Molloy College

Division of Education

Annie Jablonski Professor Wisnewski

EDU 329 02 April 12 2017
Grade: 3 Topic: Main idea and details English

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

After a read aloud of Shel Silversteins The Giving Tree, and a discussion of main idea
and details that support it, students will read a passage and complete a worksheet about the main
idea and details specific to their passage. Students should accurately identify the main idea and
at least three supporting details.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

ELA & Literacy Standard (NYS-CCLS)

Reading: Informational Text:; Key Ideas and Details (RI. 3.2)
Students will determine the main idea of a text; recount the key details and explain how they
support the main idea.
Indicator: This will be evident when the students complete a graphic organizer including
the main idea of an information passage and at least three details to support it.

INSTRUCTIONAL RESOURCES

The Giving Tree book

iPad
BrainPOP Main Idea Movie video https://www.brainpop.com/english/writing/mainidea/
Informational Passage A
Bilingual glossary attached to Informational Passage A
Informational Passage B
Informational Passage C
Index cards
Main Idea Worksheet

MOTIVATION (Engaging the learner(s)*)

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Teacher will begin by asking students to gather together and have a seat on the reading
carpet. The students will listen to the teacher read aloud The Giving Tree by Shel Silverstein.
Has anyone heard this story before?

DEVELOPMENTAL PROCEDURES
(including Key Questions)

1. After the read aloud, students will be led in discussion by the teacher about what
important events happened in the book. (What are some character traits of the giving
tree? What do these character traits tell you about the giving tree and the story?)
2. Students will be introduced to main idea and the importance of details. (If we came up
with a main idea how would we justify it?)
3. Students will watch Main Idea Movie on an iPad at the carpet, to reinforce how to find
main idea and details of a passage. (How did Tim and Moby support the main ideas they
found in the video?)
4. Students will turn and talk and come up with possible main ideas of the book The Giving
Tree. The students will record their answers on an index card given to them by the
teacher. (Thinking back, what do we think a main idea of The Giving Tree would be?)
5. The class will choose one of the possible main ideas and discuss and record details in a
big Main Idea Worksheet to support that main idea. (Can we find three details that
support this main idea? How do these details support this main idea?)
6. Students will return to their desks and receive a passage.
7. Students will complete Main Idea Worksheet individually about the main idea of their
passage. Students will include at least three important details to support their main idea.

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Cooperative Learning: engaging groups or pairs of students in working together on a structured

activity.
Indicator: This will be evident when students turn and talk and come up with a main idea
for The Giving Tree.
Direct instruction: explicit presentation of information
Indicator: This will be evident when the teacher is teaching students the meaning of main
idea and details and how to find the main idea in the story.
Modeling: Showing rather than telling by acting out desired behaviors.
Indicator: This will be evident when the teacher is modeling to the students how to
complete the Main Idea Worksheet.
Scaffolding: providing support and moving students toward greater independence

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Indicator: this will be evident when the teacher is walking around individually helping
students complete their individual graphic organizers based on their specific passages.

ADAPTATIONS (Exceptionality*)

The student who struggles to focus will sit in the front of the reading carpet and be
checked in with periodically while working through the passage and worksheet
individually.
The student who is an English Language Learner will be given a passage with a small
bilingual glossary for certain words they may not understand in English.
The student who struggles with focusing on reading will be monitored consistently when
working on the passage individually.

DIFFERENTIATION OF INSTRUCTION

Struggling Students
These students will receive a passage with vocabulary on their reading level and simpler main
idea and details. (Informational Passage A)
Average Students
These students will receive slightly more complex passage with vocabulary catered to the
average third grade reading level. (Informational Passage B)
Advanced Students
These students will receive a passage with complex vocabulary above the third grade reading
level. The main idea and details will be complex. (Informational Passage C)

ASSESSMENT (artifacts* and assessment [formal & informal]*)

Students will individually read a passage and then complete the Main Idea Worksheet
specific to their passage. Students should accurately identify the main idea and at least three
supporting details.

INDEPENDENT PRACTICE

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 Following the lesson on main idea and supporting details students will log twenty
minutes of reading in their reading log and complete the same main idea and details graphic
organizer specific to their individual book they read at home.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT

Direct Teacher Intervention

The student will watch What is a Tornado with the teacher. The teacher discuss with the student
what the informational video was about. The teacher and student will come up with a main idea
for What is a Tornado. The student will record this main idea and take three details from to
video to support their main idea. (How do we know that this is the main idea? Are there any
specific details that show you what the video is about?)
Academic Enrichment
The students will choose a piece of paper with three details on it. From this they will have to

come up with a main idea from those details. They can share the details they chose and the main

idea they created with their class.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 REFERENCES

Silverstein, S. (1964). The giving tree. New York: Harper & Row.

Weather WizKids. (n.d.). Tornadoes Retrieved from

http://www.weatherwizkids.com/weather-tornado.htm

BrainPOP. (n.d.).

Main idea movie. Retrieved from

https://www.brainpop.com/english/writing/mainidea/

SciShow Kids. (2015, July 15). What is a tornado? [Video file]. Retrieved from

https://www.youtube.com/watch?v=-s3UwOq1P1E

New York State P-12 Common Core Learning Standards for English Language Arts and Literacy.

Retrieved from

http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/p12_common_core_lea

rning_standards_ela.pdf

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language