Mae Jemison: Continuing to explore the relationship between main ideas & supporting details

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Objective

SWBAT describe how details support main ideas of a passage .

Big Idea

Supporting details tell us the who, what, when, where, why or how of the main idea.

Cue Set

2 minutes

This is day 2 of a lesson on describing how supporting details support the main idea.  We used a new graphic organizer yesterday, so we need a bit more practice before we can move on from this skill.

Scholars have 1 minute to review graphic organizers and "Rally Robin" supporting details from section 2 of our text.  When scholars "Rally Robin", they turn to a partner and take turns sharing 1 supporting detail so they "rally" back and forth. 

At the end of the minute, I take 1 friend from the cup and 2 volunteers to keep scholars accountable for the work and to ensure friends have an opportunity to share ideas. 

Guided Practice

40 minutes

At this point, scholars are super invested in practicing more.  Since we worked hard and set goals all year long, they become pretty determined when they experience a challenge.  Also, Katy Perry's Roar is our theme song, so they all want to "take down" the proverbial tiger (in this case, explaining how details support the main idea).

Scholars partner read the last section of our text on Mae Jemison.  Then, they use the graphic organizers to explain how a detail supports the main idea.  When they are finished, they raise their hands and share their answers.  They are awarded 2-3 mini-marshmallows.  My ELL co-teacher and I circulate and provide on the spot feedback.  Some comments I make to scholars are:

You are absolutely right, the detail tells the WHAT of the main idea.  Be sure to say what the supporting detail is and what the main idea is.  Don't forget to be specific so that your reader understands to what you are referring!

Great answer!  Be sure to include a direct quote (the author's words) from the text to support your answer.

Don't forget to re-state!

Independent Practice

45 minutes

During this time scholars rotate through 3 stations.  I do more stations on a day like today since the focus is on student practice.  Also, at this point, scholars need more individualized support with the skill. 

In general, scholars look forward to this time because they are a bit more independent, they are able to get up and move around the room and because my ELL co-teacher is in the classroom and they interact with a new face :) 

I start the time by reviewing our checklist items for the week and explicitly state what should be completed by the end of the day.  This holds scholars accountable to their work thereby making  them more productive.  Then, the ELL teacher and I share the materials that our groups will need to be successful (i.e. a pencil and your book baggies).  Then, I give scholars 20 seconds to get to the place in the room where they will be for the first rotation.  The first scholars who are there with all materials they need receive additions on their paychecks or positive PAWS.

During the rotations for this lesson, my small group objective today is to describe how details support main ideas with books that are on each group's highest instructional level.  Scholars read a portion of the same text (different for each group depending on reading level, but the same text is read in each group).  Then we discuss the how the supporting details support the main idea.

After the first rotation, I do a rhythmic clap to get everyone's attention.  Scholars place hands on head and eyes on me so I know they are listening.  Then they point to where they go next.  I give them 20 seconds to get there.  Again, scholars who are at the next station in under 20 seconds with everything they need receive a positive PAW or a paycheck addition.  We practice rotations at the beginning of the year so scholars know if they are back at my table, they walk on the right side of the room, if they are with the ELL teacher, they walk on the left side of the room and if they are at their desks, they walk in the middle of the room.  This way we avoid any collisions.    

At the end of our rotation time I give scholars 20 seconds to get back to their desks and take out materials needed for the closing part of our lesson.  Timing transitions helps to make us more productive and communicates the importance of our learning time.