Read Naturally is an intervention resource that has many leveled informational passages, and there is also a free app that it available. I never ran my train off the track and I never lost a passenger. Next, I remind the we learned about the main idea. Tell the class that the following is a true story about a woman who wanted her freedom. Common Core Writing Standards W.
Step 17: Have all students sign their names on the Train Engine Template. It ensures that they put their best effort into what they are doing. It was a trail that people followed to reach freedom in the North. Then I tell them to close their eyes and imagine. You are now leaving the A rtsE dge website. I do find that students build vocabulary, and content knowledge when they are exposed to several text on the same topic. Put their responses in the W column.
We go to the lounge area and I allow three volunteers to share their work. Write a compare and contrast essay. We are not owned by anyone. They keep bugs off of the crops. You may opt to assign the entire list to each team to compare research results. So, the students are creating a paragraph using the main idea as the first sentence and including three supporting details. Register a Free 1 month Trial Account.
Then give each table group or pair of students one of the copied sets of the Harriet Tubman Presentation slides. Put their responses in the K column. No pacing guide is included. To conclude this lesson, they create original impressionistic artwork based on the information learned. Day 2: Creating the Train Step 12: Call on students to share what they recall about Tubman.
Step 16: Have student pairs come up to the whiteboard one at a time to share their summaries and illustrations with the class. We make the main idea the first sentence so the students remember that is where they look to find the main idea. Step 14: Have each student pair read their page together and write a summary or fact on their sheet of paper. Create a K-W-L chart on the poster board or white board. This question is key in helping the class determine what details are important.
Sharing their ideas is also beneficial to everyone because we can learn so much from our peers. Step 9: Ask pairs of students to contrast Tubman's railroad with an actual railroad by writing a fact or description of each on the respective Post-It notes. I reference a few text and give some examples of things we have done with main idea. Now, I am trying to teach the class the connection between the main idea and the supporting details. Department of Education, and you should not assume endorsement by the Federal government. In other lessons we have used details to identify the main idea, but it this lesson we are finding the main idea and looking for supporting details. Equality is another democratic value that Harriet Tubman was supporting by her actions.
After a class discussion I add it to the board. The Arts learning standards were revised in 2014; please visit the National Core Arts Standards for more. This allows them to practice their listening and speaking skills. You will need one page for each pair of students. Spiders are also food for chickens.
I have them circle any word that they did not know as I was reading. I feel that it helps to let the class know the specific things they are going to do, so I also share that we are going to find the supporting details and main idea in a text about Harriet Tubman. Encourage students to record their findings as accurately as possible, including dates, locations, other people, etc. I ask questions to get the students thinking as I walk around: What is going to be your big idea or main idea? The first pair should tape their square of paper inside the rectangle of the Railroad Car Template directly behind the Train Engine Template. Make sure the children understand that the Underground Railroad was not literally a railroad. We do this to get three details. Check out these to use as a way for students to organize their ideas as they are reading.
We see his or her understanding of the event. Then, I ask the students to circle the title and first sentence, because I am teaching them to evidence the text. Divide students into research teams. Then I ask for the students to work with a partner to find one detail in the text that supports the main idea. Would the information be the same without that detail? The big idea is the cupcake. She led over 300 people to freedom.
Remind them that as the artist, they have control of what the viewer sees or interprets, from body parts, expression, activity, props, background, illustration style, emotions, character traits, etc. I remind the class that we have studied main idea. Struggling readers may find it easier to work with emergent reader biographies about Harriet Tubman. Two of the question I use to see if the details connect to the main idea are: Is that detail related to the main idea? She cared for the common good of her people. While a specific text is referred to in the lesson materials, alternate texts on the same topic could be substituted. K W L Ask students to share with you what they already know about Harriet Tubman. Giving the students a chance to create a paragraph keeping the main idea and supporting details in mind hopefully is going to help them understand the skill.