edTPALessonPlans

Task1
ChelseaKeeney
CentralFocus:
Findingthemainpointandsummarizing
Objective:
Fourthgradestudentsinbothlargeandsmallgroupsettingswillbeabletofind
summarizeandfindthemainpointofanonfictiontextusingagraphicorganizerswith
100%accuracy.
CommonCoreStateStandard:
CCSS.ELA-LITERACY.RI.4.2
Determine the main idea of a text and explain how it is supported by key details;
summarize the text.
Materials:
Segment 1: Large Group
o Summarizing worksheet for each student
o Bat article print-out for each student
o List of groups
o Writing utensils
Segment 2: Small Group
o Main point/Summarizing worksheet
o Levelled non-fiction text
o Writing Utensil
Segment 3: Large Group
o Short biography of Woodrow Wilson
o Blank sheet of paper for each student
o Writing Utensil
Procedure:
Segment 1: Large Group

Intro:
o We have been working on finding the main points of stories
and non-fiction texts a lot lately. What kind of things do we try
to find in a text to help us find the main point? [Goal:
Supporting Details, not just interesting facts]
o Now, we have been using graphic organizers to try to help us
do that, but I want to challenge you to only find the most
important details in the text we are going to read today. I

want you to try to summarize the text using 20 words or less.

Were going to go paragraph by paragraph and talk to a
partner about which points we think are the most important
to include, and edit our summary after every paragraph.
o Other questions
Do you think we will have to edit our summary after
every paragraph?
Introduce coding
o Each of you will get your own copy of the article we are going
to read today. When you find something that is really
interesting to you, or something you didnt know I want you to
put an exclamation point. When you find something that
makes you ask a question or want to learn more, I want you
to put a question mark. And when you think you find
something that supports the main idea I want you to put a
star. (Write codes on board)
I DO (GRRM)
o Model how to code the first section of the article by doing a
think aloud. Have a copy of the article projected on the board
using an Elmo.
o After the first section look for the starred points and include
those in the 20 word summary. Have students copy the
original summary on a piece of paper.
o Example:
Every night, from Bracken Cave in Texas, 20 million bats
fly out to feed on insects.
WE DO TOGETHER
o Have students read and code second paragraph/section of
text individually using code symbols discussed before.
o Once finished, compare code marks with assigned group, and
prepare to share ideas with class.
o Have each group share ideas. Teacher writes ideas on
projected article, then helps students make changes to the
original prompt written on the board.
THEY DO TOGETHER
o Students 2 more paragraphs together and edit their
summaries after each paragraph. At least 3 groups should
share for each edit. Important to keep track of who is sharing
to make sure that there is an assessment for each group.
THEY DO ALONE
o Students code remaining 1 paragraph by themselves and edit
final summary by themselves, sharing after their edit.
Assessment Checklist

________Worked well in group and shared edits at least once with class
________Completed all sections of summarizing handout and made an
edit to final section of text that was unique from other students
Segment 2: Focus Small Group

Gather small group and show familiar non-fiction text from previous
week. (Original focus lesson with text was different than this one)
Give each student a graphic organizer (Main Point and 4 supporting
details)
We are going to go through this text and try to summarize it. Weve
had practice finding important details and writing an extremely
short summary. Now I want to try writing a slightly longer one but
only with very important details for each sentence.
Remind students about how to code the text (!, ?, and star). Instead
of marking the text have students write codes on sticky notes and
stick them in the books at the appropriate places.
Have students share ideas that they think are the most important
parts of the information found in the text, list them in the graphic
organizer.
Then, have students individually write a summary on the back of
their graphic organizer using the information they gathered.
Assessment Checklist
______All parts of graphic organizer filled out
______Summary aligns with information included in graphic organizer
Segment 3: Large Group

Have a copy of article about Woodrow Wilson for each student so

they can code as practiced in previous large and small group lesson
segments.
Ask students For a biography-type report, what are some of the
most important parts that you should pay special attention to?
o Record ideas on board
We are going to be writing a biography about a president in the
next few days. It is important, before you start writing, to think
about what your main idea is, and what supporting details are
important to include. If you dont know what your focus is, your
reader will end up confused.
Have students code text individually, looking specifically for
important parts of a biography that they identified, then share with
someone nearby what they decided to code and why they thought it
was important. Then share with class. (Think-pair-share)

Have students write a short summary based on the information they

thought was most important in the biography of Woodrow Wilson
Assessment Checklist
______Summary 1-2 paragraphs long
______All information included is factual and found in the article