Teacher Candidate: Nicole Todd Lesson # 2

Subject/Grade: Reading/ 4
th
Grade Date and Time of Lesson: October 10, 2014 at 9:00
Learning Objective: After reading an informational text, the fourth grade students will be able to determine
the main idea of the text and how it is supported by key details.

Alignment with Standards: CCSS.ELA-Literacy.RI.4.2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Developmental Appropriateness or Cross-curricular connections: At this point, the students should be able
to summarize a text after reading it. The students should be able to tell what the main idea of a text is after
reading it. The students should be able to work together and collaborate ideas with a partner. The students
should be comfortable working with information dealing with Leif Erikson and Christopher Columbus.

Assessment(s) of the Objectives:

Lesson Objective(s) Assessment(s) of the
Objective(s)
Use of Formative
Assessment
After reading an
informational text, the
fourth grade students will
be able to determine the
main idea of the text and
how it is supported by key
details.
The students will be assessed
by their participation and
their ability to find a main
idea and key details in a text.
The students will view an
example of the process, then
they will work with a partner
to pick out a main idea and
key details on a text dealing
with Christopher Columbus.
The information from
the formative
assessment will guide
the classroom teacher in
the direction of which
way to progress. If the
students understand the
concept, then the
teacher can move on. If
the students appear to
struggle with this
concept, the teacher
may need to have some
more practice for the
students.

Accommodations: The students will be working with partners during this activity. They will be provided with
a hard copy of the text, but if needed, the students may borrow the book to read. If the students cannot work
with the partner they are assigned, I will assign them a new partner or they can work alone, if they choose to. If
a student has a hard time understanding the text, their partner or I can read it aloud to them.

Materials: Chart paper, pencil, copy of text (made by the teacher), colored pen, pencil, marker, or highlighter,
Who Really Discovered America? by Kristine Carlson Asselin, Smart Board

Procedures:
1. In social studies lately, you have learning about Leif Erikson. Today, we are going to read a passage
from a book about Leif Erikson, and we are going to pick out the main idea of the passage. After we
have picked out the main idea, we are going to look for supporting key details.
2. I am going to project the passage and read it aloud to you. Please follow along as I read.
3. I will project the passage and read it to the students.
4. We can always easily pick out the main idea by looking for words that are repeated several times.
Land is one of those words that is repeated several times throughout this passage. The text features,
such as the heading, help with finding the main idea as well.

5. From what we have just read, what do you think the main idea of this passage is? Turn and talk with
your partner to see what you come up with.
6. I will have the students turn and talk with their partner.
7. I will listen in on the conversations and if I hear the correct answer, I will say it or call on that student.
Their answer should be something like, Erikson and his men set out to find land.
8. Now that we have found the main idea of this passage, we need to look for supporting details from the
text. These details should show support to the main idea, by backing up the information that is in the
main idea. For example, one key detail for this main idea is, Erikson uses Bjarnis descriptions of the
lands to guide their journey. Turn and talk with your partner to determine what could be two other key
details to support this main idea.
9. I will give the students a few minutes to determine what could be two other key details. I will listen in
on the conversations.
10. Who would like to share what they think is one of the remaining key details?
11. I will call on a student to share. I repeat this twice so the students have shared several key details. I will
remind them that there can be more than three key details if there are that many in the text. Their
answers should be one of the following, "The Vikings head south in hopes of finding more land, and
they come across a beautiful island that is lush and green.
12. When you return to your seats, I want you to clear your desks off. With your groups, you are going to
create a poster showing the main idea and at least three key details about a passage that I am going to
give to you. Before you begin with the chart, thoroughly read through the passage. Talk with your
group to determine the main idea and key details. I will give you a piece of chart paper and markers.
13. I will pass out the passage and walk around and monitor the students as they work with their groups. I
will make sure their main idea is something like: Columbus sets sail to find a quicker way to get around
the world. I will make sure their key details are something like the following: he has a hard time
convincing others that his plan will work; Columbus asks leaders in Portugal, France, and England to
pay for his trip, but they all refuse; the king and queen of Spain agree to help in 1492, as long as they are
paid in return with the riches he has promised.
14. When the students return to their seats, I will remind them that they can use this strategy when they are
doing their independent reading and during their stop and jot.
Activity Analysis: The activity in this lesson will require the students to practice the concept of finding a main
idea and key details in a text. The students will read the text and decide what the main idea is, and then they
will support that main idea with key details they find in the text. The students will create a poster with their
groups showing their understanding of the concept. No technology will be needed for this activity because they
will have the text in front of them.

References:
Asselin, K. (2011). Who really discovered America? Mankato, Minn.: Capstone Press.
http://www.corestandards.org/ELA-Literacy/RI/4/