Lesson Plan

Alyssa Ribaudo Date: February 8, 2023

Third Grade ENL Content Area: ELA

CENTRAL FOCUS: Summarizing stories

LEARNING OBJECTIVE: Given a summarizing graphic organizer worksheet, the students

will be able to complete 4 out of the 5 sections correctly for 80% accuracy.

CURRICULUM RATIONALE:

In the past, the students have been learning the “Somebody, Wanted, But, So, Then”
summarizing method. Currently, students are using a graphic organizer to summarize a story by
correctly identifying the main character in the story, what that person wanted, what the problem
was, how that person tried to solve the problem, and what was the resolution. In the future,
students will be able to take this information and write a complete summary as a paragraph.

NEW YORK STATE NEXT GENERATION LEARNING STANDARDS:

Reading: Literacy

3R2: Determine a theme or central idea and explain how it is supported by key details;
summarize portions of a text (RI & RL)

Writing

3W4: Create a response to a text, author, theme, or personal experience.

Speaking and Listening

3SL1: Participate and engage effectively in a range of collaborative discussions with diverse
peers and adults, expressing ideas clearly, and building on those of others.

MATERIALS:

Susan Hood. (2016). Ada’s Violin. Simon & Schuster, summarizing anchor chart, sentence strips,
summarizing graphic organizer, ENL summarizing graphic organizer, pencils and Smart Board.
DEVELOPMENT/PROCEDURES:

INTRODUCTION/MOTIVATION:

The students will begin by telling me what they know about nonfiction books. The students will
continue telling me what they already know about summarizing. I will then go over the
summarizing anchor chart and have students define “somebody, wanted, but, so, and then.” I will
introduce the book Ada’s Violin to the students and we will begin reading.

INSTRUCTIONAL STRATEGIES:

After I introduce the book, “Ada’s Violin,” I will begin reading it to the students. Throughout the
book, I will continue to pause and ask the students questions such as, “who is our main
character? What did they want? What was the problem?” etc. to answer the parts of the
summarizing anchor chart. After the book is completed, I will have a sentence strip with the
word “somebody.” As a class, we will complete the “somebody” part of the summarizing
together. For example, on the sentence strip I will write, “The main character in the story is
Ada.” Once this is modeled for the students, they will go back to their desks. Each table will be
assigned a word from the acronym. For example, one table will be responsible for the “wanted,”
another for the “but,” “so,” and “then.” Each table will receive a sentence strip and work with the
peers at their table to create a sentence that answers the corresponding question to their word.
After the students finish their sentences, we will go in order of the acronym and each table will
share their sentence. I will tape the sentence strips onto the anchor chart. After each sentence
strip is shared, I will then read all the sentence strips together to show how in the end, the
students created a complete summary of the book.

CLOSURE: After I read the completed summary from the sentence strips, the students will
receive an exit ticket. This will consist of a graphic organizer for summarizing. The students will
complete the “somebody, wanted, but, so, then” on their own based on the story we read
together. The students should complete 4 out of the 5 sections correctly for 80% accuracy.

TECHNOLOGY COMPONENT: In this lesson, I will be using the Smart Board and the
camera to show the book and graphic organizers. I will also be using “Class Dojo” on the Smart
Board throughout the lesson.

DIFFERENTIATION: The ENL students will receive a mini anchor chart of the “Somebody,
wanted, but, so, then” acronym with definitions that can be kept on their desk throughout the
lesson to refer back to. Also, the exit ticket will be a separate graphic organizer where the
students will have to match the terms “somebody, wanted, but, so, then” to the correct answer
based on the story. The two students who receive reading support will also receive a mini anchor
chart of the acronym for “somebody, wanted, but, so, and then'' that they can keep on their desk
to refer back to.
ASSESSMENT: The students will be informally assessed throughout the whole lesson,
especially when they write on their sentence strips with their groups. This will allow me to see
which students are comprehending the story correctly by being able to converse with their peers
and retell it themselves. The students will be formally assessed through the exit ticket by
correctly identifying 4 out of the 5 sections for 80% accuracy.

RE-ENGAGEMENT: For any students who did not receive 80% accuracy on the exit ticket, I
will pull them into a small group during Readers Workshop. I will provide each of these students
with a mini summarizing anchor chart. We will then read a short passage together, and the
students will go back into the text and highlight where they found the somebody, what they
wanted, what the problem was, how they tried to solve it, and how it was resolved.