Sample Lesson Plan

Subject: Reading
Unit: Main Idea/Detail & Summarizing
Grade: Fourth
Common Core Learning Standard Addressed:
- 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.
Essential Questions:
- How do readers and writers connect the main idea and supporting
details of informational text to create meaning?
- How do readers identify the main idea of informational text when it
is explicitly stated and inferred?
- How do readers summarize informational text using main idea and
details?
Learning Objective (know, understand and do):
- Students will determine the main idea of an informational text
passage and how it is conveyed through particular details.
- Students will use the main idea and details of informational text to
summarize the text.
Prior Knowledge:
- Students should be able to paraphrase text.
- Students understand how to use symbols to annotate text.
Introduction/Anticipatory Set:
- Select a short informational passage to read with the students
(passages can be found in Time for Kids, NewsELA, etc.). Project
the passage on the document camera to model for the students and
address the needs of both visual and auditory learners.
-

Read the passage out loud to the students. Pause throughout the
text to think aloud to model metacognition. Annotate the text with
symbols and words throughout the read aloud (ex: circle unknown
words, question mark next to something that is confusing,
exclamation point next to something important, etc.).

After completing the first read, turn the document camera off. Ask
the students to think about what they think the main idea of the
passage is in their own words. Once given time to think, have

students share their thoughts with a partner. Then, ask a few

students to share and come up with a class statement of the main
idea.
-

Then, turn on the document camera again. Read the text again and
underline a sentence in the passage that states the main idea. Read
through the rest of the passage together and highlight details that
support the main idea in another color. If a detail does not
match/support the main idea, cross those details out.

Finally, use the main idea and details that are highlighted to model
writing a summary. The words should not be copied directly from the
text.

*NOTE: Tomorrow, create an anchor chart together to hang in the

class about main idea, details and summarization. Use gradual release
of responsibility model during future mini-lessons. The next day,
students should practice the same process with a small group or
partner while the teacher monitors student progress and makes
anecdotal notes about students. Teacher should meet with
struggling students in a small group/individually to
reinforce/reteach the skill. Then, allow the students to demonstrate
understanding by determining the main idea and details of a passage
and summarizing the text.

Instructional Activities:
- Once the mini-lesson is complete, have students begin their Daily 5
Rotation. Form groups based on pre-assessment results for
standard RI.4.2.
o Read to Self: Have students read informational text during
independent reading.
o Work on Writing: In reading notebook, have students write a
short summary of what they read during independent reading,
using the main idea and supporting details
o Teacher Time: Use leveled informational passages within each
group. Give each student an iPad. Prior to the lesson, upload
a picture of the informational passage into the Skitch app.
Begin the close reading process with each group. Have the
students annotate the text through the app as they read.
Discuss the thoughts students had while reading. Ask
questions based on Webbs Depth of Knowledge: During
second and third readings on future days, ask questions that
require more critical thinking at higher levels of the DOK.
Sample questions:

Choose 3 sentences. Practice reading the sentences

orally with fluency and accuracy. (DOK 1)
! Turn to a partner. Ask your partner a question about
this text. (DOK 1)
! Identify the main idea(s) of the text. (DOK 2) Highlight
the main idea in one color.
! Locate details that support the main idea. (DOK 2)
Highlight the supporting details in another color.
! Explain the organization (text structure) of the text
(DOK 1)
During future Teacher Time sessions, use the annotations to write
summaries of the text.

Wrap Up/Closure:
- Bring students back together at the end of reading time for 5-10
minutes. Ask students to share their experiences/successes in
writing a summary during Work on Writing time or Teacher Time.
Differentiation:
- Small groups based on academic need for guided reading
- Address visual and auditory learner needs by using the document
camera to model thinking
- Reteach/struggling readers: read with a partner to practice fluency
and work on decoding words together; scaffold instruction to guide
students towards independence
Resources/Materials:
- Informational Text Passages
- iPads with Skitch and Seesaw app
- Document camera
Assessment (Formative and Summative):
- Formative:
o Take anecdotal notes during small group instruction to
assess understanding of the skill.
o Collect reading notebooks to assess the Work on Writing
section. Provide written feedback to students on their
successes and future goals.
- Summative:
o Ask students to annotate an informational passage through
Skitch identifying the main idea and supporting details. Use
the annotations to write a summary of the text. Then, have
the students take a picture of the project and add it to
Seesaw. Students should then use the microphone feature to
describe what they did with the project and what they learned

through our unit on this standard. In addition to assessing

student growth, share these projects with parents to enhance
the home-school connection.