Titanic Week! Full Speed Ahead with Main Idea & Supporting Details! Disaster in the Darkness! Day 3

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SWBAT determine the main idea and supporting details of informational text. SWBAT distinguish between relevant and irrelevant information.

Big Idea

Ahoy, Captain! Your crew is full speed ahead while traveling aboard the RMS Titanic, learning about reading informational text, and recording main ideas and supporting details.

Welcome to My Lesson

Welcome to Titanic Week!  This is a set of lessons that I've written to go along with a unit my district is implementing all about the ocean.  We are using texts about the Titanic this week, to practice identifying main ideas and supporting details.  Daily, I'm also reading aloud a fiction story to help balance the 50/50 ratio of informational text to fiction text.  

These lessons were designed to be implemented over a five day, or one week period.  However, we had a field trip and October holiday this week, so I had to integrate lessons within other parts of my day.  I wanted to let you know this, so you could pace these three lessons out over five days, if you choose.  I hope you, and your crew, enjoy the historical voyage of the Titanic!

Titanic Travel Update from Principal Gravel

5 minutes

We are recreating the voyage of the Titanic in our classroom this week.  At the beginning of our reading class, our principal contacts us over the intercom system.  She is our narrator this week and is going to be updating us of certain facts, our location, and any events that happen to us while aboard the RMS Titanic this week.  During her update students make connections to what we are reading about the RMS Titanic. (See Resource File:  Titanic Narrator Script)


Review of Previous Learning & Lesson

20 minutes

Our crew will reviews main idea and supporting details with a mnemonic we enact.  We hold our hands over our head, like a big cloud, and then sprinkle down "supporting details" like rain drops coming from above.  We also review our anchor chart about main ideas and supporting details.  (Resource File:  Main Idea and Supporting Details Anchor Chart and Poster)

I also find it helpful to review student work.  With permission, I display some student samples from a previous lesson.

Today, I'll build on yesterday's lesson and model more about identifying main ideas and supporting details.  We'll focus on information that is relevant.  The students will have copies of a page of Titanic text in front of them, and we'll work together to find main ideas and supporting details.  We'll record them on our Titanic class book pages that will be published at the end of the week.  I'll refer to my anchor chart to make sure I'm finding a main idea and supporting details.

Diving Head First Into Titanic Informational Text

20 minutes

So far, this week, we've been using our informational magazine and trade books to learn about the Titanic, main ideas, and supporting details.  My lads and lassies are dying to get ahold of more books on the Titanic, so I've enlisted the help of my school and local librarian to find as many books on the Titanic within my students' reading levels.  They'll be working on their own today, as we worked with partners yesterday.  The students will read, sift relevant from irrelevant information, and locate main ideas an supporting details about anything that interests them in our informational Titanic books.  (See Resource File:  Titanic Books; Main Idea and Supporting Details Practice; Titanic Day 3 Video)

Review and Celebrate Our Learning!

5 minutes

Our crew will anchor in our carpet area to "debrief" on our voyage today.  We'll review the the main ideas and supporting details skills, as well as share some student samples of main idea and supporting details.  

We'll review the skill of identifying the main idea and supporting details by revisiting our anchor chart and having students share a few examples.


Fiction Pair: Polar the Titanic Bear

10 minutes

Throughout the week, we have been reading Polar the Titanic Bear as a fiction pair to our informational text Titanic study.  We have been reading about seven to eight pages a day during our read-aloud time.  I chose this book for my class because it is fictional, as it is told from the perspective of the stuffed polar bear.  However Common Core stresses the need for a balance of informational text and fictional texts in third grade, so this compliments nicely with the Titanic magazine we're studying this week.  We continue to read, and make connections between all of the Titanic texts the students have now read.