Teacher Education Lesson Plan Template

Teacher: Lydia Hicks Date: 9/21/17

Title of Lesson: Summarizing Nonfiction Cooperating Teacher: Elizabeth Rodriguez

Core Components
Subject, Content Area, or Topic
English-Summarizing NF
Social Studies- Regions of Virginia
Student Population
26 Students
5th grade classroom
Diverse Classroom
Gifted Cluster Classroom
Learning Objectives
SS.5.0.1 Evaluate information. (VS1a,c,e,f,g,h,i)
Determine relevant and irrelevant information.
SS.5.1.2 Identify similarities and differences among the physical environments of Virginias
geographic regions. (VS2b)
ELA.5.6.7 Summarize a nonfiction reading selection, using important supporting details.
Use tools such as graphic organizers, outlining, and notes to support summarizing.
Determine important information and disregard irrelevant information in text.
ELA.5.6.11 Identify the main idea of nonfiction texts.
Determine the main idea of a text and summarize supporting details.
Virginia Essential Knowledge and Skills (SOL)
use text features, such as type styles (e.g., boldfaced, italics) and color, captions under pictures and
graphics, and headings of sections and chapters, to predict and categorize information in both print
and digital texts.

Materials/Resources
Virginia, My State Geographic Regions Series (One book for every region)
Virginia, The Old Dominion State
Large construction paper
Markers
Main Idea and Supporting Details Graphic Organizer displayed on board

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%

DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE

RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%

Time
(min.) Process Components
2 Min *Anticipatory Set
TTW have students come down to the carpet and surrounding tables with a white board.
TTW ask students what the definition of a summary is.
TTW ask students what differences there are between summarizing fiction and
summarizing NF. (Plot vs. main idea and supporting details)
1 Min *State the Objectives (grade-level terms)
Today we are going to summarize non-fiction while researching more about Virginias five
regions.

5 Min *Instructional Input or Procedure

TTW ask students what they might be able to predict based off the cover of Virginia.
TTW show the students the table of contents and mention that we will only be reading two
sections.
TTW turn to page 8 and discuss the text features on the page. (Headings, photos with
caption, fun facts bold words)
TTW Read Virginia, The Old Dominion State pages 8-9.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 - *Modeling
TTW model noting text features while reading. She will also model filling in the graphic
organizer during guided practice.

2 Min *Check for Understanding

TTW ask students what the main idea of the passage was.
TSW write down their answer on their white boards.

5 Min *Guided Practice

TTW fill in the graphic organizer section for main idea. (Virginias Geography)
TTW ask students what the supporting details of the text were.
TSW write down one supporting detail on their white boards.
TTW fill in the graphic organizer with the supporting details. (Climate, Land and Rivers,
and Natural Resources).
TTW then give a short summary of the passage based on the graphic organizer
information. (Virginias unique geography includes its mild climate, fertile land with many
rivers, and its many natural resources.)

15 *Independent Practice
Min TSW all go back to their seats.
TTW pass out the Virginia, My State, Geographic Regions books, one to each table. Along
with a large piece of construction paper.
TSW look over the table of contents and pick out a chapter that is very important to the
region they are reading about (ex. Blue Ridge Mountains: Old Rounded Mountains or
Windy Roads Students would pick Old Rounded Mountains because of its mention of
the physical geography.)
TSW read the section and by using text features and the content they will formulate the
main idea.
TSW find supporting details for the main idea.
Groups that finish early can read through the rest of their book.
- Assessment
Students summaries will assess their ability to grasp the main idea and supporting details
in order to write a summary of a nonfiction text.
5 Min *Closure
TSW then each independently write a summary for the section that they read using their
teams graphic organizer.

Classroom Management Issues (optional)

Students will break up into groups at their tables. Two small tables will move to the guided reading
table to combine.
The teacher will walk around to monitor progress, on-topic discussion, individual efforts, and to
assist struggling groups.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015