Learning Experience Plan

Subject: English Grade level: 8th

Unit: Reading Literature Length of LEP

(days/periods/minutes): 45 min

Topic: Summarizing

Content Standards: (include only standards addressed in this LEP)

CCSS.ELA-LITERACY.RL.8.2
Determine a theme or central idea of a text and analyze its development over the course of
the text, including its relationship to the characters, setting, and plot; provide an objective
summary of the text.

Learning Experience Outcomes Learning Experience Assessments

(knowledge/skills): - Newspaper summary
-Students will be able to summarize a - Do now
piece of writing. - Homework/peer review
-Students will be able to find the 5
Ws AND H.
-Students will be able to tell/write
what happened in the story in their
own words.

Differentiation (What will you do to meet the needs of students at these

different levels?)
Approaching On-level Beyond
For approaching On level students will be These students will help
students needs, I will able to follow along with out students who do not
have everything labeled the lesson. feel confident with how to
on the board. The 5 Ws find the 5 Ws and H. This
and H will be written on will further demonstrate
the board with their and solidify their
explanation (as seen on knowledge.
Direct Instruction).
Curriculum Integration (Does this lesson correlate with any other content
area? Describe.)
Social Studies- Using current events through news paper

Materials Procedures/Strategies

Pen Day 1 (add additional days as needed)

Paper Sponge Activity (activity that will be done as students enter the

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Newspape room to get them into the mindset of the concept to be learned)
r
For the DO NOW: Ask students to tell you about a recent activity in which they
have participated (playing a video game, going to a fast-food restaurant, working on
a project in art class, etc.) in as much detail as possible. Ask for a volunteer. Explain
that s/he must take at least 2 minuets to tell the class the story. Ask a second student
to summarize what the volunteer described in no more than three sentences and
include the most important information about what was said. Have the first
volunteer decide whether all relevant information was included in the summary.

Anticipatory Set (focus question/s that will be used to get students

thinking about the days lesson)
Have you ever got into trouble with your mother and only had a minute to explain
yourself?

That one minute of summarizing can either cause you to get grounded or get you
off the hook!

Activating Prior Knowledge (what information will be shared

with/among students to connect to prior knowledge/experience)
Explain to students that learning to summarize what they read is as important as
summarizing information that is spoken. It is crucial to getting off the hook with
your parent and even impressing your boss in the future!
Direct Instruction (input, modeling, check for understanding)

Explain the five Ws and their importance:

Who: Who is the story about? Who are the main characters?

What: What is the story about? What was the problem?

When: When did the event take place?

Where: Where were the characters? Where did it take place?

Why: Why did the problem, happen?

How: How did they solve the problem? How did the story end?

Guided Practice (how students will demonstrate their grasp of new

learning)

-Have students read a newspaper article.

- Students are required to pick out the 5 Ws WHO WHAT WHEN

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 WHERE WHY AND HOW from the article.

-Once they have listed the 5 ws and H, they will explain in their
own words what is happening in the article and give a little
explanation as to why this article is or is not important to society.

Independent Practice (what students will do to reinforce learning

of the lesson)

For homework students will write a 2 paragraph story about an

event that they remember that really made an impact on them. It
must have a conflict and resolution. Next time we meet, students
will read their peers paper and find the 5 Ws and H and
summarize it in their own words at the bottom of the page.

Closure (action/statement by teacher designed to bring lesson

presentation to an appropriate close)

-Have students exchange and read each others summaries (Newspaper). Have
students check whether the writer included the Five Ws.
-Ask students to discuss how beginning with the Five Ws helped them to write their
summaries.

References: (e.g. Book, course packet, pg #, complete web address URL)

http://www.ellsworthamerican.com/nie/teachers_guide_lesson8_mh.pdf

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