Flipped Classroom Lesson Plan

Name: Anna Imhoff

READINESS
I. Goals/Objectives/Standard(s)
A. Goals-
Students will learn to summarize text using the main idea, and details that support it.
Students will use online videos to deepen their understanding of the five parts of a summary.

B. Objective-
Students will be able to recognize and articulate these components in the text:
o Somebody
o Wanted Something
o But
o So
o Then What

C. Standard(s):
IAS:
3.RN.2.2: Determine the main idea of a text; recount the key details and explain how
they support the main idea.
3.W.3.2: Write informative compositions on a variety of topics that-
-State the topic, develop a main idea for the introductory paragraph, and group
related information together.
-Develop the topic with facts and details.
-Connect ideas within categories of information using words and phrases.
-Use text features (e.g., pictures, graphics) when useful to aid comprehension.
-Provide a concluding statement or section.
3.W.3.1: Write persuasive compositions in a variety of forms that-
-Establish an introduction (e.g., situation, narrator, characters).
-Include specific descriptive details and clear event sequences.
-Include dialogue.
-Connect ideas and events using introducing and transition words.
-Provide an ending.

ISTE:
5C-Studets break problems into component parts, extract key information, and develop
descriptive models to understand complex systems or facilitate problem-solving.

II. Home Based Study DAY 1

I will provide students with four different links on our class website. I will direct students to watch
each video the day before in class, and model how to get to where they are located. I will assign them to
take notes on the key points they pulled out of each, and tell them to specifically look for the necessary
parts to include in a summary, and what each of those parts represents. I will inform them that we will
have a discussion when they return to the class the next day.

https://www.youtube.com/watch?v=dsB73dRuGcE
https://www.youtube.com/watch?v=N6EMIaoE9_Q
https://www.youtube.com/watch?v=oSOsezIR4kk
https://www.youtube.com/watch?v=V-ki6TP4EYs

1
 III. In-Class Lesson Study DAY 2
Anticipatory Set
Put purse on front table.
Okay guys, I am going to the walking/running track after school today, and I don't want to take my purse along
with me. It would be easier for me to only take what is really important. Can you guys help me look at the
things in my purse and decide what I should take along to exercise, and what I should leave behind in my
purse?
Items might include a drivers license, cell phone, a pack of gum, keys, lotion, a tube of lipstick, coupons, etc.
After identifying each object, ask the students to turn and talk, and then invite them to share their thoughts with
the class.
Just as we were able to determine which items were most important for exercise in my purse, we pick out the
most important parts of the story to put in our summary. We don't need every single detail, just the ones that
are really important.

IV. Purpose:
It is important for students to know how to discern the most important ideas in a text, and how to ignore
irrelevant information, allowing them to easily recall what they read. Summarizing is important because it
helps students integrate the central ideas in a meaningful way.

V.Lesson Presentation (Input/Output) (40 minutes)

I. Adaptions:
Students with difficulty learning by listening:
o State the objective, providing a reason for listening.
o Pre-teach any difficulty vocabulary.
o Give explanations in small distinct steps.

Students with learning disabilities:

o Allow more time to complete task.
o Extra time to process and take oral directions.
o Mark text with a highlighter.

II. Lesson Presentation (Input/output)

Mini-lesson
Can anyone tell me what it means to summarize?
Allow three students to respond.
Awesome! To summarize means to tell only the most important events from the story, but make sure to use your
own words. When you do this I want you to keep in mind the big idea or what the story is mostly about.
Play Song: SOMEBODY WANTED SOMETHING BUT
I am going to show you a method I use to help me remember what to include in my summary. It is exactly the
components you sang about in your summary song! Can anyone tell me what those parts are?
Allow time for students to respond.
The song goes SOMEBODY, WANTED SOMETHING, BUT, SO, THEN WHAT. The SOMEBODY stands for
whom the story is about. The WANTED SOMETHING stands for the goal of the subject in the story. The BUT
stands for the problem they ran into when trying to achieve their goal. The SO stands for the steps to solve the
problem. And the THEN WHAT stands for the result of the final solution.
Show anchor chart.
Now we are going to break into our literacy stations. If you are in my first group then go ahead and come back
to my table, and the rest of you can go to your first station on your placemat. I will set the timer, and when you
hear it buzz we will rotate stations.

2
 Workstations
o Work Station #1: Story Bird
-All right at this station I want you to work on your story bird accounts. You can
either continue to work on a story you have already started, or you can begin a new
one. You can also read one of your classmates stories and write them a comment
when you are finished.

o Work Station #2: Stencil Writing

-At this station you are going to pick a picture stencil. The stencil will have five
words on it that have to do with the picture you chose. You can free write about the
picture on the bottom half of the paper, but try and include at least three of the
words on the stencil. You can then trace and color the stencil on the top half of the
paper.

o Work Station #3: Read To Someone

-At this station I want you to chose a partner and take turns reading aloud to one
another. One partner can read aloud from their book for the first six minutes, and
then the other partner can read aloud from their book for the next six minutes. Make
sure you and your partner are in your own section of the room. Spread out from
other groups.

Guided Reading Lesson (My Table): Knuffle Bunny

Do you guys have a favorite stuffed animal, toy, blanket, or other comfort item that you need to make you feel
safe?
Allow time for students to think and respond.
What would happen if you lost it?
Allow time for students to think and respond.
Remember how you guys felt while you are reading this story about Trixie and her comfort item.
Read the story Knuffle Bunny

What was your favorite part of the story?

Allow time for students to respond.
How did Trixie feel when she lost Knuffle Bunny?
Allow time for students to respond.
How did she get him back, and how did she feel when she did?
Allow time for students to respond.

Give students flipbook

Who is the SOMEBODY in the story?
Allow students to respond.
Right! Trixie is the SOMEBODY! Go ahead and write that behind the corresponding flip of your book. What
did she want in the story?
Model as you speak. Allow students to respond.
Good! She wanted Knuffle Bunny, her favorite possession. Lets write that behind the appropriate flip in our
book. What was the BUT? What was the problem?
Model as you speak. Allow students to respond.
Awesome! The problem was that she lost him at the laundry mat. Write that behind the appropriate flip. What
was the SO? Because Trixie lost Knuffle Bunny what happen?
Model as you speak. Allow students time to respond.

3
Great job! Her dad looked for him! Add that to the correct flip of your book. THEN WHAT?
Allow time for students to respond.
Perfect! They found her bunny and Trixie said her first words. Add that to your final flip.
Now I want you to use your flipbooks and turn to a partner and give them a summary of Knuffle Bunny?
You can use the somebody, wanted something, but, so, then what strategy every time you read a story to
remember what to include in your summary and to pull out the important details. So the next book you read try
and use the tools we learned today.
VI. Closure/ Conclusion/Review Learning Outcomes:
Turn to your neighbor and tell them the five parts you need to include in your summaries. Now I want you to
think about your favorite book. Give your partner a super short summary of that book. While partner 1 is
giving their summary, partner 2 should be listening to see if they included all five elements.

PLAN FOR ASSESSMENT

Formative: At the end of the week focused on summarizing, students will be asked to create a
summary of their independent reading book on their own. The summary will be used to analyze the
students progress in understanding the five elements of a summary.

Summative: I will be able to check for understanding when I am asking students to give me the
SOMEBODY, WANTED SOMETHING, BUT, SO, THEN WHAT elements of summarizing. I will
also be able to check for understanding when students are using these elements all together to create a
summary of the book they read.

Authentic:

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?

2. What were my strengths and weaknesses?

3. How should I alter this lesson?

4. How would I pace it differently?

5. Were all students actively participating? If not, why not?

6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Were the students able to identify each element of a summary independently?
8. Were the students able to pick out the central ideas of the text and combine them in a meaningful
way?
9. Were the students over prepared or underprepared for the independent practice?