Teacher Education Lesson Plan Template

Teacher: Caitlin Jennings Date: February 22, 2017

Title of Lesson: Somebody-Wanted-But-So Cooperating Teacher: Kristi Smith

Core Components
Subject, Content Area, or Topic
Language Arts: Summarizing

Student Population
AM Inclusion, 18
10 girls
8 boys
3 read aloud
PM Inclusion, 17
6 girls
11 boys
6 read aloud
Learning Objectives
Identify the main idea or theme of a text
Summarize using supporting details

Virginia Essential Knowledge and Skills (SOL)

(SOL 4.5) The student will read and demonstrate comprehension of fictional texts, narrative
nonfiction texts, and poetry.

ELA.4.5.7 Summarize during and after reading and include supporting details.
Organize and record information, using graphic organizers (e.g., story map,
sequence of events).
Identify the main idea or theme of a text and summarize using supporting details.

Materials/Resources
Fiction Passage The Gift
(35) SWBS chart with theme
Chart paper
Chrome Books
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
X Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 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%
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
Audio Visual 20%
X Reading 10%
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
2 min. *Anticipatory Set
TTW review Somebody-Wanted-But-So (SWBS), asking students what
each part means.
TSW share out.
0.5 min. *State the Objectives (grade-level terms)
I can summarize during and after reading and include supporting details.

30 min. *Instructional Input or Procedure

TTW read the fiction passage aloud to the class 1 time through.
o SW follow along on their Chromebooks.
TTW reread the passage with stopping points.
As the teacher reads and stops, SW fill in each part of their SWBS graphic
organizer, returning to the text as needed
o TSW turn and talk with their partner about what they wrote.
o TSW share their ideas to help add to the class SWBS chart.
o TTW record the information on the chart.
After summarizing is finished TTW will briefly review what theme is.
TTW remind students that when stating the theme/lesson/moral you dont add
specific details from the story.
TTW have students write what theme, lesson, or moral they learned from the
reading.
o Then TSW turn and share what they wrote with their partner.
TTW add the theme to the chart
o Underneath TTW will list student provided details from the story that
defends/proves the theme.
Part of *Modeling
instruction TTW model completing the SWBS graphic organizer.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Part of *Check for Understanding
instruction TTW have students provide an explanation (provided details from the story
that defends/proves) for the ideas they share out.

Part of *Guided Practice

instruction As the teacher reads and stops TSW write a response to each section
discussed
Then TTW have students turn and talk with their partner about what they wrote
and then share their ideas to help add to the class SWBS chart.
o TTW record the information on the chart.

N/A *Independent Practice

Once students have a good understanding students will complete
SWBS and theme graphic organizer on their own later in the week.
Part of Assessment
instruction TTW collect students graphic organizer as a formative assessment.

2 min. *Closure
TTW remind students that a good summary has four parts.
The theme of a story is a universal lesson, meaning it can be applied to more
than one story.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

TTW make instructional accommodations based on IEPs

Classroom Management Issues (optional)

TTW use a rhythm clap to signal for students attention.
TTW have students raise their hand for questions and/or comments rather than shouting out.
TTW have students put their pencils in their desk during discussion time.

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 Date

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