Name: Kanna Werner

Content Area: Language Arts

Grade Level: 3

Lesson Length: ~25 min

Contextual Information and Rationale

Provide background information about the content lesson, including why it is important for students to learn, why it is relevant for their
lives, and how this lesson fits into a broader sequence of learning.

This lesson is going to be a reading group meeting for the book The Knights of the Kitchen Table by Jon Sciezka. This group is reading
on a 4th grade level based on their fluency from a beginning-of-the-year QRI pre-assessment. We have been working on talking about
our reading in the group, as well as responding to questions about our reading with full sentences that use the same wording as
original question. The work we are doing is to get their comprehension skills up to the same level as their fluency level.

For this particular group meeting, we will be working on the skill of summarizing a work that we just read. We will begin the lesson by
discussing the reading group questions for the chapters we had assigned for this meeting so that I can check student understanding of
the end of the book as well as get them warmed up for our discussion of a book summary. We will then transition into a lesson in
picking out the most important events in the book to communicate in a summary of the book so that all of the main elements of a
story and of the plot are included.

To do this, we will discuss as a group which events to include in a four-square planning chart for a written summary of the book.
Students have used the four-square chart in other writing that they have done for us about a favorite memory that they had. We will
generate ideas for four sequential, important moments of the story that move the plot along so that they can then use their planning
sheets to write a written summary of the book in the writing journals. During our next meeting, we will work on revising our writing
and creating a final copy.
 Lesson Objectives
State and/or National Standards:
VA SOL Language Arts
3.1 The student will use effective communication skills in group
activities.
a) Listen attentively by making eye contact, facing the speaker,
asking questions, and summarizing what is said.
b) Ask and respond to questions from teachers and other group
members.
c) Explain what has been learned.
d) Use language appropriate for context.
e) Increase listening and speaking vocabularies.
3.5 The student will read and demonstrate comprehension of
fictional text and poetry.
a) Set a purpose for reading.
b) Make connections between previous experiences and reading
selections.
c) Make, confirm, or revise predictions.
f) Ask and answer questions about what is read.
g) Draw conclusions about text.
h) Identify the problem and solution.
i) Identify the main idea.
j) Identify supporting details.
k) Use reading strategies to monitor comprehension throughout
the reading process.
m) Read with fluency and accuracy.
3.9 The student will write for a variety of purposes.
a) Identify the intended audience.
b) Use a variety of prewriting strategies.
Learning Targets:
Students will understand…
 We can summarize stories so that a reader would know
what the story is about without needing every single
detail.
 After we read a story, thinking back on the important plot
events helps us remember what the story was about.
Students will know…
 Stories have a beginning, middle, and an end.
 We start sentences with a capital letter and end sentences
with a period.
 We can use a four-square to plan out writing that has a
sequential order, or writing that follows a timeline or
order of events.
 We need to be able to find our answers in the text to have
them be true.
Students will be able to…
 Answer questions about the text they read.
 Use full sentences that contain wording from the question
in their responses.
 Use a four-square planning sheet to organize their writing.
 Identify the main plot events to include in a summary of a
book they just read.
c) Write a clear topic sentence focusing on the main idea.
d) Write a paragraph on the same topic.
e) Use strategies for organization of information and elaboration
according to the
type of writing.
f) Include details that elaborate the main idea.
g) Revise writing for clarity of content using specific vocabulary
and information.
Assessment
Assessment Descriptions: Criteria: Describe how students will Use of Assessment: Describe the feedback
Describe how you will assess students. demonstrate mastery. you will provide, potential plans for
adjusting instruction, etc.
I will check students’ understandings Students’ responses to the discussion
throughout the lesson by seeing if their questions should be full sentences that use During the discussion questions portion of
responses to the discussion questions meet the wording of the question in that the meeting, I will make sure students have
the criteria that I am looking for and sentence. We have discussed in the last written their responses in full sentences
correctly answer the question using the two meetings how to do that and I have using wording from the question. If a
material from the book. If their question worked with each student individually on student shares a response that does not
does not match with the rest of the group, those skills, so mastery of the discussion meet either of those criteria, I will ask
I will make sure they can find where the questions would need to have these them how they could rewrite their answer
answer is in the book. elements. to meet those expectations.
 What words from the question
I will also see if the students have retained Students should also be able to find their could you add to your answer so
the information from the book by our responses in the text to support what they that if someone read what you
discussions of the summary quiz questions. wrote. wrote they wouldn’t even need to
If they cannot remember the answer to a have the question in front of them
question, I will also be looking to see if Students should discuss and agree with to know what your statement
students could accurately find the their groupmates on the book summary means?
information in the book. quiz to come up with the correct answers.  What do you need to add to your
answer to make it a full sentence?
For the four square, I will determine if
students can organize their thoughts about
the main plot events of the story by their
responses in the brainstorming session as
well as what they actually write down in
their planning sheet.
For the four square, students should be
able to identify four major plot elements
that move the story along so that an
outside reader of their summary would
know what happened in the book.
 Does everybody’s sentence start
with a capital and end with a
period?
If someone shares an answer that the rest
of the group doesn’t agree with, I will ask
the group who had a different answer.
Then, we will look in the book to see what
really happened.
 Let’s find this section in the
chapter. Raise your hand when you
think you found the answer to the
question in the book that you could
share with us. Where should we
start looking?
I will use this same process when going
through the quick summary quiz so that
students can learn the process of finding
their answers in the text.
For the four square, if the students struggle
with coming up with the plot events to use
in their summary, I will guide them along
with questions to get them thinking.
 What happened that started all the
other events in the story? What
was the first big thing that
happened that caused everything
else to happen?
 What was the next big thing that
happened? What did that cause?
Was there a problem?
  How did they fix that problem?
What was their solution?
 What was the last big thing that
happened in the story? What event
tied everything up at the end, or
made everything okay again?

Instruction
Use the columns below to detail what the teacher and students will be doing throughout the lesson, as well as the materials, resources,
and technology that will be used. You are encouraged to divide your plan into sections based on the instructional model you are using.
For example, a gradual release plan may include sections such as “I do,” “we do,” “you do together,” and “you do alone.”

Be sure to refer to the lesson plan rubric for specific information as to how you will be assessed.
Teacher: Student: Materials, Resources, and Technology:
Discussion Questions: Discussion Questions:  Reading group comprehension
I will start by calling the students to come Students will share their responses to the packet
sit with me on the carpet with their books, discussion questions. If they disagree with  The Knights of the Kitchen Table by
their packets, a clipboard, and a pencil. I what a classmate said, they will share their Jon Sciezka
will remind them that their assignment for answer and check the text with the rest of  Pencils
today’s book group meeting was to read the group to see what the answer should  Colored pencils
chapters 8, 9, and 10 and to answer the be. If they need to change an answer or  Writing journals
discussion questions that go along with the rewrite it to be a full sentence or use the  Desks
chapters. I will tell them that I will be wording from the question, they will do so  Chairs
looking for them to answer these questions with a colored pencil.  Clipboards
in the group discussion in the nice, full  Folders
sentences that use part of the question Summary Quiz:
 Book boxes (where the students
that we worked on. Students will come up with and share their
keep their books)
answers to the summary quiz with the
I will then ask the discussion questions to group. If there is a disagreement on an
the students and call on someone to share answer or if students don’t know an
their response. Students who agree will
show me with the “connection” hand answer, we will all look back in the book
signal that we use in the class. I will ask if together to find the answer.
anyone had anything different. If they did,
we will look back in the book to find the Summary Four-Square Planning:
answer in the text. If not, then we will Students will write the words that go in
keep going. If the student doesn’t answer each appropriate four-square box. Then,
in a complete sentence or doesn’t use the we will brainstorm together what
wording from the question, I will ask the important plot events should go in each
group how they could have written it to box so that the reader of their summary
include those things. The student will edit would be able to understand what the
their response with a colored pencil. book is about. They will write down the
events that we discuss.
Summary Quiz:
After we go over the discussion questions
for chapters 8, 9, and 10, we will look at
the quiz on the following pages. We will
discuss the questions as a group since they
just point out important names or plot
moments for the students to remember. If
the students do not remember the answer
to a question or disagree on the answer,
we will go back and find the answer in the
text.

Summary Four-Square Planning:

After we do the quiz together, we will turn
the page where the students have a four-
square writing planning sheet. I will
remind them of how we have used four
squares in writing before. I will have them
write “First,” in the first box, “Next,” in the
second box, “Then,” in the third box, and
“Last,” in the last box. I will then tell them
that we will be using this planning sheet to
outline a summary of the book. We will
come up with a topic sentence together
and then brainstorm ideas for what could
go in the first box. After we have thrown
some ideas out, students will write what
plot moment they think should go in the
first box. Then we will repeat this process
for the rest of the boxes, so that students
have planned out the four key moments of
the book that the reader of the summary
would need to know to understand what
the book is about.

After they have completed their four

square, I will tell them that tomorrow we
are going to put this planned out summary
together in their writing journals.

Differentiation
For those students who did not write in full sentences or use the wording from the question in their responses AND really struggle with
coming up with new statements that fulfill those goals, I will tell them that I will meet with them after our meeting to look back over
them. Since I met with each student independently during reading workshop before this lesson, I know that all the students have done
this sufficiently and have worked with them through it for at least the first chapter. Those students who couldn’t replicate it for the
other chapters will have the chance to sit with me during the rest of reading workshop to work on it.

If a student struggles during the summary quiz, I will have them sit next to me as we continue through the quiz and have them look
with me in the book for the answer as we’re all mulling it over. That way they can get guided practice finding answers to questions in
the book. I will have them share their answer periodically and prompt them to use the text to explain their answer.
If a student struggles with the four square, I will have them stay behind on the carpet so that we can workshop the planning sheet
together. I will look through the book with them as well as the discussion questions so that they can get a sense for the sequence of
events. We will discuss what they basic story was without all the details so that we can begin to piece together the summary.

If all the students get everything quickly and move through the questions/quiz/planning ahead of our end time, I will have them write
their summaries in their writing journals. If there is still more time, they can edit their writing as well using the COPS strategy we
learned last week.