Lessons & Units :: Main Idea 1st Grade Unit

Lesson 2: Using a Title to Determine the Main Idea (Nonfiction)

Lesson Plan

Animal Hearing

Animal Hearing
Learning Goal
Identify and describe the main idea of a nonfiction book using the title.
Identify and describe the main idea of a nonfiction book using textual details.
Duration
Approximately 50 minutes.
Necessary Materials
Provided: Example Chart for Direct Teaching; Example Chart for Guided Practice; Independent Practice Passage, “Fly, Fly Butterfly” and Worksheet
Not Provided: Animal Hearing by Kirsten Hall, Animal Sight by Kirsten Hall, chart paper, markers

  • Teacher Modeling

    will discuss how the title helps us determine what a book is mostly about. This is the main idea. I will read and chart (example provided) facts from Animal Sight by Kirsten Hall. I will reread the facts and the title of the book and discuss how they all are about animal sight. I will explain that the title gives me a clue about the main idea, but I need to put it in my own words. I will think aloud about a sentence to describe the main idea. For example, "All animals see in different ways." I will write it on the chart.

    TIP: After every few facts, stop and summarize for students what you think the main idea seems to be so far in the book and why.

  • Think Check

    Ask: "How did I figure out the main idea of the book?" Students should respond that you read the title and the text. You then thought about the title as the main idea of the book and put it into a sentence explaining what the book is about.

  • Guided Practice

    will read Animal Hearing by Kirsten Hall and chart (example provided) facts from the book. We will discuss how the facts and title all have to do with animal hearing.

    TIP: While charting during the Guided Practice, underline key words in the facts to highlight common facts that support the main idea.

  • Independent Practice

    will listen as I read the passage “Fly, Fly Butterfly” aloud (provided) . You will illustrate and write a sentence in your own words describing the main idea of the book. (Independent Practice Worksheet is provided.)

Build Student Vocabulary directions

Tier 2 Word: directions
Contextualize the word as it is used in the story Frogs can see in all directions.
Explain the meaning student-friendly definition) Direction is the way someone or something is goes, points, or faces. When the author says that a frog can see in all directions, he or she means that a frog can look different ways.
Students repeat the word Say the word directions with me: directions
Teacher gives examples of the word in other contexts When I drive somewhere that I have never been before, I have to ask directions for how to get there. I lick my finger and hold it up to see which direction the wind blows. My mother gives me directions to clean my room and take out the trash.
Students provide examples How would you give someone directions to get from our classroom to the cafeteria? Start by saying, “To get from our classroom to the cafeteria, _______________________.”
Students repeat the word again. What word are we talking about? directions
Additional Vocabulary Words messages, danger

Build Student Background Knowledge

Stop at page 17 of Animal Hearing. Tell students that whales are famous for the sounds they make under water. They call out to attract mates and also to hear the echoes of fish they might eat. Each kind of whale has its own unique call. If you have a computer with internet access, share an audio or video clip of whale calls with your class.

Texts & Materials

Standards Alignment

(To see all of the ReadWorks lessons aligned to your standards, click here.)

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Submitted by Luka Pule on 4/10/12