Wagy, Katherine

11/26/2022

Name: Katherine Wagy Grade/Subject: 6th-8th ELAR Date: 11/26/2022

1. Texas Essential Knowledge and Skills (TEKS): (C2)

6.6(d) paraphrase and summarize texts in ways that maintain meaning and logical order

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do

TEK VERB CONTENT CONTEXT WAYS TO TEST

Paraphrase and Texts In ways that maintain Oral
6.6(d) Summarize meaning and logical Written
order

3. SMART At the end of the re-telling strategies lesson, students will be able to re-tell
Objective(s): (C3)
events of a short-story with 90% accuracy.

Essential Question: How does using the re-telling strategy as I read help me to improve my
recollection of the text?
4. Central Focus The purpose of this lesson is to build upon the student’s previous knowledge/skill of retelling
(C4) important events in chronological order using paraphrasing and summarizing. The lesson will
How will this lesson link continue to serve as a building block for future assignments of texts that will become
with other lessons in the increasingly more complex. Mastering this skill is essential in school and in life as it will aid the
unit? student in being able to know how to interpret, process and condense information accurately.
Learning Targets I can paraphrase the text while maintaining meaning and logical order.
I CAN statements that I can summarize the text while maintaining meaning and logical order.
Clearly show alignment
with TEKS
5. Academic Language
(C5) Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Academic language
represents the language Summarizing and paraphrasing texts
of the discipline that
students need to learn and
use to engage in the Vocabulary (words, phrases, and/or symbols that are used within disciplines):
content area in
meaningful ways. Paraphrasing, summarizing, strategies, chronological order,

There are 4 language

demands to consider as Discourse (Structures of written and oral language, how will they talk, write, and participate in
you require students to knowledge construction: discussions, reports, essays, multi-media presentations, performance):
read, write, speak, listen,
demonstrate and perform. Oral response; written summary

Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):

Graphic organizer/plot diagram of story elements.

 Wagy, Katherine
11/26/2022

6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5)
The resources, Oral retelling in sequential order; written summary.
representations, and
strategies you will Vocabulary Strategies - (GO TO Page)
provide to help students 1. Frayer Model – Define, use in sentences, draw images connected to vocabulary.
understand, use, and
practice the concepts and
language they need to 2. Word Journals – vocabulary and definition entries in student’s journal
learn within the
discipline

Site the researcher’s Discourse strategies - (GO TO Page)

name as you refer to the -Write: Marzano’s Summarizing & Notetaking (Plot Diagram)
strategy.
-Talk: Marzano’s Retell Strategy

Syntax - (GO TO Page)

1. Frayer Model

2. Anchor Charts

Making Content Comprehensible (R9)

Chunking; sequence chain/Venn diagram. / graphic organizers; peer-modeling

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative:
Assessment(s) must be
aligned to the TEKS, Observations of the we-do portion of lesson; re-teaching or reviewing steps, processes and
and objectives. guidelines.

Summative:

Completion of graphic organizer or plot diagram along with video uploaded to Google.

Assessment of your language demands:

Formative:

Paired groups – observations of partner groups while summarizing texts.

Summative:

Written or oral summarizing or re-telling in sequential order of the facts and/or important
elements of the text with 90% accuracy.

*Texts are differentiated and selected based on student needs and levels.
 Wagy, Katherine
11/26/2022

8. Hook (C7) Hook activity (make connections to prior learning)

Listen to an audio clip of ‘Eleven’ then ask questions connected to re-telling of the story they
just heard to assess prior knowledge of TEK.
Closure (C7)
Closure Activity: (make connections to prior learning)

Pair/Share
Student Assets (C7)
Personal assets: refers to specific background information that students bring to the learning
environment. Students may bring interests, knowledge, everyday experiences, family backgrounds, and so
on, that a teacher can draw upon to support learning.
Cultural assets: refers to the cultural backgrounds and practices that students bring to the learning
environment, such as traditions, languages, worldviews, literature, art, and so on, that a teacher can draw
upon to support learning.
Community assets: refers to common backgrounds and experiences that students bring from the
community where they live, such as resources, local landmarks, community events and practices, and so
on, that a teacher can draw upon to support learning.
9. Body of Lesson/
Teaching Strategies and I DO – I will read a text (short-story). I will complete a plot diagram (exposition, rising action,
Learning Task(s) climax, falling action, resolution) that students can see. From this I will demonstrate an oral
(C9) rephrasing/summarizing of the story.

Be sure to include:
How will students learn
and use academic WE DO – I will read another short-story and we will complete a graphic organizer (plot
language? diagram) together; students will work in pairs. Students will then take turns reading what they
wrote for each section of the plot diagram as we discuss as a class. Is this the right information
for exposition; rising action, climax, etc.
Three higher order
thinking questions.

YOU DO – With the same partners, students will be given different texts to read; they will
Marzano Strategy complete a plot diagram and the other students will now provide a summary of their text via
video which is to be uploaded into Google Classroom.

Differentiation- Tomlinson/Flexible Grouping (Tailoring instruction to meet individual needs;

differentiating the content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity: ELL short-stories; teamed up with

English speaking student.

o Gifted / advanced learners: More complex texts assigned.

Technology: -(GO TO page)

Cell phone and/or computer with video capability.

Marzano Strategy – Plot Diagram (GO TO page)

Higher Order Thinking Questions (GO TO page)

1. How can we apply the elements in the plot diagram to help us re-tell a story?
2. What other strategies can you use when reading to help retain the information?
 Wagy, Katherine
11/26/2022

3. How can learning to paraphrase or summarize texts help in other areas of your life now
or in the future?

Grouping / Partnering Technique: (Hattie)

Cooperative Learning .40

Potential misconceptions and your plan to address it:

Can we read directly from the text when summarizing/rephrasing? I would discuss and provide
guidelines that clearly explain that reading directly from the text is not allowed. They may use
notes during practice (we do) but they cannot be written verbatim.

10. Resources and

materials needed (C9) Cell phone and/or computer with video capability; online or paper plot diagrams;
pens/colored pencils.
(E7)
Word Processing Aids
Graphic Organizers

Students may write their responses instead of orally speaking if they do not have a cell phone at school or
prefer not to stand and speak; or can record their response at home and upload their video file to google
classroom.

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom 1) Bell-ringers
Management Strategies 2) Time-Out Signal
(CBM5) 3) Restroom Policy and Procedures
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?

Add 3 procedures

12. Academic Supports
for Students (E6)
What instructional
strategies and planned
supports, will you employ to
meet the needs of each
student that has identified
special learning needs?
(E11)
Wagy, Katherine
11/26/2022
Accommodation(s)- (A change that helps a student overcome or work around obstacles):
1. Adapt how the student can respond to instruction. (Oral vs written.)
2. Adapt the time allotted and allowed for learning, task completion, or testing. (Provide additional time to complete task.)
3. Fill-in-the-blank notes.
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Adapt the number of items that the learner is expected to learn or the number of activities students will complete prior to assessment
for mastery.
2. Adapt the extent to which a learner is actively involved in the task.
3. Adapt the goals or outcome expectations while using the same materials. When routinely utilized, this is only for students with
moderate to severe disabilities.
Strategies for ELLs (strategies that support language acquisition)
1. Use new words multiple times in contexts that are relevant to students
2. Promote vocabulary development by reading aloud in class
3. Use visual aids to increase student understanding of course content
4. Control cadence and utilize wait time.
5. Request that students review what was taught in their native languages