Supporting the Central Idea with Key Words Lesson Plan
Name: L. Breach
Subject: Social Studies / ELA
Lesson Title
Queen Nefertiti’s Tomb - Day 1
Newsela Article
Mystery of ancient Egypt Solved?
(Lexile 950)
Learning
Objective
A statement(s) about
what students will learn
from this particular
activity
Learning
Standard
Grade: 6
Today I am learning … to determine the key details which support the central idea of a text.
So I can … assess if the evidence supports the claim.
I know I understand when … I can identify the key words and phrases which support the central
idea.
Students will be able to … identify the key words and phrases in the text which support the
central idea of the text.
CCSS.RH.RI.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
CCSS – ELA RL.2
Determine a theme or central idea of a text and how it is conveyed through particular details;
provide a summary of the text distinct from personal opinions or judgments.
Lesson Content
How will you introduce
the lesson to your
students? How will you
teach them the skills
they need to be
successful? How will
you allow students to
practice the skilled they
learned with Newsela’s
Write feature? How will
you assess mastery?
Direct Instruction:
●
We are going to expand our understanding of the some recent discoveries of
archaeologists. We will read an article about Queen Nefertiti.
●
We will be looking for evidence to support the central idea of the text and using key
words and phrases when we are Highlighting on Newsela.
●
Why do we use abbreviations and shorten words/symbols? Think of when you text.
How does it benefit the writer? Can you still understand the message?
●
This will benefit us in two ways. First, it will save time as we will only be highlighting
the most important information. Second, it will also make is easier to use this information to
write a summary. When we use key words and phrases, we avoid plagiarism (explain this
concept). If we copy or highlight complete sentences from the text, these complete
sentences will wind up in our summary.
●
We will be reading the article: Mystery of ancient Egypt solved? (950L)
Direct Instruction:
●
What are some of the tools we use to understand the central idea of a news article?
The title, sub-headings, the first couple of paragraphs, pictures, and captions.
●
When we use these tools what do we learn is the central idea? Queen Nefertiti’s
tomb may be hidden behind King Tut’s tomb.
●
Today we are going to read the text and look for evidence that supports this claim.
We are going to only highlight KEY WORDS and PHRASES. This is important because
tomorrow we are going to write a summary and we want this summary to be in our own
words.
Modeling:
●
I will read the first 2 paragraphs of the article aloud.
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I will underline the key words needed to understand the central idea, Queen
Nefertiti’s tomb may be hidden behind King Tut’s tomb.
The ancient Egyptian Queen Nefertiti has long been at the center of
a mystery.
For years, archaeologists have wondered where her tomb might be
hidden. Nefertiti belonged to the family line of the famous King
Tutankhamun, better known as King Tut. Indeed, some believe she
was Tut's mother. While the other royals in her line are all accounted
for, Nefertiti is still missing.
●
Notice that I am leaving out some of the smaller words in the sentences.
●
When I look for key words and phrases, I will often leave out what may be
considered interesting information such as “some believe she was Tut’s mother.” We often
remember these interesting facts and this is not essential in supporting the main claim.
●
Now let’s do the next 2 paragraphs together as a class. Articulate the difference
between possibly interesting information and essential information.
“Secret Doors In A King's Tomb
Now, however, an archaeologist named Nicholas Reeves claims he
has found her secret tomb. He says it is in the Valley of the Kings,
hidden just beyond a wall near the resting place of Tut.
Reeves' theory is based on a detailed study of the walls of
Tutankhamun's tomb. Using radar scans, Reeves was able to see
what the walls looked like beneath their layers of paint. He found a
number of cracks that he believes may indicate two previously
concealed doors.
●
●
Notice I included the word “may” to show that they are not positive and still need to
investigate further.
When I read the words I’ve highlighted, did I capture most important information?
Is this sufficient to help me understand key ideas? This is a good test for making
sure I have enough information.
Student Practice:
●
After modeling together students will go to their individual Reading Level to complete
the reading and assignment.
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Directions: (Teacher Note: Share as instructions on Newsela article)
○
Highlight in YELLOW the key words and phrases that support the central
idea. Remember to use the sub-headings to help guide you. Do not be surprised if
there are large areas you do NOT highlight.
●
Monitor what students are highlighting and assist where needed.
Guided Questions:
●
How does this support the central idea?
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Can you shorten what you highlighted?
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Did I highlight enough to communicate the key details?
Assessment:
●
Share your highlights with the class. Discuss answers and differences.
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Students will show comprehension mastery by having 80% similar highlights as
teacher.
Accommodations
What scaffolds can be
included to support
learners? Can you
anticipate different
reading level for
students?
Extensions
How can you support
high level learners?
Can you anticipate
reading level and
Writing Prompt to
challenge?
●
Work with small groups and discuss sections of the text. What is the difference between
interesting information and evidence that supports central idea? Make sure that the central idea
is written in front of students.
●
Provide on-task focusing prompts.
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Assign leveled articles based on appropriate performance reading levels.
●
Increase Reading Level (1140 and higher based on appropriate performance reading
levels).
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Assign second article:
Remains of 4 leaders identified at early English settlement of Jamestown (Lexile
1130)
○
○
Have students continue to practice skill
Can they identify the central idea independently?