| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Reading |
| What topic | Main Idea and Supporting Detail |
| What length (min) | 90 |
| What age group | Year or Grade 6 |
| Class size | 9 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 10 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Main Idea and Supporting Detail
Grade 6
Reading
9 students
This lesson plan aligns with the English Language Arts standards for Grade 6, focusing on comprehension and collaboration.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction | 10 min | Introduce the topic of main idea and supporting details. Engage students with a question about what they think these terms mean. |
| 2 | Homework Review | 15 min | Review previous lesson's homework. Go through the answers without calling on students. Provide feedback on common mistakes. |
| 3 | Direct Instruction | 20 min | Teach students how to identify the main idea and supporting details using examples. Discuss the importance of each. |
| 4 | Guided Practice | 15 min | Read a short passage as a class and identify the main idea and supporting details together. Use the whiteboard to write down responses. |
| 5 | Group Work | 15 min | Divide students into small groups. Each group receives a different text passage. Instruct them to identify the main idea and supporting details, using printable cards to record their findings. |
| 6 | Sharing Findings | 10 min | Each group presents their main idea and supporting details to the class. Encourage discussion and comparisons between groups. |
| 7 | Random Check | 5 min | Collect or randomly check the filled-in printable cards to assess understanding of the lesson content. |
| 8 | Homework Assignment | 5 min | Assign homework related to the lesson's concepts. Briefly explain what students are expected to do. |
"Good morning, class! Today, we are going to dive into an important reading skill: identifying the main idea and supporting details. Can anyone tell me what they think the term 'main idea' means? Feel free to raise your hand to share your thoughts.
[Pause for student responses.]
Great! The main idea is what the text is mostly about. Now, can someone help me understand what supporting details mean?
[Pause for student responses.]
Exactly! Supporting details are the pieces of information that help explain or back up the main idea. So, why do you think understanding these terms is important for us as readers?
[Facilitate a short discussion based on student responses.]
Fantastic! Let's get started!"
"Now, let’s take a few minutes to review the homework from our previous lesson. I’ll go through some of the answers, and please feel free to follow along in your notes if you would like.
[Review the homework answers without calling on students. Provide general feedback and highlight any common mistakes.]
Thank you for your efforts on this homework. It's essential to understand these concepts as we move forward!"
"Now, let me explain how we can identify the main idea and supporting details in a text.
First, the main idea can often be found in the first or last sentence of a paragraph. It summarizes the main point the author wants to convey.
[Use examples on the whiteboard to illustrate.]
Let's look at a short passage together.
[Project a passage or share a printed text with students.]
Can anyone point out what the potential main idea could be?
[Collect responses and guide students towards identifying the main idea.]
Now, what about supporting details? They often answer questions like 'how' or 'why' the main idea is true. Supporting details provide evidence and context.
Remember, recognizing the main idea and the supporting details helps us comprehend texts better. Do you see how they work hand-in-hand?"
"Alright, class! We’re not done yet – it’s time for some guided practice. I’m going to read a short passage aloud, and I want you to listen carefully.
[Read the selected passage.]
Now that we’ve read it, can someone tell me what the main idea is?
[Encourage a few students to answer.]
Excellent! Now let’s dig a bit deeper. What supporting details did we find that illustrate or explain this main idea?
[Write students’ responses on the whiteboard, highlighting the main idea and supporting details.]
Fantastic work! Now, who feels more confident identifying the main idea and supporting details?"
"Now, we’re going to break into small groups. I will pass out different text passages to each group.
[Distribute the passages and printable cards.]
In your groups, I want you to read your passage together and find the main idea and supporting details. Use the printable cards to write down your findings.
You will have 15 minutes for this activity, and remember, you'll be presenting your results to the class soon, so work together!"
"Time's up, everyone! Now it’s time to share what you discovered. Each group will present their main idea and supporting details.
[Call on each group one at a time.]
As your group presents, I encourage the rest of you to listen carefully and think about how your findings might compare to what other groups found.
[Facilitate discussion after each presentation, prompting students to ask questions or comment on similarities and differences.]
Great job, groups! This is exactly how we can collaborate and learn from each other."
"Before we move on, I’d like to check your understanding of today’s lesson. Please grab your printable cards and pass them to me or leave them on my desk.
I’ll be looking over them to see how well we identified main ideas and supporting details. It won’t take long!"
"For your homework, I’d like you to choose a book or article of your choice and read a chapter or a few paragraphs. Then, write down the main idea and at least three supporting details.
Make sure to be clear and concise in your explanations. This homework will help reinforce what we learned today.
Any questions on what I expect from you?
[Answer any questions.]
Wonderful! Thank you for your hard work today, class! See you next time!"
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A classroom with students} | - Introduction to main idea and supporting details |
| - Definition of main idea | ||
| - Definition of supporting details | ||
| - Importance of these concepts in reading | ||
| 2 | {Image: Homework papers} | - Review of homework from previous lesson |
| - Discussion of answers | ||
| - Feedback on common mistakes | ||
| 3 | {Image: Whiteboard with examples} | - Identifying the main idea: found in the first or last sentence |
| - Supporting details answer "how" or "why" | ||
| - Importance of recognizing main ideas and details for comprehension | ||
| 4 | {Image: A passage of text} | - Guided practice: read a passage aloud |
| - Identifying the main idea from the passage | ||
| - Discussing supporting details | ||
| 5 | {Image: Groups of students working} | - Group work: small groups reading different passages |
| - Finding main ideas and supporting details together | ||
| - Presentation of findings to the class | ||
| 6 | {Image: A student presenting} | - Sharing findings: each group presents their main idea and supporting details |
| - Facilitated discussion after presentations | ||
| 7 | {Image: Cards being passed} | - Random check for understanding: collecting printable cards |
| - Assuring comprehension of main ideas and supporting details | ||
| 8 | {Image: A book or article} | - Homework assignment: choose a book or article |
| - Write down the main idea and at least three supporting details | ||
| - Emphasis on clear and concise explanations | ||
| 9 | {Image: Students asking questions} | - Addressing questions about homework expectations |
| - Encouragement for students to clarify their understanding | ||
| 10 | {Image: Thank you note} | - Closing remarks and acknowledgment of students' hard work |
| - Reminder of lesson importance and looking forward to next class |
Define the term "main idea" in your own words. Why is it significant in understanding a text?
What are supporting details? Provide an example of a supporting detail that could accompany a main idea.
Read a passage from a book or article of your choice. Identify the main idea of that passage.
List three supporting details from the passage that you read. Explain how each detail supports the main idea.
Why is it important to differentiate between the main idea and supporting details when reading? Provide two reasons.
Create a short paragraph (3–4 sentences) that includes a main idea and two supporting details.
After reading a chapter of your choice, summarize the main idea and supporting details in one or two sentences.
Compare and contrast your findings with a classmate. What differences or similarities did you notice in your main ideas and supporting details?
The main idea is the central point or concept that the text is primarily about. It helps readers understand the overall message or argument of the text.
Supporting details are facts, examples, or pieces of information that help to clarify or reinforce the main idea. For example, statistics that prove a claim made in the main idea.
[Varies depending on the passage chosen by the student.]
[Varies depending on the passage chosen by the student. Each detail should clearly link back to the main idea.]
It helps in retaining the information better and understanding the text as a whole by seeing how various elements connect to the central message.
[Varies; the paragraph should clearly present a main idea followed by two specific details that support it.]
[Varies depending on the chapter chosen by the student; the summary should concisely contain a main idea with associated supporting details.]
[Varies; students should note differences or similarities in their interpretations of the main idea and supporting details.]
| Question | Answer |
|-------------------------------------------------------------------------|--------|
| What is the definition of the main idea? | |
| Where is the main idea typically found in a paragraph? | |
| Can you provide an example of a main idea from a text? | |
| What are supporting details, and why are they important? | |
| How do supporting details relate to the main idea? | |
| Why is it helpful for readers to identify the main idea of a text? | |
| What types of questions do supporting details often answer? | |
| How can we determine the main idea when reading a passage? | |
| What strategies can we use to find supporting details in a text? | |
| Can you share a supporting detail from a story or article you’ve read? | |
| How do main ideas and supporting details work together to enhance comprehension? | |
| Why do you think group work helps in identifying main ideas and details? | |Can you think of another example from your own life where identifying the main idea and supporting details would be helpful?
Why do you think different authors might choose to present their main ideas in either the first or last sentence of a paragraph?
If you could write a short story based on a main idea of your choice, what main idea would you choose, and what supporting details would you include?
How do you think understanding the main idea and supporting details can improve your writing skills?
In a conversation with a friend, how might you summarize a story they’ve told you using the concepts of main idea and supporting details?