“What is a Main Idea and how is it Different from the Topic?”
Length: Two Days
Focus Standard:
RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize
the text
4.C.1.2 Explain how the artistic expression of various groups represents the cultural traditions of North
Carolina
Review Standard:
RI 1. Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
Essential Questions:
 How can the main idea of a text be determined?
 How is a main idea different than a topic?
Before the Lesson:
*Select a short article to use as a class model.
Suggested Text: A paragraph on the history of Seagrove pottery found at
http://www.celebrationofseagrovepotters.com/history.html
“The Seagrove area is one of the largest communities of potters with the longest
continual history of pottery making in the United States. Today visitors can explore the
rural landscape by back roads, visiting the potters in their workshops and studios, and
witnessing Seagrove potters continuing the tradition of making pots. The area is home to
more than 100 potters who offer a full spectrum of pottery and ceramic art. With a
diversity of talents, Seagrove has something to offer both the serious collector and the
casual buyer. The Seagrove area offers the visitor an opportunity to learn about North
Carolina's ongoing pottery culture.”
*Select a 4-5 paragraph, or sectioned article for students to work on in groups. Each paragraph or
section will be assigned to a separate group. Enlarge each section for the group and be sure to remove
any section headers.
Suggested Text: “The Amazing Flying Machine” from www.ReadWorks.org (See article at the
end of lesson or download from the site.)
*Create a two-column chart labeled “Topics” and “Main Idea(s)”.
Before reading:
Quick Write – Have students respond to the following: “What comes to your mind when you hear the
terms ‘topic’ and ‘main idea’?”
During Reading:
1. Read aloud the short article or selection you have decided to share with the class.
2. Explain that a topic tells what a selection is about. Have students discuss what they think the
topic of the selection is. As students share record thoughts on a two –column chart. Then ask
students what the paragraph or short text is really focused on? Explain that the focus of the
selection is a more “zoomed in” portion of the text related to the topic. Have students turn and
talk about the paragraph’s focus. Explain that the focus of the paragraph(s) is the main idea for
that paragraph.
Example: If using the paragraph above the chart might look like this.
Topic
Pottery
Main Idea(s)/Focus
Seagrove is a place in North Carolina where
pottery is part of the local culture.
Seagrove is known for its history in making
pottery.
After Reading:
1. Put students into 4-5 groups (based on the number of paragraphs or sections in the selected
text). If using the suggested text you will need four groups of students. Give a different section
of the text to each group.
2. Have each group read their paragraph/section and decide what the focus of the paragraph is.
They should record this focus or main idea on their paper.
3. Have groups return to the carpet and share their responses. Record the groups’ main ideas
under the second column of the chart. Once the focus for each group has been shared have the
class predict what the topic for the entire article might be. They may turn and talk to their
partners about their predictions.
4. Read the entire article together. Pause after each section to compare the section headers with
the group’s selected main idea. Have students discuss headers and compare these to their main
ideas.
5. After reading discuss the topic of the selected article. Have students share with partners in
response to the following question, “How did your prediction align with the actual topic? Why
do you think there were differences?” As a class add the topic of the article to the chart.
Writing (Formative Assessment):
Have students write in their journals: How have your ideas about topics and main ideas changed?
How are the topic and main ideas related?
The Amazing Flying Machine
From: www.ReadWorks.org
More than one hundred years ago, two brothers stood on a sand dune at
Kitty Hawk, North Carolina. Nearby was a big, odd-looking machine they had
built. The brothers were Orville and Wilbur Wright. The machine was the
world's first powered airplane.
Today, that amazing flying machine is on display at the National Air and
Space Museum in Washington, D.C. The museum has the largest collection
of historic aircraft and spacecraft in the world.
A new exhibit at the museum marks the 100th anniversary of the Wright
brothers' famous flight.
The Wright brothers' flying machine looks something like a box kite with an
engine. But it made all future flight possible.
Wheels to Wings
In 1896, the Wright brothers made bicycles in Dayton, Ohio. But they
dreamed of wings, not wheels.
At that time, the only way to fly was in a basket under a hot-air balloon. Not
many people did so, as the balloons were hard to control.
Orville and Wilbur set out to build a machine that could fly. It would have
glider-type wings and an engine.
Designing and building the flying machine took years. When it was finally
ready, bad weather set in. The Wrights had to wait months to test their
invention.
Flying was a dangerous mission. Other people had died trying to fly. On
December 17, 1903, however, the Wright brothers were ready to take their
chances.
Orville was the machine's first pilot. His flight lasted only 12 seconds. The
flyer traveled just 120 feet and landed with a thud. The flight was short but
very sweet. It proved that humans could fly.
Orville and Wilbur made four flights that day. They took turns as pilots.
Wilbur made the longest flight. He flew for 59 seconds and went a distance
of 852 feet.
Roll, Pitch, and Yaw
The Wright brothers' invention began the age of flight. Their machine was
important not only because it flew, but because it could be controlled in the
air.
The Wrights could control their craft in three important ways-roll, pitch, and
yaw. They could roll the wings right or left. They could pitch the plane's nose
up or down. And they could yaw the nose from side to side.
Being able to control the plane in those three ways made all the difference.
All pilots use those same controls when flying today.
To the Stars
After the Wright brothers' success, flying really took off.
In May 1927, Charles Lindbergh flew a small, one-seater plane across the
Atlantic Ocean. He was the first person to do such a feat alone.
That plane, the Spirit of St. Louis, can be seen at the Air and Space
Museum.
The museum also displays a jet named Glamorous Glennis. Its pilot was
Chuck Yeager. In October 1947, Yeager flew the plane 700 miles per hour. It
was the first plane to fly faster than the speed of sound. With jets,
humankind pushed toward the edge of space and beyond!
In 1962, John Glenn became the first man to orbit Earth. He flew in the
Mercury Friendship 7 space capsule. That tiny craft is now at the museum.
The craft that first flew men to the moon is there, too.
For the Wright brothers, flight was an amazing adventure. Today, the
adventure goes on. In the past hundred years, human flight has soared from
Kitty Hawk to the moon!