Lesson Plan: Central Idea

Special Education Teacher:Christina Hermann

Subject: ELA
Class: 638 Date: 1/22/2020
Skill: Central Idea

6th Grade ELA Next Generation Learning Standards:

Key Ideas and Details
6R2: Determine a theme or central idea of a text andhow it is developed by key supporting details over the course of a
text; summarize a text.
Craft and Structure
6R4: Determine the meaning of words and phrases asthey are used in a text, including figurative and connotative
meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple
meanings. (RI&RL)
Comprehension and Collaboration
6SL1: Engage effectively in a range of collaborativediscussions with diverse partners; express ideas.
Text Types and Purposes:
6W2c: Use precise language and content-specific vocabulary to explain a topic.

Success Criteria: I will learn to:

❏ Topic: Central Idea
❏ Learning Target:
❏ I can demonstrate an understanding of close reading the text and using the details/pictures in the text to find
the central idea.
❏ Language Target:
❏ I will be able to find and use the language to justify the central idea.
❏ I can find 3 pieces of evidence to support the central idea of the text.
❏ I can define what a central idea is.
 ❏ I can state the central idea in a text.

ENTRANCE TICKET: (3-5 Minutes)

Write your name.
❖ The Central Idea is supported by the details/evidencein the text. It is the big idea.
TRUE OR FALSE

Mini Lesson: (20 Minutes)

Central Idea Explained: You-Tube

1) Students will watch a Brain-Pop video on central idea.They will then turn and talk about what the definition of
central idea is. Students will be reminded to use TIPS:
*Underline the details/evidence in the text
*Look at the Title and pictures
*Use process of elimination
2) I DO: WHAT STRATEGIES DO WE USE TO FIND THE CENTRAL IDEA? The teacher will model to look at the title of
the text, view the text features, words, pictures. The teacher will model how to identify the Central Idea using the
clues and supporting details in the text. The teacher will read the text and underline/highlight the 3 details. The
teacher will model by placing the three details in the graphic organizer. The teacher will identify the central idea
based on the supporting details in the text.
3) WE DO: WHAT STRATEGIES DO WE USE TO FIND THE CENTRALIDEA? The teacher and students will work
together to read the text and will underline/highlight 3 details. Students will participate by identifying the clues
and supporting details in the text. Students will record their responses in the graphic organizer. Specific
students will have scaffolded graphic organizers.
4) You DO: WHAT STRATEGIES DO WE USE TO FIND THE CENTRALIDEA? Students read a short text and identify the
clues in the text that support the central idea. Students will underline/highlight the details and write what they
believe is the central idea on the graphic organizer.
● Heterogeneous Grouping: Based on i-Ready Diagnostic1 Scores

Ms. Ragusa Ms. Hermann Mrs. Choudhury

Grade Level 1-3 Grade Level K Grade 1
Christopher Dashawn Allen
Daniel Isaiah Anthony
Diane Aliyah
Miracle
Casiem
Joshua
Work Period: (20 Minutes)
WHAT STRATEGIES DO WE USE TO FIND THE CENTRAL IDEA?
Underline 3 details and come up with the Central Ideausing the clues in the text.
-View the text features, the title, pictures if any.
-In your small groups, you will read each text and underline the details/ clues that support the central idea.
-Organize the details/ clues in the graphic organizer.
-Discuss with your groups what you think the Central Idea could be. Students will use the success criteria to ensure
understanding.
_______________________________________________________________________________
Use the Success Criteria as you read each text:
I can find 3 pieces of evidence to support the central idea of the text.
I can define what a central idea is.
I can state the central idea in a text.

REFER BACK TO THE SUCCESS CRITERIA:

Check off each box as you complete it.
Language Target Checklist/ Success Criteria:
❏ I can find 3 pieces of evidence to support the central idea of the text.
❏ I can define what a central idea is.
❏ I can state the central idea in a text.

★ Brain Power Activity: (5 Minutes- Transition to 2ndperiod) : Infinity Drawing (Mindfulness)

★ When should I use this activity? Use before a test,refocus or a complex topic.
Closing: (5 Minutes)
Write your name
Turn and Talk with your table about 1 thing you learned today.
Answer each question and refer back to the success criteria.

Assessments:
● Teacher observations
● Entrance/Exit tickets
● Leveled graphic organizers
● Central Idea activity
● One on one conferencing
● “You Do” activity
● Success criteria
● Formative assessments
Modifications:

Students Modification

All groups Visual aids

All groups Sentence starters

Allen, Anthony, Aliyah, Dashawn & Isaiah Leveled graphic organizer for group 2 & 3

All groups Building background knowledge, Frontloading

vocabulary

Skeleton notes
Scaffolds:
● Word wall
● Small group instruction
● Peer to peer support/ Discussion
● Sentence starters
● Teacher modeling
● Differentiated activities
● Visual aids
● Repeated directions

Materials:
Triumph board
Leveled Graphic organizers
Success criteria checklist
Central idea packet
Pencils/ Highlighters
Brain Pop video on Central Idea
Brain Power activity: Infinity drawing or Energy ball

Focus Students:
Christopher, Daniel, Diane
Name:
Topic: Central Idea
Learning Target:
● I can demonstrate an understanding of close reading the text and using the details/pictures in
the text to find the central idea.
Language Target:
● I will be able to find and use the language to justify the central idea.
Success Criteria: (Check off each box as you complete it)
❏ I can find 3 pieces of evidence to support the central idea of the text.
❏ I can define what a central idea is.
❏ I can state the central idea in a text.