Unit Design
For
Determining Main Idea
& Supporting Details
Developed by
Janet Marie Kuntz
Pontiac Academy for Excellence
UBD Unit Design Worksheet / Saginaw Valley State University 1

Understanding by Design
Unit Design Worksheet
Unit Title: Determining Main Idea and Supporting Details Subject/Course: English Language Arts
Topic: Main Idea and Supporting Ideas Grade: 5 th
Staff Name: JanetMarie Kuntz
Stage 1 - Desired Results
Established Goals:
Literacy Goals (CCSS): (Informational Text)
1.
CCSS.ELA-Literacy.RI.5.2 - Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
2.
CCSS.ELA – Literacy.R.I.5.3
- Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
3.
CCSS.ELA-Literacy.W.5.2
- Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
4.
CCSS.ELA-Literacy.L.5.2
-Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
5.
CCSS.ELA-Literacy.L.5.4
-Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
6.
CCSS.ELA-Literacy.L.5.6
- Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition ).
Understandings
Students will understand that...
1.
2.
3.
a well-developed paragraph has a topic
4.
Standard English has specific conventions in
5.
: statement. punctuation. the main idea of a text is supported by key details that correspond with the main idea. that people/events/ideas are related to each other within a given text. sentence, supporting details and conclusion regards to spelling, capitalization, and some words/phrases have multiple meanings.
6.
each core subject area has domain-specific and general academic language.
Essential Questions :
1.
How can you determine the main idea of a reading selection?
2.
How can relationships contribute to the text?
3.
How can you convey an idea in an explanatory text?
4.
Explain what the Standard English conventions are.
5.
How can you determine the meaning of an unknown word?
6.
How can you use domain-specific language in your writing?
UBD Unit Design Worksheet / Saginaw Valley State University 2

Students will know...
1.
the main idea of a text and support their findings.
2.
that people/events/ideas are related to each other.
3.
a well-developed paragraph has a topic sentence, supporting details and conclusion statement.
4.
the Standard English conventions for spelling, capitalization, and punctuation.
5.
how to determine unknown and multiplemeaning words.
6.
each core subject area’s domain-specific and general academic language.
Students will be able to...
1.
identify two or more main ideas and find the most important details that strengthen these main ideas.
1. summarize the text in their own words.
2. describe the connections between two or more people, events, ideas, or concepts in a historical, scientific, or “how to” texts by using the text to support their findings.
3. write informative/explanatory pieces that:
* include both an introduction and a concluding statement or section in their writing.
* continue using strategies for introducing concepts (such as beginning with a fact, dialogue, or question about the topic) and concluding their thoughts (using summary statements) when writing.
* organize their writing by developing the use of text features (headings, sections, illustrations, and multimedia).
* write with complex sentences to link the parts of their writing together.
4. use the Standard English conventions for spelling, capitalization, and punctuation when writing.
5. determine the meaning of unknown and multiple-meaning words.
6. use appropriate grade level domain-specific and general academic language when writing.
Unit Enduring Understanding :
Students will understand the main idea of a text is supported by key details that correspond with the main idea.
Unit Question :
Why is it important that we understand the main idea of the text that we read?
UBD Unit Design Worksheet / Saginaw Valley State University 3

Stage 2 - Assessment Evidence
Performance Tasks :
G oal: Students will create a storyboard identifying the main idea and supporting details of an informational text selection.
R ole: Student/storyboard designer
A udience: Classroom teacher and students
S ituation: You are challenged to create a storyboard that highlights the main idea/supporting details from a given informational text.
P roduct: An illustrated storyboard
S tandards: The storyboard will be graded on the correct identification of main idea/supporting details using of appropriate grade level domain-specific and general academic language, and mechanics.
Key Criteria :
Reading Concepts: main idea and supporting details
Reading Concepts: relationships and/or connections between people, events, ideas or concepts within the text
Vocabulary
Mechanics
4
Storyboard shows complete understanding of main and supporting ideas.
Storyboard shows complete understanding of relationships and/or connections between people, events, ideas or concepts within the text.
Storyboard shows excellent use of appropriate grade level domainspecific and general academic language.
No misspellings, mechanical or grammatical errors.
3
Storyboard shows partial understanding of main and supporting ideas.
Storyboard shows partial understanding of relationships and/or connections between people, events, ideas or concepts within the text.
Storyboard shows partial use of appropriate grade level domain-specific and general academic language.
Storyboard shows little use of appropriate grade level domain-specific and general academic language.
Storyboard shows no use of appropriate grade level domainspecific and general academic language.
Three or fewer misspellings, mechanical and/or grammatical errors.
2
Storyboard shows little to no understanding of main and supporting ideas.
Storyboard shows little to no understanding of relationships and/or connections between people, events, ideas or concepts within the text.
Four misspellings, mechanical and/or grammatical errors.
1
No storyboard completed.
No storyboard completed.
More than 4 errors in spelling, mechanics, or grammar.
UBD Unit Design Worksheet / Saginaw Valley State University 4

Other Evidence :
Before
* Pre-test- Students will read short informational reading passages and answer multiple choice questions.
* “It/Not It” Game – students deduce the characteristics of
“It” to create a clear, concise define of the concept shown.
* Discussions of what a main idea and supporting details look like.
During
* Practice Pages- differentiated
(at instructional reading level of the students) short reading passages that the students highlight the main idea in green and the supporting details in pink. These will be done as a small group guided practice tool as well as independent practice.
* Journal entries- the student will write in his/her reading journal about what he/she has learned, what he/she are still confused about and part of the unit he/she enjoyed the most.
After
* Posttest- Students will read short informational reading passages and answer multiple choice questions
* Storyboard
Describe the assessment/s and state the prompt if applicable. X F X S
What type of scoring tools will be used for evaluation?
□ Analytic rubric
X Checklist
□ Holistic rubric □ Answer Key
X Criterion rubric X Other
Student Self-Assessment and Reflection : The student will write in his/her reading journal about what he/she has learned, what he/she are still confused about and part of the unit he/she enjoyed the most.
UBD Unit Design Worksheet / Saginaw Valley State University 5

Stage 3 - Learning Plan
Differentiated Instruction:
Level C: The first activity is a MUST DO, then choose 2 of the 3 Activities (10 points each)
_____ Oral reading to a friend to discover words that are unfamiliar words
_____ Draw, and define unfamiliar words
_____ Make a mobile of the text’s main idea and supporting details
_____ Talk to a friend about questions you have about the text (document in journal)
Level B: All 3 Activities Required (15 points each)
_____ Create a thinking map of the text’s main idea and supporting details (5 W’s)
_____ Create a rough draft of the story board
_____ Peer edit another student’s rough draft storyboard using the grading rubric
Level A: All 3 Activities are required to be completed in this order (25 points each)
_____ Revise your story board after peer editing is completed
_____ Retell the text, using your story board, to a friend
_____ Publish your story board
Learning Activities :
W: We will learn what main ideas and supporting details are.
H: I will hook student interest by telling them an interesting story and withholding important details. I will hold their attention with books, discussions, hands-on materials, activities, and drawings.
E: We will use a variety of lessons, hands-on activities vocabulary games, websites, charts, and discussion to equip students with needed information.
R: We will use daily journal entries, various web sites, and classroom discussions to rethink and revise student’s thoughts.
E: Students will evaluate their learning through daily journal entries and assignments.
T: Learning will be tailored to meet the needs of individual students. Activities will include, but not be limited to, hands-on, discussions, and visual materials. Students will also have a choice when selecting activities.
O: The unit will be organized by a daily schedule, with basic information presented early and more complex information taught later in the unit.
UBD Unit Design Worksheet / Saginaw Valley State University 6

Essential Vocabulary
Examine: to inspect or scrutinize carefully.
Explain: to make known in detail.
Convey: to communicate.
Determine: to conclude or ascertain, as after reasoning, observation, etc.
Main Idea: the most important or central thought of a paragraph or larger section of text, which tells the reader what the text is about.
Summarize: state or express in a concise form.
Summary: To write a summary, use your own words to express briefly the main idea and relevant details of the piece you have read. Your purpose in writing the summary is to give the basic ideas of the original reading.
Supporting detail: help you better understand the main idea, they answer the questions of who, what, when and where.
Write: to express or communicate in writing.
Monday
Pretest
“It/Not It” Game
Discussion of kid created definitions.
Journal reflection on the “It/Not It” Game
Monday
Small group instruction
Level C activity
Journal reflection for small group instruction
Monday
Small group instruction
Level C activity
Journal reflection for small group instruction
Tuesday
Whole group instruction and guided practice
Journal reflection for whole group instruction
Tuesday
Small group instruction
Level B activity
Journal reflection for small group instruction
Tuesday
Small group instruction
Level B activity
Journal reflection for small group instruction
Sequencing the Learning
Wednesday
Small group instruction
Level C activity
Wednesday
Small group activity
– board games on main idea and supporting details
Wednesday
Individual activities in main idea centers.
Thursday
Small group instruction
Level B activity
Thursday
Individual activities in main idea centers.
Thursday
Level A activity
Individual activities in main idea centers.
UBD Unit Design Worksheet / Saginaw Valley State University
Friday
Level A activity
Whole group activity, “The
Puzzling Main Idea”
Friday
Level A activity
Whole group activity, “I have… who has?”
Friday
Posttest
Individual activities in main idea centers.
7

ACTIVITY CENTER IDEAS:
“Arrr! Finding Main Idea grades 1 st
-2 nd”
(Found on teachersnotebook.com)
“Main Idea and Supporting Detail Sort” (Found on teacherspayteachers.com)
“Main idea bags” (Found on teachersnotebook.com)
Main idea and supporting detail activity centers (Found on teacherspayteachers.com)
“Main idea cones” (found on teacherspayteachers.com)
“Main idea mayhem” (found on teacherspayteachers.com)
Differentiated activity - Main idea task cards (found on teacherspayteachers.com)
WHOLE GROUP ACTIVITIES:
“I have…who has?” (Found on teacherspayteachers.com )
“The Puzzling Main Idea” (Found on achocolatedudley.blogspot.com )
UBD Unit Design Worksheet / Saginaw Valley State University 8

Directions:

You will be in groups of 3 with a recorder, time keeper and group reporter. Each group will be given a sheet of paper and a marker.

The teacher tells you what concept you will be looking for.

The teacher will show you an example of “IT” for one minute. Then an example of “Not IT” will be shown.

Your group will have 3 minutes to write down what you think are the special features or characteristics of
“IT” are. Your group reporter will be giving your group’s results when called on.

After 3 minutes of discussion has occurred, the teacher will ask each group for ONE characteristic of “IT” and write down each group’s characteristic. (If another group reports the characteristics you were going to report on, go to your next one on the list.)


After all the groups have reported out, the teacher will repeat the steps of showing the groups another example of IT and Not It. The groups will discussion any other possible characteristics that may not have been listed before.

The teacher will ask each group to report out and record their findings.

As a whole group, the class will decide which characteristics clearly define the concept. Some may be crossed off the list at this time. When the discussion has ended, the class will have created a detailed definition of the “IT” concept which will be posted in the class to be used as a reference.

L ET ’ S TRY ONE AS A CLASS ! T HE CONCEPT :
CHARACTERISTICS OF A MAMMAL .

Discuss what you have observed.
What are some possible characteristics of the concept?
Have your group recorder write down your answers on your paper.
Write neatly please.
You have 3 minutes!

Discuss what you have observed.
What are some possible characteristics of the concept?
Have your group recorder write down your answers on your paper.
Write neatly please.
You have 3 minutes!

We have had a practice run so you know how to play, so now let’s get down to business.
Your teacher will break you into your groups of 3 now. Once you are in your group, you have ONE MINUTE to decide who is going to be the time keeper, group reporter and group recorder.
Write the name and the job on the TOP
RIGHT HAND CORNER of your paper.

The main example will be in GREEN .
*Remember, as you are shown examples, look for special features or characteristics of a main idea.

A group of orcas is known as a pod.
Monkeys travel in troops.
Buffalo live together in great herds.
Wolves live in packs with an Alpha male and female.

Discuss what you have observed.
What are some possible characteristics of the concept?
Have your group recorder write down your answers on your paper.
Write neatly please.
You have 3 minutes!

My little brother got in trouble for throwing his ball in the house.
Then I got in trouble for laughing at him. In the end, we both ended up on punishment!

Discuss what you have observed.
What are some possible characteristics of the concept?
Have your group recorder write down your answers on your paper.
Write neatly please.
You have 3 minutes!

The concept your group will be exploring is:
The main example will be in RED .
*Remember, as you are shown examples, look for special features or characteristics of a main idea.

My family helps my neighbor, and she helps us. Every morning, Mom drops us off at Mrs. Nelson’s house. Mrs. Nelson watches my sister and me until it is time for us to get on the bus for school.
Mrs. Nelson waits for us to get off the school bus in the afternoon and then we go to her house. I walk her dog every afternoon.

My family helps my neighbor, and she helps us.
Mrs. Nelson watches my sister and me until it is time for us to get on the bus for school.
I walk her dog every afternoon.

Discuss what you have observed.
What are some possible characteristics of the concept?
Have your group recorder write down your answers on your paper.
Write neatly please.
You have 3 minutes!

Discuss what you have observed.
What are some possible characteristics of the concept?
Have your group recorder write down your answers on your paper.
Write neatly please.
You have 3 minutes!