McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015

Teacher: Shelby Kelley

Date: Wednesday 9/23

Title of Lesson: Summarizing A Story:

Uncle Jebs Barbershop

Cooperating Teacher: Ms. Kristi Holland

Core Components
Subject, Content Area, or Topic
Summarizing (Analyzing in Blooms Taxonomy)
Student Population

Inclusion Classroom; 20 children, about half Special Education

Learning Objectives

Summarize during and after reading, include supporting details.

Virginia Essential Knowledge and Skills (SOL)

ELA 4.5.7 (Summarize during and after reading and include supporting details)
VDOE Technology Standards
English Language Proficiency Standards (ELPS)
Materials/Resources
20 copies of Uncle Jebs Barbershop with stopping points starred
20 copies of summarizing choices grid (should be attached to copies of UJB)
Answer key for summary grid
Copy of Storybook version of UJB with post-its at stopping points.
A large copy of SWBST for board
Large copies of correct grid options for board (or write itwhatever)

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used

Strategy
Return
Identifying Similarities & Differences
45%
Summarizing & Note Taking
34%
Reinforcing Efforts & Providing Recognition
29%
Homework & Practice
28%
Nonlinguistic Representations
27%
Cooperative Learning
23%
Setting Goals & Providing Feedback
23%
Generating & Testing Hypothesis
23%
Questions, Cues, & Advanced Organizers
22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy
Return
Teach Others/Immediate Use of Learning
95%
Practice by Doing
75%
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015

Discussion
Demonstration
Audio Visual
Reading
Lecture

50%
30%
20%
10%
05%

Safety (if applicable)

Time
(min.)

Process Components
*Anticipatory Set
TTW Ask students if they remember what a summary is and what is contains
TSW some share out
*State the Objectives (grade-level terms)
I can summarize during and after reading and include supporting details.
*Instructional Input or Procedure

TTW will ask students to take out their copy of UJB

TTW read UJB
TSW follow along in their copies.
TTW stop at first starred point
TTW model how to choose the best summary and add correct choice
TSW listen to teacher, following along in their grids.
TTW continue reading, stopping at next starred point.*
TTW, once again, model choosing the best summary, presenting options to students from
the grid.
TSW analyze teachers choice of summary, assessing accuracy (hands raised)
TTW share correct answer with students
TTW continue reading and stop at next designated point.*
TTW suggest options from the grid of potential summaries.
TSW participate in think time.
TSW record response on their grid
TSW turn and talk with partners and discuss which summary they think is most
appropriate. Some share out.
TTW share correct answer
TTW continue reading, stopping at designated points.*
TSW move to reading and choosing the correct summary independently when they have
demonstrated comprehension of the activity.
TTW finish SWBST on board, ask students for input for the summary
TSW have think time, then raise hands to contribute to class summary

*If students are struggling, use previously stated process

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015

*Modeling
Model how to choose the best summary

*Check for Understanding

TTW go from table to table, watching independent work and checking for accuracy.

*Guided Practice
TTW suggest options from the grid of potential summaries.
TSW participate in think time.
TSW turn and talk with partners and discuss which summary they think is most
appropriate. Some share out.
*Independent Practice

Students will begin doing activity on their own once they have demonstrated
adequate understanding of text/summarizing.
Assessment
TTW have a chart with students names listed, marking who understands and who is
struggling with the activity.
*Closure
TTW restate summary to the class
TTW restate I can statement and remind students why we summarize.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
Students will be at varying stages in the process based on understanding.
Lesson pacing is based almost entirely on student comprehension.
Classroom Management Issues (optional)
Separate partners by behavior (move seats if necessary).
Count down from 5 if students begin to get loud
Positive feedback (thank kids for sharing relevant and thoughtful ideas, but encourage to raise hands,
etc.)
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part of the lesson
would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature

Cooperating Teacher Signature

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015

Date