board.
12. Students will be told to meet on the rug facing the rocking chair. I will explain that while
an article is a useful nonfiction text, finding the main idea in nonfiction books is a little
different.
13. I will model with a book on Egypt to show how I identified the main idea and how I
found evidence in the text. I will explain my thinking to the students. I will tell them that
they are going to practice finding the main idea in their books. In their packet there is a
main idea worksheet. They can work alone or in groups of two or three to complete it.
They need identify a main idea and find four supporting facts.
14. When finished, students attention will be focused back to the front of the room. I will
explain that being able to find a main idea and evidence is important because it helps us
categorize information. This will be useful in our projects. Students will be instructed to
put their packets in their reading bins.
15. If there is time: Students will hand in the worksheets when finished and be directed to
the rug. I will ask students how they know where they got these facts from. Students will
respond.
16. I will explain that part of researching nonfiction topics is to record information about the
source so that the teachers or other people who read your work will know where you
found this information. I will ask if they have ever done this before.
17. I will take out the anchor chart with the ways to cite different source. I will model each of
the ways.
18. Students will be told they will practice writing down their sources in this format. Students
can work with their research groups. They will be given the worksheet and can return to
their desks. Students will write down their sources in the correct format.
19. Students will hand this in and can get another worksheet to practice gathering
information and recording the source.
20. Students will be asked to clean up and hand in worksheets when there are about 5
minutes remaining
Key Questions (that you will ask):
How do we figure out the main idea in a fiction text?
Are they the same main ideas in nonfiction texts?
Why is this heading important?
Are x-rays the main idea? Is the whole article just about x-rays?
What sentence can you think of that describes the main idea of the text?

What is the main idea of your text?

How do you know where you got your information from?
Have you ever recorded your sources before?
Logistics:
Timing: 60 minutes
Lesson beginning: 5
Modeling: 15
Rug: 5
Partner Work: 30
Closing: 5
Transitions:
Students will work with the person next to them for the partner work. After students finish the
main idea worksheet they will hand it in and go sit on the rug for a whole group discussion. They
may leave the whole group when they are given the sources worksheet. Students will be signaled
to stop working with the wind chimes.
Classroom Management:
Partnerships that are being loud or off task will be told to work independently. Groups who are
off task or unfocused will work separately. If only one student is acting out, they will be told they
cannot work with their group for this activity.
Differentiation
Students will be working with a partner or a group so any struggling readers have
support. Students need to find at least three supporting details, but students who do this quickly
can find more and record them on the back. Groups who finish writing the sources will receive
another practice worksheet. Students will be expected to write at least five sources in the correct
format but can do more. Students can work alone or with a group.