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Writing A Summary Lesson Plan
Writing A Summary Lesson Plan
Writing a Summary
Two Day Lesson Plan
II. Prerequisites:
Students should be able to write a story using the 5 Ws who, what, where, when
and why.
Students will be able to construct a story summary using connection words such as
because, therefore, since and for example. In addition to words such as also,
another, and, but, and more.
Teacher will introduce topic by using the story The Three Little Pigs on the
overhead projector. The story will be out of sequence and students will be
asked to identify what is wrong with this story?
Teacher will have students work collaboratively at their desks as each group
receives sentence strips from the story The Fisherman and his Wife.
Students will reconstruct the story strips per connection words to make a
complete and logical story.
After: (5 minutes)
Teacher and students will review for correct order of sentence strips by
reading the story orally.
Teacher and class will create a chart with timing words that can be used in the
beginning, middle, and end of a story.
Teacher will ask students to recall prior knowledge on what a setting is.
Noting to students that the banana goes on the bottom because if you put it
anywhere else in the sundae, it will fall down just like our story.
Teacher will explain that the first scoop of ice cream is blueberry. I chose
blueberry because we start with one of our beginning words when we write
and since they both blueberry and beginning word start with the letter B, it
will help you to remember.
Teacher will add the second scoop of ice cream which represents the middle
and say its Mango flavored. I picked Mango because both middle and
mango start with the letter M, so that can help us to remember are
connecting words.
Then the teacher will place the ending scoop of ice cream and say it is
chocolate. Chocolate because when end or story, we look for concluding
words - so chocolate and conclusion both start with the letter C. Then we
have built our sundae, we can put our cherry on top which represents the
theme.
Teacher will have students return to their desks and will pass out Sundae
Writing paper.
Teacher will place the Sundae Writing paper on the overhead projector for
students to see.
Teacher will ask students to write under each picture either the definition or
key words. For example, the picture that represents a banana is the setting.
Students will write what a setting is. Another example is a picture of an ice
cream scoop that is labeled beginning, students will write examples of
beginning words.
Teacher will have students color the picture of the sundae in order for students
to make a visual connection to the learning material.
Students will color the bananas labeled characters and setting yellow, the ice
cream scoop labeled beginning blue. the ice cream scoop labeled middle
orange, the ice cream scoop end green, and the cherry labeled theme red.
Students will then glue the Summary Sundae into their interactive notebook
Students will be given the writing prompt Tell about a time you helped
someone out with a problem to complete individually.
Students will also designate their beginning, middle, and end connection
words by underlining them in their coordinated color from the sundae
worksheet. Making sure to indent when a new paragraph begins.
VIII. Technology
Overhead Projector
IX. Self-Assessment:
Was the student able to construct a written summary using connection and
sequencing words in a logical manner?
Were the lesson materials provided functional and what else could be included in the
future?