Day One: Introduction to Main Idea

Objective

Students will be able to identify the main idea of a paragraph and explain how key details support the main idea.
Common Core Standard: RI.4.2 - Determine the main idea of a text and explain how it is supported by key details.

Essential Question

What is the main idea, and how can I find it in a text?

Lesson Format

I Do (10 minutes)

• Teacher explains the concept of the main idea as the "biggest thought" or what the whole paragraph is mostly about.
• Use a short, simple paragraph projected on the board or printed on paper.
• Model thinking aloud: Read the paragraph aloud, identify key details, and summarize the main idea in one sentence.

We Do (15 minutes)

• Read a second paragraph together as a class.
• Ask students to help identify the key details and discuss what the main idea might be.
• Use a graphic organizer (like a main idea and details chart) to organize thoughts.

Two Do (15 minutes)

• Students pair up with a partner.
• Each pair receives a different short paragraph.
• Pairs read, highlight key details, and write the main idea together.
• Teacher circulates to support and guide students.

You Do (10 minutes)

• Each student reads a new paragraph independently.
• Students write the main idea and list two supporting details.

Exit Ticket (5 minutes)

• On a small slip of paper, students write the main idea of a one-sentence paragraph read aloud by the teacher at the end of the class.

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Day Two: Finding Main Idea in Longer Texts

Objective

Students will identify the main idea in longer texts and begin distinguishing between main ideas and supporting details.
Common Core Standard: RI.4.2

Essential Question

How do I find the main idea in a longer text with many details?

Lesson Format

I Do (10 minutes)

• Teacher models reading a short passage with multiple paragraphs.
• Demonstrate how to stop after each paragraph to note key details, then combine these to find the overall main idea.
• Use a thinking-aloud approach with a graphic organizer.

We Do (15 minutes)

• Read a two-paragraph passage together.
• As a class, complete the main idea/detail organizer.
• Discuss differences between important and less important details.

Two Do (15 minutes)

• Partner activity: Each pair receives a slightly longer passage.
• Partners read and annotate key details and decide on the main idea collaboratively.

You Do (10 minutes)

• Independent reading of a short passage.
• Students write the main idea and underline supporting details.

Exit Ticket (5 minutes)

• Students write one sentence about why some details are more important than others when finding the main idea.

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Day Three: Main Idea and Summarizing

Objective

Students will summarize a text by stating the main idea and key details concisely.
Common Core Standard: RI.4.2

Essential Question

How can I use the main idea and details to write a brief summary?

Lesson Format

I Do (10 minutes)

• Teacher models writing a 3-sentence summary of a short passage.
• Highlight difference between copying details and summarizing in own words.

We Do (15 minutes)

• Together, read a new passage.
• Write a group summary on chart paper, focusing on the main idea and key details.

Two Do (15 minutes)

• In pairs, students read a passage and collaboratively write a summary (2-3 sentences).
• Share some summaries aloud.

You Do (10 minutes)

• Student independent activity: Read a passage and write a summary on their own.

Exit Ticket (5 minutes)

• Students write one sentence explaining why summaries are useful when reading.

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Day Four: Main Idea with Figurative Language and Nonfiction Features

Objective

Students will identify the main idea of nonfiction texts that include headings, captions, and figurative language.
Common Core Standard: RI.4.2

Essential Question

How do headings, captions, and figurative language help me understand the main idea?

Lesson Format

I Do (10 minutes)

• Teacher reads a nonfiction passage with headings, captions, and descriptive language.
• Demonstrate how to use headings and captions to help find the main idea.

We Do (15 minutes)

• Together, examine a nonfiction text.
• Discuss how figurative language affects the understanding of the main idea.

Two Do (15 minutes)

• Pairs receive nonfiction text with captions and figurative language.
• Identify main idea, key details, and any help from text features.

You Do (10 minutes)

• Independently read a nonfiction paragraph and jot down main idea using text features as clues.
• Identify any figurative language and explain its effect.

Exit Ticket (5 minutes)

• Write one example of a caption or heading that helped them find the main idea today.

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Day Five: Assessment on Main Idea and Supporting Details

Objective

Students will demonstrate mastery of finding the main idea and supporting details in texts.
Common Core Standard: RI.4.2

Essential Question

Can I accurately determine the main idea and supporting details of a text on my own?

Assessment Format (60 minutes total)

• Part 1 (15 minutes):
  Read a two-paragraph nonfiction passage. Write the main idea in one sentence and list three supporting details.

• Part 2 (15 minutes):
  Read a narrative short story (two paragraphs). Identify the main idea, underline key details, and explain their connection in writing.

• Part 3 (10 minutes):
  Write a brief summary using the main idea and supporting details of one of the passages.

• Part 4 (10 minutes):
  Multiple-choice section with four brief paragraphs asking students to pick the main idea from four options.

• Reflection (10 minutes):
  Students answer: “Why is it important to find the main idea when reading? Give an example.”

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Materials Needed

• Short paragraphs and nonfiction passages with headings and captions.
• Graphic organizers for main idea and details.
• Chart paper, markers, highlighters.
• Exit ticket slips.
• Pencils and notebooks.

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Differentiation

• Provide sentence starters for students who struggle with writing.
• Use text-to-speech tools for reading support when needed.
• Challenge advanced learners with longer passages and ask for expanded summaries.

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This detailed plan aligns closely with CCSS RI.4.2 and scaffolds instruction progressively, ensuring students build confidence and skills with the concept of main idea over five days. The varied structures (I Do, We Do, Two Do, You Do) promote engagement, collaboration, and independence.