DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate _Michael Wellhoff Grade Level _4th Title _Summarizing Giant Stories
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
12 Boys & 12 Girls
1 IEP Language
Maybe 5 considered slow readers
Classroom environment:
Very organized environment Students sit in groups of 4-5 in one of the 5 crescent tables in the classroom, all of which face the front of the class.
The classroom has a whiteboard and Promethean board at the front of the classroom for large group instruction. The far front corner of classroom
houses reading books for the reading block as well as group readers housed on the back room shelves. There are also Mac-books for Reflex Math
and Typing Web, soon to be used for Success Maker. Small group instruction takes place at the front crescent desk especially for reading while the
other desks are utilized for other small group instruction, such as spelling (cursive) spelling packets, writing centers, as well as computer centers to
assist with online instruction.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:
Reading: Literature Standard 2.
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Content Walk-Away:
We will be able to write a summary of a story we have read.
Language Walk-Away:
We will write a summary of a story we have read.
Vocabulary:
Summarizing a short description of the texts events.
Story elements the characters, setting, plot, etc of a story.
Resolution The fix to a particular problem.
Tantrum uncontrolled expression of childish anger.
Scowling an expression on someones face that shows anger.
Fuming - a state of excited irritation or anger.
Seldom not often or almost never.

TEACHER BACKGROUND INFORMATION:

A summary is a short description of the most important parts or events that take place in the story. It tells what happens.
To summarize a fiction story, students need to think about the story elements such as: Characters, the plot, and the setting.
These story elements help to answer the questions of Who? What? When? Why? And How? Summarizing should not
include lists or opinions.

Another way of summarizing texts is to use the Someone, Wanted, But, So, Then, technique which would
replace the five Give me traits. (Who, what, when, where, why.) This technique is very useful when
summarizing stories that present a conflict/solution type of plot.

ASSESSMENT EVIDENCE (What evidence do I need to show the students have

learned the Walk-Away?)

Formative Evidence (checking for understanding throughout the lesson):
Constant questioning throughout lesson to check for engagement and comprehension
repetition of key components throughout the lesson to help with understanding and
comprehension.
i.e.: What is summarizing? Why would summarizing be important? What other ways
do we summarize, throughout the day? How can summarizing help us in the future?

Modifications/Accomodations (ELL, IEP, GATE, etc.)

How was summarizing used in
the Middle Ages? (Tapestries,
shields, Family crests)
What other types of writing could
be considered summaries?
(Poems, Haikus, drawings,etc)

Content Walk-Away Evidence (Summative):

We will be able to write a summary of a story we have read.
Language Walk-Away Evidence (Summative):

We will write a summary using a graphic organizer.

Approx.
Time
5-7 Mins.

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge
Discuss the SAGE testing relate to picking out important information
How we share movies with our friends or maybe a favorite book (We dont give all the details)
Introduce the Graphic Organizer we will be using.
Formative assessment:
Learning Goal
Students will understand that
summarizing a story is pulling out
the important details or events
from that story.

Success Criteria
Students will be able to discuss what
is summarizing and its importance.

Assessment Strategy
Observation of engagement and
discussions that ensue
throughout the lesson itself.

Modification/accommodations: (ELL, IEP, GATE, etc.)

Focus Lesson (I do it)

Read the story: The Little Boys Secret by David L. Harrison

Start the Graphic organizer

Formative Assessment:
Learning Goal

10-15
mins.

Success Criteria

Assessment Strategy

Modification/accommodations:
Reinforce vocabulary if needed check for engagement from whole class clarification needed for certain
aspects? (check)
Guided Instruction (We do it)
Continue to read the story and at appropriate times stop so students can help fill out graphic
organizer.
Formative Assessment:
Learning Goal
Students will be able to pick out
important details in the story to
answer the S.W.B.S.T questions
on the graphic organizer.
Modification/accommodations:

Success Criteria
Students will be able to pull out
the important information from
the story to fill out the graphic
organizer with the teacher.

Assessment Strategy
Using the students answers to fill
out the teachers graphic
organizer on the whiteboard.

Collaborative/Cooperative (You do it together)

Have students pair up and read together the story: The Giant who Threw Tantrums by David L. Harrison
Students will fill out the summary graphic organizer together.
10-15
mins.

Formative Assessment:
Learning Goal
Students will understand
important events in a story are
used to summarize that story.

Success Criteria
Students will be able pick out he
important events in the story they
read to summarize that story.

Assessment Strategy
Use of their teams graphic
organizer to summarize the story.

Modification/accommodations: Walk around room scaffolding for those in need. Clarify vocabulary if
needed in their new story.
Independent (You do it alone)
Have students attempt a 911 summary of their previous summary, using 10 words or less, on an index card.
10 mins.
(5 mins to
create and
5 mins to
vote)

Summative Assessment:
Students will have filled out their graphic organizer and have written a brief summary on their organizer.
Modification/accommodations:
Table competition: have students vote on best 911 summary for their table then have the tables go head to head to see
who came up with the best summary in 10 words or less. Assist those who might be struggling with the 10 words or less.
Closure/Review of walk-away, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Discuss with students what summarizing is and why its important.
How do we utilize summarizing in our daily lives?
How can we use summarizing with our testing?

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills:
reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?
Need index cards
Copy of Story for groups
Review vocab where needed
Watch pacing of lesson where to cut if time runs short

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?