Lesson: Relevant vs Irrelevant Details
- Teacher says: If Manuel (insert name of student) were to come to me and say, "The church is on fire." What important information would I need to know?
- Teacher puts up 3 sentence strips on the white board which are read aloud. The sentences say: The main door to the church is locked. There are 5 people inside. There are 6 kickballs in the courtyard of the church.
- Teacher asks: Which of these sentences are relevant to the main idea that the church is on fire? Teacher writes the word relevant on the white board. Students choose two sentences that are relevant and teacher places them under the word relevant.
- Teacher asks: Which sentence gives me extra information about the church that I do not need to know right now? Students identify the irrelevant sentence and give a reason why it's irrelevant. Teacher writes the word irrelevant on the white board and places the sentence underneath the word.
- Teacher says: This is what we will work on today, finding relevant details that support the main idea of our summary.
- Teacher has article distributed.
- Students read article silently or aloud in a group.
- Teacher distributes worksheets. Teacher works from an over head or equivalent and students from their worksheets.
- Teacher writes main idea sentence with the help of students suggestions.
- Teacher models finding one relevant detail and one irrelevant detail for given article.
- Students work in table groups to finish filling out worksheet.
- Check answers as a class. Discuss reasons why a certain detail is relevant or irrelevant.
- Teacher distributes another relevant/irrelevant worksheet to students.
- Students work independently to complete worksheet on their individual articles from their Summary Writing Project.
This minilesson is done in conjunction with students working independently on their Summary Writing Project which is described earlier in this unit. This lesson was added to give students a better idea as to what is an important detail to include in their summary and what is not important. After this minilesson, I had students check their Summary Writing Project to make sure they picked the best details to support their main idea.
|Summary Writing - Relevant.Irrelevant Details.docx||
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