The concept of the main lesson or message is introduced in this session. Pupils will gain the following knowledge after this lesson: 
- Explain the phrases "lesson" and "central message."
- Determine the crucial elements that guide the reader to a story's main point or lesson.
- Determine the main idea or lesson of a work of literature.

- How can literary and factual texts become meaningful to strategic readers?
- What is the true purpose of this text?

- Central Message: The big idea of a story.
- Lesson: What an author wants the reader to learn from a story.
- Key Details: Important pieces of information that support the central message or lesson of a story.

- A bag or small box containing three or four objects related to a central idea (e.g., A fishing lure, fishing line, a hat, and a bobber are objects related to going fishing.)
- Bland, N. (2010). The very cranky bear. Hodder Children’s Press.
Alternate:
- Brett, J. (2009). The Mitten. Putnam Juvenile.
- Brett, J. (1994). Town mouse country mouse. G.P. Putnam’s Sons.
- Brett, J. (2001). Comet’s Nine Lives. Puffin.
- Brett, J. (2005). Daisy comes home. Puffin.
Teachers may substitute other books to provide a range of reading and level of text complexity.
- Enough literary texts for each student to have one at his/her reading level
- Copies of Central Message graphic organizer (L-1-1-1_Central Message Graphic Organizer)

Using crucial details to ascertain a story's main point or lesson is the main topic of this lesson.
- While you walk around the classroom noting the important details and the main takeaway or lesson, make annotations. Assess students' progress toward the lesson's objectives using the following checklist:
- The main points and lesson's lesson can be explained by the student.
- Students can pinpoint important aspects in a story that bolster its main point or lesson.
- To ascertain a story's main point or lesson, students can examine the important details.

Explicit instruction, modeling, scaffolding, and active engagement
W: Assist pupils in identifying a story's main idea or lesson by using important details. 
H: Get kids interested by asking them to identify items from a bag and identify the main concept that each object relates to. 
E: Describe the concept of a central message and demonstrate to pupils how to infer a story's lesson or central message from its essential components. 
R: Assign students to read a narrative aloud or in small groups, then use graphic organizers to note the important facts. Ask them to evaluate the salient features to ascertain the story's main point or lesson. 
E: Permit students to present their findings to their peers, outlining the salient points that enabled them to identify the main takeaway or lesson. 
T: Have students practice and apply their understanding of identifying the important details and main idea/lesson in a literary text through teacher modeling and small-group work. 
O: Showcase how to identify important facts using a visual organizer, and then show how to evaluate those elements to find the main idea or lesson in a story. Give pupils the chance to work in pairs so they can show that they can perform the same tasks that you have performed. 

Topic: How can we use important details to infer a story's main idea or lesson?

Show kids a bag containing three or four items all connected to the same subject to get their attention (e.g., fishing, dental care, gardening, or vacation). The teacher assumes that she has some items in her bag. Each of these items is related to the same concept. She is going to demonstrate each item to her students. Once students have viewed them all, attempt to identify the overarching theme that unites them.

Place the things on a table or under a document camera so that they are projected for everyone to see, and then show each one of them individually. Let students guess the main idea for each object as it is shown, then have them discuss their guesses with a partner.

Ask students to discuss their thoughts on the overarching concept that unites all the things when they have had a chance to view them all. Reach a consensus regarding the main concept.

The teacher explains that everything in this bag served as a crucial piece of knowledge that helped them deduce the main idea. Teachers add more, "When we read, we both act in the same way. In order to understand the plot of a tale we read, we must make use of significant details."

Part 1

Explain, "Key details are the significant details found in a story. The central message is the main concept that the story revolves around. An author may include a lesson or something the reader is supposed to learn in a story. To ascertain a story's main point or lesson, we look for the important facts."

Show the Central Message graphic organizer (L-1-1-1_Central Message Graphic Organizer) to pupils by projecting it onto a document camera or overhead. Next, teachers say, "We are going to read a story about four friends who try to help a very crabby bear. You will assist me in identifying the crucial aspects that will point us toward the primary message or lesson as we read the story. On the organizer, I'll write each important detail in an outer square. (Give the squares a point.) Once we have four essential details, we will combine our hints to determine the story's main idea or message. I'll write the main point on the organizer in the center circle." (Give the center circle a point.)

Provide an overview of Nick Bland's novel "The Very Cranky Bear". Consider aloud the important aspects as you read the story to the class. Teachers explain, "Every animal offers a suggestion on how to assist the bear. The tale depends on these specifics". Consider the following: "How are the suggestions of these three animals alike?" after reading about the lion, moose, and zebra. (These animals indicate what brings them joy.) After reading the Timid Sheep section, pose the question, "What does Timid Sheep realize?" (Bear wishes to go to sleep.) "What is the role of sheep?" (She shaves off his wool and builds a pillow for Bear) and "What distinguishes Sheep's notion from that of the other animals? (shaves off his wool and builds a pillow for Bear.) (That's what brings Bear joy.)

Once you've finished reading the story, go back through the text with the children and highlight the important information. Record the following in the graphic organizer:

Bear is still grumpy, despite Zebra's belief that he will be pleased with his stripes.
Even though Moose believes Bear will be content with antlers, Bear continues to remain grumpy.
While Lion believes that Bear's mane will make him happy, Bear continues to be grumpy.
When Sheep sees that Bear wants to sleep, she prepares a pillow for him.

Discuss the potential story's lesson or main message once you've written down the important details on the organizer. Permit pupils to present their concepts and enumerate them on the board. (For instance, showing kindness, humility, selflessness, and consideration for others.) Raise a question: "How do the important details aid in determining the main point or lesson?" (The animals quickly come to understand that happiness is not determined by external appearances. Bear just wants to go to sleep, and Timid Sheep understands this. Sheep creates a cozy pillow for Bear by shaving off his own wool.)

Once the class has reached a consensus, have them write the main point in the chart's center box. To illustrate: Regardless of whether it aligns with your preferences or desires, give someone what they need. Mention that the author might also want the readers to take away a lesson from this.

To ensure that the main concepts support the chosen primary message by the students, go over the important details and the main message. Students should then use the important information to recount the tale.

This could serve as a summary of the main point of the lesson. Nevertheless, move on to Part 2 of the lesson if you believe the students are prepared to put their understanding of employing important facts to ascertain the main point or lesson into practice.

Part 2

In part 2, teachers ask, "What is the main message? (the main idea of a story) and "How can the main message of a story be identified?" (You scan the narrative for important elements. The most important elements are all related to one main point.) Remind pupils that an author may have a lesson in mind for their audience while writing a story.

Utilize an overhead projector or a document camera to display the graphic organizer from The Very Cranky Bear. Ask a volunteer to explain how the class arrived at the main idea of the tale.

Instruct pupils to use the graphic organizer to identify the main idea or lesson of a book of their choosing. Provide a copy of the Central Message graphic organizer along with a literary text appropriate for each student's reading level. Let students read aloud in couples or alone, using the graphic organizer to jot down important facts and identify the main idea of the narrative.

Make sure everyone in the room understands the idea of a central message and how to identify it while they are working. When necessary, give further assistance.

Ask pupils to share and discuss their graphic organizer work with a person who has read a different book once they have all finished theirs. Permit three or four pupils to present their work to the class as a whole after that. Examine pupils' comprehension of a book's main idea and its four essential elements. Assess the necessity for reteaching.

Visual organizers can be gathered, assessed, and/or stored in a portfolio.

Extension:

Go over the main points of the message with pupils who require a chance for further instruction by consulting the items in the bag. For further practice, you can select new things with a fresh main idea. Next, read a little literary work to the class and demonstrate once more how to identify important elements and the main idea.
Give pupils who might be having trouble accessing a text or completing a graphic organizer extra assistance. Students can work in small groups or in pairs with a partner. Give people the chance to be assessed orally.
Provide a main idea or lesson to students who are prepared to go beyond the standard. (For instance, act toward people as you would like to be treated.) Ask pupils to compose a tale with this as the main takeaway or lesson. Remind them to include important details that bolster the main idea or lesson. Give students some time to share their experiences, then ask others to point out the most important parts.