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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