Name: Chayce Goggin Date: January 24th, 2019 Time: 9:00-9:30 Lesson #

Big Idea/Topic: Summarizing Grade/ Subject: 4th grade/ ELA

CPALMS/ Resource link: http://www.cpalms.org/Public/PreviewStandard/Preview/5767
Lesson Structure: Whole Group
Standards: (CCSS/NGSSS)

LAFS.4.RI.1.2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)

The students will be able to create their own gist statements in ten words.

Language Objective(s): (Must include language skill/domain and function, may contain grammar, where
appropriate)

The students will write their gist statements on their desks.

The students will discuss their ideas and statements with their group members.

Key Vocabulary (academic/content-defined in kid Instructional Materials/Resources/Technology

friendly terms) (include hyperlinks to videos & websites)

Gist: the substance or essence of a speech or text; the main Desks

point or part. Sani-Wipes
Dry-Erase Markers
Statement: a declaration or remark. “Tales of a Fourth Grade Nothing”
Pencils
Summary: brief statement that presents the main points in Whiteboard
a concise form.
“5 W’s” Graphic Organizer
Concise: short and to the point. Flocabulary video (Mrs. Kent’s account)

Engulfs: to flow over or surround.

Eternal: goes on forever

Versatile: used for many things.

H.O.T.S. Graphic Organizer/Thinking Map:

Bloom’s Taxonomy http://www.enchantedlearning.com/graphicorganiz
http://www.edpsycinteractive.org/topics/cognition/bloom. ers/
html

Above Knowledge: Why would gist statements be 5 W’s

important to use for summarizing?

Knowledge: How are gist statements different from

regular summaries?

Lesson Portions: Pacin ESOL Support

• How will you introduce the lesson, g For each level EL at each instructional step. (Add
assess or activate prior knowledge, additional rows with Tab)
motivate students to learn?
 • How will the lesson develop or
proceed? What steps will you follow?
What are the students expected to do?
• Highlight differentiated strategies.
• Underline higher order/high quality
questions in lesson.
Introduction/Building Background: (Link to
Prior Knowledge) I:
Ask: Hand gestures
Has anyone ever heard of a gist statement? Leveled questions:
If no, ask what the word ‘gist’ means. How many words does a gist statement have?
What about the phrase “get the fist”? She has her language dictionary available to her at
all times.
Explain:
A gist statement is a summary written in ten 3 mins
words or less. They are called gist statements
because a gist is a short summary about the main
points or parts of a text.

Today we will be working on creating gist

statements, but first I want to show you this
video about summarizing.

Show Flocabulary Video

Pass out graphic organizer while students are 4 mins I: N/A
watching video.

Instructional Steps:

Knowledge: How are gist statements different

from regular summaries?

When summarizing, I like to use the “5 w’s”,

raise your hand if you know what the “5 w’s”
I:
are.
Hand gestures
Explain:
She has her language dictionary available to her at
Who: who was involved?
all times.
What: what happened?
When: when did it happen?
Where: where did it happen?
Why: why did it happen?

Gist statements can be used for books, movies,

and even passages. I love using gist statements
because they are so versatile, meaning they can
5 mins
be used for many different things.

When creating gist statements, you use the

information found with the “5 w’s” in whatever
text you are using and come up with a short
summary about the text, using ten words at most.

Let’s use the movie “Frozen” as an example.

Write on board:
Who: Anna
What: searches for her sister Elsa.
When: 1840’s
Where: Arendelle
Why: Elsa accidentally engulfs Arendelle in an
eternal winter.
EX: Anna journeys to find Elsa and save
Arendelle from winter.

Explain each ‘W” and how they do not all have

to be used when creating gist statements.

Now I want you to practice writing your own

gist statements using “Tales of a Fourth Grade
Nothing”. I:
Leveled questions:
Explain: Who was in chapter 8?
You all will work individually and fill out the 5 What do you remember from chapter 8?
W’s on the worksheet I passed out by going back 7 mins She has her language dictionary available to her at
in the text for chapter 8 of “Tales of a Fourth all times.
Grade Nothing.”

I will give you a few minutes to fill out the

worksheet before we move on.
(about 5 minutes, more or less)

Tell them to grab their dry-erase markers out of

their baskets.

Explain: I:
Get students’ attention and explain that they will I allowed her to use more than ten words to create
now create their own gist statements with their her gist statement.
groups. Leveled questions:
Using your dry-erase markers, I want you to 8 mins What happened in the chapter?
write your gist statements on your desks. What was the chapter mostly about?
You may create your own gist statement, or you What parts were the most important?
can work with your group to combine all of your She has her language dictionary available to her at
knowledge and create one gist statement for the all times.
whole group. You have about 5 minutes to create
your gist statements, and remember, ten words!

Call on groups or individuals to share their gist

statements and count out the number of words.
You all did such a great job with finding the I:
important details in chapter 8 and creating gist 5 mins Hand gestures
statements! Leveled questions:
Why are gist statements important?
Raise your hand and tell me… How are gist statements useful/what do they do?
Above Knowledge: Why would gist statements
be important to use for summarizing?

Closures Pacing ESOL Support

Content:
Gist statements are important because they “get to the point” I: N/A
and summarize texts with only the most important facts and
details.

Procedural:
Go ahead and wipe your desks off, put your markers away,
and get ready to move right into Seminole Wars.

ESE Modifications CPLAMS Access Points ESE Accommodations

http://www.cpalms.org/Standards/AccesspointSearch.aspx (content, product, process,
(identify access point, if needed) environment)

Independent: N/A N/A

Supported: N/A

Participatory: N/A

Assessment of Student Learning: (congruent with instructional

objectives)

Objective 1:
5 W’s worksheet—checked for completion and appropriate
information.

Gist Statements—observed/read while walking around the room or

listened to students who volunteered to share.

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include
evidence.)

Based off of the formative assessment, the students were able to look back in their books and find appropriate
information for each of the 5 W’s and most of them were able to create gist statements in about ten words, with
a few of them using a little more, which I said was okay for their first time practicing them. Upon looking at
their 5 W’s worksheets, it was clear that they were able to find accurate information to fill in for each “W”
(some of them even inferred the “when” box). With my observation of their gist statements, I could see that
some of them had a hard time only using ten words and some used less than ten but did not have enough detail.
 Based off of my formative assessment, I would work more with gist formation and give them more practice
creating the statements with only ten words.

Reflection on Teaching: (Analyze and evaluate your lesson and class management.)

The lesson started out a little rocky because the video was not working, so I had Mrs. Kent try and get the video
working while I continued with the lesson. Overall, I think the students enjoyed the lessons and responded well
to it. Unfortunately, Mrs. Kent stepped in with the classroom management before I had the chance, but there
honestly was not much to begin with. I tried to smile more and relax so I did not get too nervous, and I think
overall, I did very well. I began by introducing gist statements and explaining what they are and what the word
gist means, then moved onto the 5 W’s, where I explained each “W” and what question it answers. I used the
movie “Frozen” to give the example because I figured they should have all seen it and would understand the
facts. I then had them create their own gist statements using “Tales of a Fourth Grade Nothing”, which is the
book we have been reading during whole group. I think they enjoyed being able to use a book they were familiar
with and liked reading rather than giving them a passage from a textbook or something similar. I also had them
write on their desks with dry-erase markers because I noticed that they do it every now and then and they always
have fun with it. I was able to ask comprehension questions throughout the lesson and most of the students were
able to answer correctly and those that did not asked questions to clarify. My class did not have any behavior
issues other than a little arguing between two students and talking during instruction, which was handled by
Mrs. Kent before I had the chance to intervene. As my first lesson in this classroom, I think it went very well
and will work more on my communication with students and classroom management for future lessons.

Addressing Pre-PGP: INTEGRATED BLOCK ONLY

(Using the three Pre-PGP goals completed in EDUC 393, describe how you progressed, or not, toward
improving your practice within those Domains. Include a statement on how your efforts impacted, or not,
students’ learning experiences.) Complete this box after the 2nd social studies lesson, the 2nd math lesson, the
2nd reading lesson, and one lesson within the science unit.
1.
2.
3.

Response to Feedback: INTEGRATED BLOCK ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you
will implement next steps going forward. Explain how these next steps will impact students’ learning
experiences.)

Learning trajectory: Detail the learning trajectory associated with this standard. A learning trajectory consists
of set of instructional tasks, matched to each of the levels of thinking in the developmental progression. These tasks
are designed to help students learn the ideas and skills needed to achieve that level of thinking by grade level.
Include each standard for grade levels below & one above from CPALMS, the VCS curriculum maps, Next
Generation Science Standards, or another standard- based resource.

LAFS.K.RI.1.2
With prompting, identify the main topic and retell key details of a text.

LAFS.1.RI.1.2
Identify the main topic and retell key details of a text.

LAFS.2.RI.1.2
Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

LAFS.3.RI.1.2
Determine the main idea of a text; recount the key details and explain how they support the main idea.
LAFS.4.RI.1.2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.

LAFS.5.RI.1.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Starting in Kindergarten, students are expected to identify the main topic and retell important parts of a text with
assistance and doing so without assistance in first grade. As the standard progresses through grades, the amount of
explanation and detail given with the main idea and key details increases and students are expected to do more
without help. In fourth grade, they are expected to identify what the main idea of a text is and explain why it is the
main idea and how details could support it; they also begin the summarizing aspect of comprehension and are
expected to summarize what they read. In fifth grade, the students are expected to identify two or more main ideas
or topics rather than just one.