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Main Idea and Supporting Details Cubes

Main Idea and Supporting Details Cubes
Main Idea and Supporting Details Cubes
Main Idea and Supporting Details Cubes
Main Idea and Supporting Details Cubes
Main Idea and Supporting Details Cubes
Main Idea and Supporting Details Cubes
Main Idea and Supporting Details Cubes
Main Idea and Supporting Details Cubes
Product Description
PURPOSE OF LESSON:
Students read and analyze using their thinking strategies to understand the main idea/theme and evidence/supporting details from the text. Students write the main idea/theme on one side of the cube, and the evidence/supporting details on the other sides. This makes students have to think really hard through a text and determine what is important from what is not. Students can then use their cubes as a graphic organizer to create a summary of the text. This really seems to help students stay focused on determining only the best details in a text.

WAYS THE TEXT CUBE CAN BE USED:
1. Students can write the theme on one side of the cube and evidence from the text to support their view of what the theme is on the other. They can share
2. Students can read informational text and write down the main idea from the text and supporting details on the other sides of the cube.
3. Students can read through the text and write examples of thinking strategies (inferring, sensory images/visualizing, synthesizing, questioning, monitoring for comprehension, determining importance, and using their background knowledge) that they used while they thought deeply through the text.
4. You could be working on just one thinking strategy, and the students could use evidence on that cube about how they used that strategy while the thought through the text.
5. Students could look for figurative language in text and write the different examples of figurative language on the different sides of the cubes.
6. Once the cubes are completed, students could trade cubes and evaluate each other’s cubes and determine whether they agree on the content written on the cubes.
7. You could read the supporting details/evidence on the cubes, leaving out the main idea/theme, and the students could infer from that information what they feel the main idea/theme is.
8. Students could analyze a character’s traits and then give evidence from the text about why they feel that character has that particular trait.
9. Students could draw the different sensory images/visualizations that they made while reading, and then the class/partner could look at them and see if they understand the details the students was trying to communicate.
10. In math it could be used to show the steps to solving a math problem/equation; not to mention making the cube is a geometrical lesson in itself.
11. The possibilities are endless!!!
Total Pages
4 pages
Answer Key
Does not apply
Teaching Duration
1 hour
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