3rd Grade Main Idea Lesson - Free Educational videos for Students in K-12

3rd Grade Main Idea Lesson - By

Transcript


00:06	we're gonna learn today about the main idea of a
00:10	story and how to find the supporting details . But
00:14	you don't know how I am . I don't want
00:16	you just to find the supporting details . I want
00:18	you to be able to tell me why they're they're
00:21	supporting details because they're true learner cannot only state the
00:25	facts but they can defend it . Just like an
00:27	attorney could defend you too . So here we go
00:32	. Turn in your reading spiral . Two main idea
00:36	. I think we did the main idea table ,
00:38	main idea . Find that main idea table or you
00:43	may have drawn a main idea chair . I left
00:46	that option up to you a main idea table or
00:49	a main idea chair . Take a few minutes to
00:51	look over your notes and refresh your mind about what
00:54	main idea is . Give me a thumbs up if
00:57	you think , you know what I mean ? Ideas
01:00	thumbs up . If you think , you know if
01:02	you're not too sure . Everyone in the middle .
01:05	Hello ? Okay , hands down some of my thumbs
01:09	up . People what is the main idea ? What's
01:11	the main idea , Adrian , it's the big picture
01:16	. It's the big theme . The story is a
01:20	about , okay , you also saw supporting detail on
01:25	your spiral . Mhm . What's the supporting detail ?
01:32	A supporting detail . Supporting detail . Mm Olivia .
01:38	What to support in detail ? Yeah , it is
01:43	. It's like a chair . Like it holds the
01:46	main idea . It holds the main idea . If
01:48	I love that you said that , that's exactly what
01:50	a detail does . It supports that main idea .
01:53	It holds it up . So today we're going to
01:56	read a story about Frog and toad and your job
02:01	is to do a little bit of visual thinking ratio
02:04	. You can refresh my mind about what visual thinking
02:06	means , what you think you should write down ,
02:09	Okay , what you think you should write down ?
02:11	Who can expand on that little bit more . I
02:13	love what you're saying that . Well the visual ,
02:17	thank you write it down . You don't say it
02:19	out loud . You write it down . I love
02:21	that . You said that when I'm doing visual thinking
02:23	whatever I'm thinking I don't say it out loud .
02:25	I don't raise my hand . I write my thoughts
02:28	down because my thought has to be a question .
02:32	No no it doesn't have to be a question .
02:35	What could it be there if it's not just a
02:37	question m it can be a I guess I meant
02:43	like exactly right but you think it's just like it
02:49	doesn't have to be crushed . It could just be
02:52	a statement . It could be a comment , it
02:53	could be a statement . Very good . And you
02:55	can see what pops in my head because you know
02:58	Miss Barbie at the movie theaters what she do all
02:59	time talk talk talk Because when you're reading or watching
03:04	something you should be thinking the whole time . You
03:07	should just be reading the word , You should be
03:09	attaching meaning to it and thinking about it . So
03:13	today you're going to do a little bit of visual
03:15	thinking inside your buckets on your table , there's a
03:18	sheet and it says frog and toad . Please grab
03:23	one sheet out of the bucket . Your job is
03:27	to start doing your visual thinking when I say proud
03:30	. But you know how I love to have fun
03:32	. Mhm . It beat your best interest to make
03:35	sure you think and I'm able to see it .
03:38	Okay . Okay wow . Is not okay ? You
03:44	guys ready ? Mhm . Remember if you have an
03:52	unfamiliar word to , you can also throw why they
03:54	do it spent more time in the water than on
03:56	land . What made you write this down ? Have
04:00	a question for you answer what is it ? A
04:03	tone tone has a drop positive . Where do you
04:07	, you paid a little notes and tones and have
04:10	a lot in common ? Did you find a lot
04:13	in common so far ? Did you find anything different
04:16	about them so far ? Hey , I love that
04:20	. You started the very first sentence asking yourself the
04:23	question so that you'll be thinking about that question the
04:25	whole time . How do they have more in common
04:28	? They have different . Now let me ask you
04:29	this . Do you think ? You know what I
04:31	mean ? Ideas so far . What do you think
04:33	it is close ? It does actually have more in
04:37	common than they have been different since . Have you
04:39	found any details that support that yet ? Do I
04:43	have the story ? Anything that supports how they have
04:45	things in common or support how they have ? things
04:47	are not in common ? Yeah , I truly enjoyed
04:52	what I saw . I could tell exactly what you
04:55	guys were thinking . So when I came around I
04:57	didn't have to ask you , hey Jared , what
04:59	are you thinking about this ? I was able to
05:01	see his thoughts on his paper . A lot of
05:03	you have already figured out what the main idea is
05:06	, which is pretty impressive right now . If you
05:09	have not gotten to that point of your thinking process
05:11	, I want you to take just a moment and
05:13	at the bottom of your paper , I want you
05:15	to write down what you think the main ideas .
05:17	The bottom of your paper . This is just private
05:19	time for you . What do you think the main
05:21	idea of Frog and Toad is ? Mhm I love
05:26	how cage raining , complete sentences he told me the
05:28	main idea is Mhm Yeah . Yeah . Or am
05:35	I going a little bit deeper in my discussion about
05:37	frogs and toads ? Think about that when you right
05:39	now The story . But frogs haven't comment . And
05:50	you know what ? They haven't commented . Excellent .
05:58	Look back to the text remains exact exact detail that
06:02	tells you exactly what they have . Different pick out
06:04	. one detail tells me about a difference . It's
06:10	actually have you found some things I had in common
06:17	? Good , good , excellent . Main ideas .
06:21	I was going around . I think we pretty much
06:23	all had the same thought in mind . Let's talk
06:26	about it real quick Now when I want to organize
06:28	my fault . What's a good way to organize my
06:31	thoughts ? I'm talking about main idea Isabella . I
06:35	mean , ideally have excellent ideas . Bell let me
06:37	draw one of those through a label it Frog and
06:43	toad . And we know in the middle of our
06:46	web , we always put the think about it .
06:49	Mhm . Think about it . Tell me . Excellent
06:54	. With the main idea in the center . I'm
06:56	a volunteer to tell me what the main idea of
06:58	my story is . The main idea of my story
07:02	. Hmm . Diego you want to tell me they
07:11	belong to this family . Okay . So frog and
07:18	toad have things in common . What else ? That's
07:30	not the whole man does not . The big picture
07:32	is a little bit of piece of the picture .
07:34	What else ? All right . The main idea is
07:38	that how frogs and toads are different in the like
07:42	excellent mandy is about how frog and tell how things
07:45	in common and their differences . Now , we're going
07:54	to delve back into our text one more time .
07:56	We're gonna look for some boarding details . I want
07:59	to supporting details about how they're alike and to supporting
08:02	details about how they are different . Okay I'm gonna
08:06	give you two minutes of group trying to talk about
08:08	it . You may proud to your groups . Remember
08:11	head to head , head to head that . Really
08:30	? Oh that's a great one . Right That one
08:34	damn right now is an excellent one . Is that
08:36	something having commerce and there's different in common . Go
08:40	ahead and write that one Now is excellent fact so
08:41	far . Make sure we delve back in our text
08:43	and find it . When you do your checks evidence
08:48	. Make sure you tell me which paragraph you found
08:50	evidence in thing . You guys have already found a
09:15	few details , details that you found so far .
09:20	Okay let's talk about their a frog is smooth and
09:26	a toad is bumpy . Those are the differences you
09:29	think may need to state that some differences we found
09:32	were . Yes , exactly . Right . Do me
09:36	a favor . When you're going back in your text
09:38	, you find your evidence to make sure you tell
09:40	me which paragraph you found that evidence in right ?
09:42	Paragraph one or paragraph two or P one P two
09:46	after the first . You put your clear , let's
09:52	go ahead and write that down . Exactly right charlotte
09:54	is what they have in common , and what's different
09:56	about them . Go ahead and write that down in
09:58	your diagram . Okay , let me a warty skin
10:13	. Have you done a third one yet ? Okay
10:19	, so looking at Madison's paper , I see the
10:22	main idea is that they have more in common .
10:24	They have different . So this is what I've noticed
10:27	. You tell me what you think you said that
10:29	frogs and toads both hop away from their home .
10:33	So , those are things that have and what in
10:36	common then you have . That toad tends to have
10:38	bumpy dry skin and frogs have smooth skin . So
10:41	something you have , that's what different . So our
10:45	main ideas that there are things in common and different
10:47	, how we held up . Our main ideas are
10:49	table falling over right now . We've held it up
10:52	, so we're pretty good so far . Okay ,
10:55	you just finished having your group discussion about things they
10:58	have in common and things that are different . You
11:01	looked in your paragraph to find the supporting details .
11:03	So that's what's gonna happen . I'm gonna go to
11:05	each table and I'm gonna surprise you and ask you
11:08	if you're gonna give me something have in common ,
11:10	I'm not going to be different . I do ask
11:13	you tell me where you found that particular detail in
11:15	paragraph one , paragraph to paragraph three or four ,
11:18	so on , because you need to have tax evidence
11:21	, you have to prove to me you found it
11:22	there . Okay , let's start with group number four
11:29	. Give me something they have in common that they
11:34	have in common . Group # four . Um Jared
11:39	. Oh they are both in fib ian excellent Jared
11:44	. J where'd you find that out in your text
11:46	? The first paragraph , first paragraph said they're both
11:50	amphibians and put paragraph one on that . Mm .
11:56	Table two . Tell me something that is different .
12:03	Different will . Um um Frog skin is slimy and
12:13	uh toad skin is warty . Excellent . Excellent .
12:20	Frog skin and slimy . Toad skin is warty .
12:27	What paragraph did you find that in ? Will ?
12:30	Um uh paragraph three , paragraph three . He says
12:37	excellent . Will . Um Okay . Group # one
12:43	. Group number one . Tell me something in common
12:48	. Group number one . I'm gonna have in common
12:50	. Yeah . Landing on rocks and both probably from
12:55	their water homes . They hop away from their homes
13:01	. What paragraph did you find that in landing craft
13:04	to paragraph two ? No , I'm sorry . It's
13:09	one . I can make it into one . No
13:10	worries . No worries . Mhm . Last but not
13:14	least . Group three . Group three , I need
13:18	a different group three . Tell me a difference between
13:20	it frog and a toad . According to the text
13:25	. Emma dogs can't eat frogs , but they can't
13:29	eat toads . Mm . A vocabulary where we learned
13:34	not too long ago is when you can eat something
13:36	, it can be eaten . That's another word for
13:39	you can eat it , remember ? Garrett ? Um
13:47	And edible . Exactly . Right , So frogs are
13:51	edible . Hmm . Yeah , Excellent . So we
13:57	just finished our graphic organizer . We did an awesome
14:00	job on a two minute ad . I love that
14:02	. I saw everyone thinking you're working head to head
14:04	. You were thinking and listening to each other .
14:06	You weren't just going along with someone else was saying
14:09	you were debating a very good job . Yeah .

Summarizer

DESCRIPTION:

3rd grade lesson using Frog & Toad to identify the main idea and supporting details. Aligned to MA Curriculum Standards: RI 3.1 (Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers) and RI 3.2 (Determine the main idea of a text; recount the key details and explain how they support the main idea).

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