Teacher: ​Braden Pelly

Lesson Title:​​ Using a Graphic Organizer

Grade Level:​​ 3rd Grade

EQ: ​Can I use a graphic organizer to summarize a story? Can using a graphic organizer improve
my learning efforts?

State Standards:

Reading: Literature Standard 1

● ​Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.

Reading: Literature Standard 2

● Recount stories, including fables, folktales, and myths from diverse cultures; determine
the central message, lesson, or moral and explain how it is conveyed through key details
in the text.

Specific Lesson Objective:

● Students will be able to use graphic organizer to recall important areas in the story.
● Students will be able to write a summary of the story using their graphic organizer.

Lesson Purpose:
● This lesson will teach how to use a graphic organizer to recall important parts of a story
and will be used as a tool to write a summary of a story.

Essential Questions:
● How can using a graphic organizer help with recalling important information?
● What is a graphic organizer used for?

Materials:
● Paper
● White board
● Whiteboard markers
● Pencils

Anticipated Time Frame:

 ● 30-45 minutes

Vocabulary:
● Graphic Organizer
● Summary
● Label
● Fold
● Transitional Words
● Transitional Phrases

Adaptations for SPED and ELL:

● Enlarge text
● Put story on Doc Cam
● Group students who need more assistance with peers who grasp the assignment
● Give more time
● Model each step

DAP:
● Developmentally appropriate
● Going along with the grade standards
● Every student can participate
● Hands on and minds on

Phase I: Exploration and Explanation

1. Ask students to get out a piece of paper and to fold it in the way they’ve been taught
when using graphic organizers. (Students have weekly experience with using a graphic
organizer and have been taught how to fold the paper into the sections that will be labeled
accordingly, so there should be no confusion with me teaching the lesson instead of
Derek.)

2. While students are preparing for the lesson, I will assess their prior knowledge of graphic
organizers by asking them questions about what they think graphic organizers are used
for and what graphic organizers help you write after reading a story.

3. Read the story with the students, it will be cloze reading. I will direct the students to read
along with me. I will ask questions if the content of the story seems difficult for the
 students. Reading prompt will be displayed on the Doc Cam and told that this will be
read aloud and discussed as a class.

4. Students will be asked to follow with their finger so that when choral reading is asked,
students will know where we are.

5. As important information is read, students will use their prior knowledge to use the
information within the text and transfer it into the correct group within their graphic
organizer. This step will be scaffolded for students so that they understand what
information that they now have information they need. Once the students have identified
the proper information, I will ask the students if anybody knows anything that needs to go
in the chart.

6. I will model along with the students on the Doc Cam where the information needs to go.

7. By stopping the reading and using the proper information to fill out the graphic organizer,
this strategy will help them remember what they reading without having to go back into
the story to find it.

8. Using their graphic organizer will allow them to join all the groups together to write their
summary.

9. While they are doing this, the teacher will be walking around assessing comprehension of
the whole class, while continuing to lead the reading chorally. If assistance is needed for
struggling students, I will stop and help for a short amount of time, to ensure that I keep
the attention of the class.

10. Once the students are finished folding and labelling their graphic organizers, ​I will assess
prior knowledge of how each space is labeled and have the students help me fill in my
graphic organizer that I will model with.

11. I will ​model how the graphic organizer will be filled out and how to take the information
in the graphic organizer and use it to write a summary. (Even though the students have
past experience, I will still ask for this step to be completed so that the students
understand what I’m teaching them to do.) The writing prompt will be provided to me by
Derek so that it fits the curriculum that the students have followed as they have done this
type of lesson before. I will review it individually before the lesson begins so that I’m
able to know which spots to stop at to let the students gather their thoughts and complete
various sections of the graphic organizer.
 12. Reading prompt will be placed under the Doc Cam for students to see as well as each
student will have their own copy so that they can highlight, underline, circle, etc.. to help
them gauge what needs to be in their graphic organizer

13. The title of the story will be read as a whole so that I can assess that each and every
student is at the same starting point

Transition to Phase II: REVIEW AND GIVE DIRECTIONS FOR NEXT PHASE:

1. Review new concepts learned about graphic organizers and how to use information gathered
to write a summary.

2. Give directions for Phase II. Students will label graphic organizer accordingly:

● Situation
● Problem
● Who?
● Actions
● Where
● Conclusion
● Lesson
● Emotions

“Can anyone tell me the names of the labelled parts on your graphic organizer” (From these
answers, I will know whether or not every student has properly labeled their graphic organizer. If
not, I will model further on the Doc Cam to ensure every student has the correct information
filled out.)

3. The teacher will walk around to listen and observe students to gauge understanding and to
make sure that all the proper information has been labeled.

4. Review instructions if there is confusion. Teacher facilitates, asking guiding questions and
writing the steps on the board if needed. This will informally assess their comprehension and
one-on-one assistance can be given by either their peers or the teacher.

5. ​Review the graphic organizer for the whole class to see with assistance from the Doc Cam
6. Review what the graphic organizer is used for. Looking for students to use “to write a
summary”

7. Give directions for Phase II

Phase II: Guided Practice/Differentiation:

1. Once the graphic organizer is completed by each student, I will discuss ideas about what
a summary is. I will ask if there is anyone in the class that can help the class understand
what a summary is and how the graphic organizer can help write a summary.

2. Discuss ideas about Transition Words. Students have had prior experience with using
transitional words and phrases to begin writing their summaries. I will review some
transitional words by writing them on the whiteboard. If students don’t know or can’t
remember, there is a visual display hung up on the back wall with examples of
transitional words for them to look at.

3. I will model on the Doc Cam how to use their graphic organizer to write a summary after
having the students help me with find a transition word to begin the writing

4. Students will write summaries

Transition to Phase III:

1. Review concepts of using a graphic organizer

2. Give directions for Phase III. Students will write a summary of the story using the
information they gathered with their graphic organizer

Phase III: Independent Practice/Assessment

1. Next the I will have the students write a quick summary of the Fable. Ensuring they are
using key components of what they have written in their organizer.

2. I will assess understand of writing a summary by looking for transitional words and
phrases that created a shortened version of the story that we read as a class that used all
eight labeled parts of the graphic organizer.