Brittany Bilohlavek

Lesson Plan
Reading: Direct Instruction
Context: This is for a 5th grade class of 23 students; 11 boys and 12 girls; 4 of the
students are English language learners (ELLs). *** Although they are 5th graders, they had not yet learned to summarize in 4th grade as most students do. Therefore, this lesson is using 4th grade standards versus 5th grade standards.

Grade Level/Subject: 4th grade/Reading Topic: Summarizing Rationale:

In previous grades, students have learned to retell stories and identify the main ideas and details. Now, they need to learn how to summarize the important parts. This is a crucial comprehension strategy that helps students remember what they have read.

ELA CCSS:
RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarizing a text.

Behavioral Objective:

Students will summarize information from their History Alive! textbook on their previously assigned European explorers. They will each complete a Summarizing graphic organizer. To be successful, students must be able to include accurate responses to each of the 5 main components (Somebody, Wanted, But, So, Then) of a summary and write their summarization in as little language as possible.

Prerequisite Knowledge & Skills:

Knowledge: - Elements of a story Skills: - Retelling a story, including details - Identifying problems and solutions using details from a story - Identify changes in characters, problems, and setting using details from a story

Materials/Resources:
- Internet access - 1 Promethium Board (or Smartboard) - Summarizing PowerPoint - 1 copy of the picture book: The Tale of Peter Rabbit, by Beatrix Potter - 23 copies (or class supply) of the blank Summarizing graphic organizer - 23 copies (or class supply) of the completed Summarizing Example graphic organizer - 1 Whiteboard with Expo marker - 23 copies (or class supply) of History Alive! Americas Past textbook By Bert Bower, Jim Lobdell - Teachers' Curriculum Institute 2001

Focus/Review:
In a whole group discussion setting, the teacher will ask students what they know about how to summarize the stories we read. Students will pair and share and then at least two students will share their thoughts on summarizing. (Anticipated responses may include characters, details, setting, problem, solution, etc.)

Objective (as stated for students):

Teacher will say to the class, Today we will learn how to summarize, the fiction story, The Tale of Peter Rabbit. After we practice, you will be able to summarize information on your previously assigned European explores, on your own. You will each fill out a graphic organizer to show that you understand how to summarize the main parts of your reading using very little language. Being able to summarize the main idea in stories helps us become better readers because we know we understand the story. Being able to summarize also helps us become better writers because we learn to use precise language.

Teacher Input:
Teacher will say to the class, Today we are going to learn about summarizing. Summarizing is covering the main points of the story in as little language as possible or in a few short sentences. It is more than retelling since it involves analyzing information, distinguishing important from unimportant elements and translating large chunks of information into a few short sentences, using our own words. We do this by leaving out several details. When we read fiction texts, we can discuss the characters, and important events throughout the story. These elements include problems, solutions, themes or central ideas, etc. Good readers summarize what they read in order to be more concise, understand, and remember what was read. Summarizing can be done at the beginning, middle, and end of the story. Next, the teacher will present the Summarizing PowerPoint to the class. (provided) After the Summarizing PowerPoint is presented to the class, the teacher will say, Now that you have a better understanding of summarizing, I will show you an example of how we can summarize a piece of fiction writing. To help clearly summarize the central idea I will use the following tool, which is a Somebody, Wanted, But, So, Then chart. On the whiteboard, the teacher will make/write the following chart: Somebody Who is the main character? Wanted What does the character want or what is the characters main goal? But What is the problem in the story or what is keeping the character from his or her goal? So What is the solution to the problem or how does the character reach his or her goal? Then How does the story end? (While making the chart, the teacher should read aloud and explain each individual step of the Somebody, Wanted, But, So, Then to the class).

After, the teacher will introduce the story, The Tale of Peter Rabbit. Tell the students that as you read, you will show them how to use the categories youve written on the board to summarize. Explain to them that they will need to listen carefully to try to identify the main character, and their goal, problem, and solution, as they heart you read. The teacher will continue by reading the first 6 pages of the text. Stop and think aloud. I want to summarize what has happened in the story so far. I know that in order to summarize, I need to first identify the characters or main character in the book so far. Weve been introduced to a few characters, but I must identify the main character in order to fill in my chart. I think Peter is the main character in this story. I believe this for two main reasons: First of all, he is the one shown on the cover which must mean that this story is mainly about him. Secondly, Peter is said to be doing opposite of what his siblings are doing, and the book begins to explain what those specific things are. I am going to fill in the Somebody part of my chart now, since I am confident that Peter is the main character in this story. Fill in the chart written on the whiteboard as follows: Somebody Who is the main character? Wanted What does the character want or what is the characters main goal? But What is the problem in the story or what is keeping the character from his or her goal? So What is the solution to the problem or how does the character reach his or her goal? Then How does the story end? Peter

Now, I need to figure out what Peter wanted or what his goal is. Continue by reading the next 2 pages of the story. Then, say, Peter was supposed to stay with his siblings and gather blackberries, as his mother had asked. Instead her ran off by himself. When he runs off, he begins eating a bunch of different foods. I think that what Peter wants or what his goal is, is to sneak off to look for other foods to eat. I am going to fill this in on my chart under the Wanted section.

Fill in the chart written on the whiteboard as follows: Somebody Peter Who is the main character? Wanted To sneak off and get some food to eat What does the character want or what is the characters main goal? But What is the problem in the story or what is keeping the character from his or her goal? So What is the solution to the problem or how does the character reach his or her goal? Then How does the story end? Continue thinking aloud, modeling each element on the chart. Model how to reflect back to the book in order to make decisions. The chart should be completed as follows: Fill in the chart written on the whiteboard as follows: Somebody Peter Who is the main character? Wanted To sneak off and get some food to eat What does the character want or what is the characters main goal? But Once he runs off, Mr. McGregor sees What is the problem in the story or what peter stealing from his garden and tries is keeping the character from his or her to catch him goal? So Peter runs off again to escape from Mr. What is the solution to the problem or McGregor how does the character reach his or her goal? Then After facing several obstacles along the How does the story end? way, Peter eventually makes it home safely, but doesnt feel too well. He ends up missing a nice dinner with his family.

Explain to the students that since the graphic organizer is now complete, you can use that in order to write a summary of the story. Write the following on the whiteboard, beside the chart: Summary Although his mother warns her children not to, Peter decides to sneak off to get some food, instead of gathering berries with his siblings. He runs into his dangerous neighbor, Mr. McGregor while eating food from his garden. Mr. McGregor is angry and tries to catch Peter, and he barely escapes. He makes it home later on after running into more obstacles along the way. Peter doesnt feel well after his dangerous day, so he goes to bed early and misses a nice dinner with his family.

Guided Practice:
After the chart on the whiteboard is filled in completely, tell the students that they can also summarize informational or non-fiction texts, not just fiction texts. Have the students open up their History Alive! textbooks to page 59, to where it has information written on the explorer, Christopher Columbus. Call on a few students to take turns reading the information on the page about this particular explorer. After the page is read, create another Somebody, Wanted, But, So, Then chart on the whiteboard, beside the one just previously created for The

Tale of Peter Rabbit.

The chart should look as follows: Somebody Wanted But So Then Have the students work with a partner to pair and share what they think can go in each category of the chart. After, call on a few students to share aloud to the class what they decided with their partner to fill in each category. Discuss that even though the responses may be slightly different, they were still able to identify the main points of the reading without using much detail.

As a class, discuss and choose the best possible answers to use in order to finish filling in the chart on the whiteboard. The chart should look very similar to the following: Somebody Christopher Columbus Wanted To sail to India to buy spices But He ran into the Caribbean Islands So He claimed the area for Spain Then Europeans began to settle the "New World" Explain to the students that since the graphic organizer is now complete, they can use that in order to write a summary of the text. As a class, have the students discuss possibly summary to be written. Afterwards, choose the best one to be written on the board as an example. The chart should look similar to the following: Summary Christopher Columbus wanted to sail to India to buy spices. But, he ran into the Caribbean Islands during his exploration, so he claimed the area for Spain. This ultimately is when Europeans began to settle what is known as the New World.

Independent Practice:

Now that students have worked together to summarize The Tale of Peter Rabbit and information from their history textbook on Christopher Columbus, instruct the students to work independently on filling in their own Summarizing graphic organizers. (provided). Students will fill in each section of their graphic organizer and then use that to construct a summary on their own using concise/brief language that correctly summarizes their previously assigned explorer. Leave the examples written on the board for students to use as references for filling in their charts and creating their own summaries. Also, pass out the copy of the Summarizing Example sheet for each student to keep.

Closure:
After the students complete their graphic organizers and hand them into the teacher for a grade, the teacher will ask the students the following questions: - What kinds of information do you include when you summarize a story? - What is one strategy that you can use to help you come up with a good summary? - Why do good readers need to know how to summarize?

Evaluation:
Criteria for Evaluating Students Graphic Organizer and Summaries: Full Mastery: - All 5 parts of the Somebody, Wanted, But, So, Then chart are accurately identified. - All of the students summary is to the point and correct; understood summarizing completely. Partial Mastery: - 4 of the 5 parts of the Somebody, Wanted, But, So, Then chart are accurately identified. - Student had some errors in the summary and/or included unnecessary details, but still understood how to summarize, overall No Mastery (re-teaching is needed): - 3 or fewer of the 5 parts of the Somebody, Wanted, But, So, Then chart are accurately identified. - Student had little or no correct information in summary; didnt understand how to summarize at all.

Plans for Individual Differences:

Struggling Students: - These students will be allowed extra time to complete their Summarizing graphic organizers and summaries on their explorers. If still needing assistance, these students may work with an assigned partner in order to complete this task. ELLs (English Language Learners) - These students may also work in groups with other students who are native to that language; if this is not available, print out primary documents in both English, and the students first language. ELLs will be allowed more time for them to complete the worksheet. Advanced Students or Early Finishers: - These students will be challenged to consider The Tale of Peter Rabbit from Mr. McGregors point of view (rather than Peter) after completing their Summarizing graphic organizers and summaries on their explorers.