ACES Regional Curriculum Consortium ELA Lesson Plan
Grade/Subject
Grade 2/Language Arts
Unit Title
Building Bridges
Lesson Title
Determining Main Topic in Nonfiction text
Overview of Lesson In this lesson, students will engage with a several short passages to determine the main
topic of a text. Then, through a read aloud, the students will identify the main topic of
the article, “Dr. Martin Luther King Jr.”
Unit Essential Questions (and Corresponding Big Ideas)
Why is it important for us to self-monitor our reading and thoughts?
Core Standards Addressed in this Lesson
Reading:
Foundations
Reading: Literacy
Reading:
Informational
2.2
2.5
Writing Speaking & Listening
2.1
2.1c
2.2
ISTE Standards Addressed in this Lesson
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Language
2.3
ACES Regional Curriculum Consortium ELA Lesson Plan
Learning Objectives (in student-friendly language)
Students will provide evidence from the texts that answer specific questions.
Students will participate in collaborative conversations with peers focusing on main topic.
Students will read and identify main topic.
Lesson Focus Questions

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“What is the main topic of the article/passage?”
“Can you predict what the main topic of the article will be?”
“What do you think was the main topic of the article Dr. Martin Luther King Jr.”
Suggested Texts
Title
Author
BRIEF Synopsis
Genre
Young Martin Luther
King, Jr. – “I Have a
Dream”
Joanne Mattern
A simple biography of a great
black leader emphasizing his
dream of equal treatment for all
Americans.
Martin Luther King Jr.
and the March on
Washington
Francis E. Ruffin
This book tells of the words of a
Biography
very special leader, Martin Luther
King, Jr. This book captures the
spirit of this landmark day in
American history and brings Dr.
King's "I Have a Dream" speech to
vivid life for young children.
Dr. Martin Luther King
Jr.
Cynthia Sherwood
A brief overview of Dr. King’s life
and achievements.
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Biography
Biography
Lexile/
F&P
DRA
20/24
480
ACES Regional Curriculum Consortium ELA Lesson Plan
Supplemental Materials and Resources


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Reading Passages that Build Comprehension: Main Idea and Details (Trucks and Mount Rushmore)
Highlighters
Chart paper
Students copies of the Martin Luther King article
Preparation Required (and suggested)



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Pre-read the text.
Important Vocabulary: minister, civil rights, judged, equal laws, rights, honor, courage, protest and
arrested
Make copies of article for students
Create a vocabulary list (optional)
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ACES Regional Curriculum Consortium ELA Lesson Plan

Chart paper
Anticipated Misconceptions for This Lesson
Students will not be able to identify the difference between a main idea and main topic.
In the future, students may rely too heavily on the title or headings in a text to identify the main topic.
Students may highlight too much or too little of the text to support main topic.
Lesson Development
1.
The teacher will gather students and review the concept of a main topic,
“the subject of the text” by modeling how to identify the main topic of a text
through a think-aloud using one short passage from, Reading Passages that
Build Comprehension: Main Idea and Details. (Mount Rushmore)
2. Teacher will read-aloud the short passage, Trucks. Teacher will ask students,
“What is the main topic of the article/passage?” Students will
think/pair/share.
3. Teacher will review vocabulary words from the article: minister, civil rights,
judged, equal laws, rights, honor, courage, protest and arrested. Teacher will
review vocabulary words through whole-group discussion using word list.
4. Teacher will present the Martin Luther King article to the class and have
students predict what they think the main topic will be.
5. Teacher will ask, “Can you predict what the main topic of the article will
be?”and support their predictions using evidence from the text.
6. Teacher will read aloud the multi-paragraph article called, Dr. Martin Luther
King, Jr.
7. Students will work in small groups to reread the article. Students will
highlight specific ideas that support their conclusion of what the main topic
of the article is.
8. Students will gather back as a whole group to share their findings and come
to a class consensus about the main topic of the article.
9. Teacher will record the class consensus on chart paper.
10. The teacher will assess students’ understanding by asking: “How do you
determine the main topic of an article or passage?” (oral discussion or Exit
Slip).
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Annotation
ACES Regional Curriculum Consortium ELA Lesson Plan
Formative Assessment Processes/Practices
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Observations from whole group and small group class
discussion
Highlighted evidence from the article
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Annotation