Updated 4/8/178:05 AM

Main Idea and Summary with Newspaper Articles

Name: Tiffany Novotny Date: 04/12/17 Subject: ELAR Grade Level:6th

Interdisciplinary Connections:
Social studies can be connected with this lesson by using newspaper articles from current events around the world.

Lesson Duration:
45-60 minutes

Relevance/Rationale:
TEKS:
6.RC d- make inferences about text and use textual evidence to support understanding
6.2 e- use dictionaries, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication,
pronunciations, alternate word choices, and parts of speech of words.
6.8 students are expected to explain how authors create meaning through stylistic elements and figurative language
emphasizing the use of personification, hyperbole, and refrains.
6.10 a- Summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does not
include opinions.
6.28 students are expected to participate in student-led discussions by eliciting and considering suggestions from other
group members and by identifying points of agreement and disagreement.

Outcomes/Objectives:
Students will understand main idea and the supporting details by identifying titles that match the newspaper articles. Students will
use text features from photographs and captions to identify which ones match with the newspaper articles. Then they will finally
summarize what they have read in 2-3 sentences.

ELPS:
ELPS 2I: (Listening) Demonstrate listening comprehension by responding to appropriate questions relating to content and grade-
level needs.
ELPS 3E: (Speaking) Ask and explain information using key terms needed in content, and share in cooperative groups.
ELPS 4D: (Reading) Use pre-reading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary to
enhance comprehension of written text.
ELPS 5B: (Writing) Write using newly acquired content information, vocabulary and skills.

Use of Formative Assessment to Inform Planning:

Students are given a list of academic vocabulary words each week. Main idea is one of the vocabulary words we will apply in this
lesson to deepen the students understanding. We will also use supporting details and summary from our vocabulary list.

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Class Information:
Advanced class and two students are dyslexic

Technologies and Other Materials /Resources:

Smart board
20-25 different newspaper articles with titles and photographs (glued to colored cardstock)
hand out for giving the articles titles, supporting details, and summaries.
group directions printed

Academic Vocabulary: Main idea, summary, and supporting details

Lesson Procedures:

Hook: How do you think authors come up with titles for articles in newspapers? Does the title come first, while writing or maybe
after the article is complete? Today we are going to be detectives and figure it out.

Higher Level Questions:

What is the main idea of this article?

What do you think is a good title for this article? What is your evidence or supporting detail?

Can you imagine a photograph in your head that would match with this article, if so what is it?

Even though this is not the entire article, what is the summary of what we have read so far?

Guided Practice:

For a warm up, model how the groups will work together to show how to find supporting details to match the title and photograph
to the newspaper articles. Read the article, then guide students on how to create a title based on what they read. Then show them the
real title from the newspaper article, then have them think of what the photograph might look like with this article, then show them
the one that matches it.

Then explain expectations for group work and what is expected on the handout.

Independent Practice:

There will be 5 different groups of students; each group will have 4 different articles, titles, and photographs. One student will read
the newspaper article aloud to their group. They will work together to find supporting details to determine the correct title and
photograph that goes with the article.

Closure:

Before the students leave, there will be a short article on the board, they will get a post it note and they will create their own title
and justify their title with a supporting detail.

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Differentiation:
Differentiation could be to have different levels of newspaper articles for different groups of students. Teacher
support at a lower group could also help guide the students.
Make copies of warm up/exit ticket for the dyslexic students

Assessment Criteria for Success:

Teacher will informally assess students as they are working, and from the post-it note exit ticket.

Anticipated Difficulties:
Students might take too much time deciding as a group on the titles, main ideas, supporting details, and summaries.