Direct Instruction Lesson Plan Template

Grade/Subject: 5/ Informational TextReading

Central Focus: Comprehension- summarizing text

Essential Literacy Standard- Summarize main ideas

Essential Standard/Common Core Objective:

5.RI.5.2- Determine two or more main ideas of a text and
Date submitted: 3/12/2015
Date taught: 3/16/2015
explain how they are supported by key details; summarize the
text.
Daily Lesson Objective: Given informational texts in small groups, students will summarize an article using the
Summary Chart. For mastery, students must record and summarize accurately for a total of 8 out of 10 points. No
mastery is 6 out of 10 points.
21st Century Skills:
Academic Language Demand (Language Function and Vocabulary):
LF: Summarize
Vocab: Constitution, Amendment, Bill of Rights, Framers, The
Convention, delegates, compromise, ratify.
Discourse: The students will use the Summary Chart graphic organizer
to record main ideas from informational text in order to write a summary.
Prior Knowledge: Students know what text features are and they know how to find main ideas in a text. Students know
what a summary is.
Activity

Description of Activities and Setting

Time

Have a picture of the Constitution on the Smart Board.

The strength of the Constitution lies entirely in the determination

of each citizen to defend it. Only if every single citizen feels duty
bound to do his share in this defense are the constitutional rights
secure.
Albert Einstein
1. Focus and Review

What does this quote mean? How can you put it in your own
words? How would you summarize this quote? Turn and talk to
your neighbor. Does anyone want to share what they discussed?

5mins

Summarizing is an important skill to have. This is a hard quote

to understand, but by summarizing it, you helped to make it easier
for others to comprehend. Essentially, that is what we do when
we summarize- we read something, then we put it into our own
words to make it more understandable.

2. Statement of Objective
for Student

3. Teacher Input

Today you are going to use the Summary Chart graphic organizer to
record main ideas from informational text to summarize. You will be
learning how to fill in this graphic organizer by remembering and
telling the most important parts of the text in order (from beginning to
end). When you are finished, you will be able to accurately fill in the
graphic organizer to write a detailed summary of the text. Good readers
want to be able to write a good summary of a text because this helps
you to remember and understand what you have read and you can help
others to understand it as well.
A summary is when you are remembering and writing down the most
important parts of a passage from the beginning, middle, and end in the
order in which they happen. You will use your own words to
paraphrase what you have read. Using a summary helps readers to
understand and remember what they have read. It also helps a reader to
explain the most important parts of a passage they have just read to

1 min

another person. In order to write a good summary, first read the entire
text. Then go back through the paragraphs and think about the most
important ideas from the text. Ask yourself if you think that idea could
stand alone or if it is just a supporting detail. Next you will need to put
it in your own words to write it down. When you summarize you dont
write directly from the text.
(Display article and summary chart on board via Doc cam. Have a
highlighter and pencil ready to use.)
Now we are going to read The Constitution for Kids. In this article I
am going to read The Basics then show you how to summarize using
the Summary Chart. (Read The Basics). Im going to go back and find
what I think are the main ideas from these paragraphs. When I read the
first paragraph, I thought the main ideas were: (highlight) The
Constitution is highest law (even over the States), and it creates the
Presidency, the Congress, and the Supreme Court. The rest is not as
important because it repeats what it is a repetition of what has already
said. See, there are two spots where it mentions the Constitution being
the highest law. So I will want to write these main ideas in my
summary chart in the Important Part- Beginning box.
(Read second paragraph). So the first two sentences talk about how
the Constitution can be changed and what the change is called. I think
this is important because, since the Constitution is the highest law, to
change it must also be important. So a main idea so far is: (highlight) A
change to the Constitution is called an Amendment. Also as I kept
reading, there was a comment about it being illegal to violate the rights
that the Amendments provided. But Im not going to mark this as a
main idea because I already know the Constitution is the highest law. If
it helps, I can mark this out. But something I dont already know is that
the first ten Amendments have a special name: the Bill of Rights. So
Im going to assume this is another main idea: (highlight) The Bill of
Rights is the first ten Amendments to the Constitution. I am going
to write these two main ideas into the next box labeled Important
Part- Middle.

4. Guided Practice

Now we are going to try this together. We are going to read the next
two paragraphs and fill in two or three main ideas in the next
Important Part- Middle box. With a partner or in groups of three,
read the next two paragraphs and discuss what you think two or three
main ideas (or the most important parts) of these paragraphs are. Ill
give you 2-3 minutes to talk, and then we will come back together to
write these ideas down. We are going to do the same thing for the last
two paragraphs, filling the main ideas into the Important Part- End
box.
(still using The Constitution for Kids article- but using paragraphs under
the History subheader).
While talking, I will have students come up and highlight the main
ideas/important parts, and writers fill in the Important Parts boxes.
Now that we have filled in all our important parts from this article, we
can use them to compose a summary of the article from the beginning
to the end.
Lets do this together! Do I have any writing volunteers? (Take up to 4
volunteers- one for each Important Part box). We have writers, and
the rest of us are going to help the writers by telling them what to write.

15 mins

10 mins

Pg 96-97 of students SS books

5. Independent Practice

6. Assessment Methods of
all objectives/skills:

7. Closure

Now you are each going to fill in your own Summary Chart using your
social studies books pages 96-97. First read the entire selection. Then
think about how you might want to divide your reading into 4 different
sections- one for each Important Parts box. This will help you to
15 mins
narrow your focus about finding the main ideas and to keep them in
order. The expectation is that you will have at least two main
ideas/important parts in each box. Once you have filled in each of the
four boxes, then you can write your own summary about what you have
read. Make sure this is in your own words and not copied from the text.
Students may work in groups at their tables.
Formative assessment-Listening to student responses during Focus and Review and
Guided Practice, and by checking their comprehension answers to the closure
questions.
Summative assessment- The independent practice will be checked to make sure
students have a minimum of 2 main ideas in each of the Important Parts boxes, and all
of those main ideas must be included in the summary. Two points will be assigned for
each of the 5 sections.
Ticket out the door- Check your Comprehension: Answer questions
about what you read and summarized. Three questions, answer on
5 mins
sticky note, putting your name at top, number to three, and writing the
letter with the correct answer. (Use Closure questions in powerpoint)

8. Assessment Results of
all objectives/skills:
Targeted Students Modifications/Accommodations:

Student/Small Group Modifications/Accommodations:

Read aloud (ELL/struggling readers)- I will pull a small
group of students back to a table where I can read aloud all
the materials to them and ask prompting questions.

Materials/Technology:
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/SmartBoard slides, etc.) needed to implement the lesson at the end of the lesson plan.)

Power Point- The Constitution: Informational Text

Smart Board
Teacher copy of Summary Chart and Constitution for Kids Article
Highlighters and pencils for all students and teacher
25 student copies of Summary Chart (from www.abss.k12.nc.us pg 27)
Social Studies books, student copies
References:
http://www.usconstitution.net/constkids4.html
http://www.abss.k12.nc.us/cms/lib02/NC01001905/Centricity/Domain/93/ReadytoUseNonFictionGraphicOrganizerswit.p
df
Social Studies: The United States, Canada, Mexico, and Central America. Harcourt: North Carolina. 2009. Pp 96-97.
Reflection on lesson (if taught):

How did the lesson you actually taught to your students vary from this lesson plan you submitted for
grading?
o I feel like I completely messed up on the teacher input section. I had a printed copy of the lesson plan
with me so I could read from it, but for some reason I zoned out and lost my spot which caused me skip a

large portion of the think aloud. I tried to recover myself, but just stumbled through it. I realized then
how I should have prepared more by really rehearsing and understanding it in order to say it to the

students. Otherwise, the rest of the lesson was taught as is.

What evidence do you have that students mastered or did not master the lesson objective? Based on your
evaluation of their work, how many students mastered the lesson objective? (Be specific. Report this as __
students out of __ students mastered the objective).
o I took up the summary charts to analyze whether or not students were able to accurately a total of 8
important parts and write a complete and accurate summary from their important parts. I made to sure to
read the passage and know what important parts to anticipate the students to write. I do not feel I am
accurately able to answer how many students mastered the lesson objective because many students were
pulled out of the class for extra services, and I did not make it clear that they were not going to be given
extra time to finish it (their teacher usually allows them time to finish it later-as one student pointed out).
Since those two things occurred my grading is not complete. But what I can report is that out of the ones

who did complete the assignment, 15 out of 20 mastered the objective.

Name at least 1 aspect of the lesson that was successful. What caused it to be successful? How did you
contribute to this success?
o One aspect that I was really proud of, which my CT affirmed she really liked as well, was the opening
quote. I really feel (and my CT said) it was a great way to focus the students attention on summarizing
and they were able to make a connection to why summarizing can be helpful (because summarizing can
help others comprehend texts). It was successful because there were some students who really didnt
understand the quote in its entirety, but a few students understood it better than I did. Those students
were able to articulate to all of us a summarized version of the quote, and they really helped others
understand it. I contributed to this success because I made sure to choose a quote that wasnt too difficult
but not too easy to comprehend either. Plus, I chose a quote about content they have been focused on

during their Social Studies lessons that they were able to make direct connections to.
Name at least 1 aspect of the lesson that was less successful. What caused it to be less successful? How did
you contribute to this?
o Again, the teacher input section was the less successful part. I was supposed to use the doc cam and it
wasnt working. I had planned on writing my example as we read through the article, so my example was
not pre-done. If I had it to do all over again, I would have made sure the example was done beforehand

and I would have probably had a digital copy available in case technology failed me again.
What changes might make this lesson more successful? Why might these changes help improve the lesson?

I need to be more prepared by rehearsing the teacher input section, being more prepared to deal with
technology issues, and having examples premade to save on time. During the guided practice I think it
may have been better to go ahead and allow the students to return to their desks to work on guided
practice section in groups then come back together to review.