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will explain that important details from the text help us identify the main idea. We have been using these important details together with the title to identify the main idea. Today we are going to use the important details and the main idea to choose an appropriate title for the chapter. I will read Chapter 4, “Goofus” in Pinky and Rex and the Perfect Pumpkin by James Howe, without reading the title aloud. I will chart important details from the chapter (such as finding the perfect pumpkin, carving the “Goofus” face, talking about traditions, Pinky saying maybe Rex can come to the family reunion next year, and Amanda making a face). I will use these important details to identify the main idea and use the main idea to create a chapter title for the chapter. For example, I know from the important details in the chapter that everyone is talking about how great family traditions are, like carving “Goofus”. I know that Pinky likes Rex to be involved in traditions but Amanda makes a funny face. I think the main idea of this chapter is that traditions, like carving Goofus, are important to everyone.” I think a good title for this chapter could be “Family Traditions” or maybe “Goofus.” I will show the class the title of the chapter and discuss why it is a good title.

TIP: Scaffold student learning by reading a paragraph aloud and having students practice creating a title for the paragraph. Once students are successful with this, move on to creating a new chapter title for an entire chapter.

Ask: How did I choose a good title for the chapter? Students should respond that you read the chapter and paid close attention to important details. Then you used those details to determine what the chapter was mostly about and thought about a word or phrase that represents what the chapter was mostly about.

will read chapter 5 from Pinky and Rex and the Perfect Pumpkin and identify the important details in the chapter. We will choose a chapter title based on the main idea.

TIP: Use a graphic organizer or a visual aid for students when charting evidence from the text to determine the main idea of a chapter. For instance, you can use a diagram of a hand, writing the main idea in the palm and supporting information and evidence in the fingers.

will listen as I read Chapter 6 “A Terrible Thing” (without reading the title) and determine the main idea of the chapter. You will create a title for the chapter based on the main idea and explain why you chose this title. (Student Independent Practice is provided below in Teacher and Student Materials.) Note: Teachers may want to share all of the titles and have students discuss and debate which is the best based on the main idea of the chapter. Finish reading the last chapter of the book after the lesson.