Teacher Education Lesson Plan Template

Teacher: Emily Brannock Date: 2/26/18

Title of Lesson: Summarizing Fiction Cooperating Teacher: Allison Larranaga

Core Components
Subject, Content Area, or Topic
Language Arts: Summarizing, Fiction
Student Population
49 - 4th grade students
Learning Objectives
Students will distinguish between relevant and irrelevant details in the text and will utilize their knowledge of narrative structure to organize key points
and pieces of information.

Students will develop summaries of reading, using specific textual evidence to include character descriptions and plot development.
Virginia Essential Knowledge and Skills (SOL)
ELA.4.4.1 Use context to clarify meanings of unfamiliar words and phrases.
ELA.4.5.7 Summarize during and after reading and include supporting details.
ELA.4.5.11 Explain the plot, including the problem/conflict and solution/resolution.
ELA.4.5.13 Identify the main idea or theme and the major events and details that support the main idea or theme.
Materials/Resources
Gone With the Wand by Margie Palatini
Plot Mountain organizer
Computer, Online access to Plot mountain organizer
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%
X Homework & Practice 28%
Nonlinguistic Representations 27%
X 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%
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
X Audio Visual 20%
X Reading 10%
X Lecture 05%

Safety (if applicable)

Time
(min.) Process Components
*Anticipatory Set
Explain that in this lesson students will be using a Plot Mountain organizer to capture important information from a text in order to summarize
the selection.

Teacher will display the Plot Mountain organizer. Pose the question, “Why did we choose a mountain to represent the plot of a fiction text?”

The teacher will explain that the plot builds to a climax then relaxes into the solution/resolution to the problem/conflict. Explain that the shape
of a mountain is a good way to show the rise and fall in the amount of suspense in a story.
*State the Objectives (grade-level terms)
I can use important details from a text to summarize the main idea/theme.

*Instructional Input or Procedure

The teacher will prompt students to listen carefully as you read the selection, Gone with the Wand. Tell students to listen for some of the story
elements (characters, setting, problem/conflict, and solution/resolution). During the read-aloud, stop and model the identification of those story
elements. Model recording the information on the Plot Mountain organizer (see sample Plot Mountain). Students will fill in their plot
mountain on their computes while the teacher is modeling.
Explain that you intentionally did not identify the “important events” yet, because it is important to know the problem and solution before
identifying the important events that lead from the problem to the solution.
Reread the story and stop at appropriate points to help students identify the important events (see sample Plot Mountain). Reinforce the rising
suspense and the climax.
Task students with generating a summary using the information recorded in the Plot Mountain organizer.
 After the Guided Practice portion of the lesson, facilitate a discussion highlighting the relationship between the story elements documented on
the Plot Mountain Organizer and the summaries.

*Modeling
Teacher will model think aloud and how to fill in a Plot Mountain Organizer.

*Check for Understanding

Teacher will check for understanding through the students’ conversation, graphic organizers and summaries.

*Guided Practice
The student will use the information on the Plot Mountain to generate a summary of the selection. Work individually, then share their
summaries with peers (groups of 3-4). Students will listen to their peers’ summaries and choose the strongest summary from their group to
share with the class. Students should use the Summary-Fiction Rubric to determine the strongest summary.
Students should share the strongest summary from their group with the class and be able to explain their choice of strongest summary using
criteria from the rubric.
*Independent Practice
The student will use the Plot Mountain organizer to analyze independent level text and determine story elements and summarize a fiction text.
Students should use the Summary-Fiction Rubric to self-assess their summaries.
Assessment
Consider collecting anecdotal information as students engage in discourse with peers, related to the lesson content:
● Organize and record information, using graphic organizers (e.g., story map, sequence of events).
● Use specific textual evidence, such as character description and plot, to develop summaries of reading.
● Identify the main idea or theme of a text and summarize using supporting details.
● Identify the best summary based upon analysis of the text.
Consider collecting students’ graphic organizers and summaries, to collect evidence of student proficiency.
*Closure
The teacher will revisit the “I Can” statement and pose the following essential question. Students may respond orally or in their journals.
● How does summarizing during and after reading help me understand the text?
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
Consider offering students alternate organizers (e.g., B-M-E, Story Map, SWBST) to collect information from the text, in order to generate a summary.
Classroom Management Issues (optional)
Teacher will need to monitor that students stay on task while using their computers and the while the teacher is reading.
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

 Plot Mountain
Climax:___________________________________
______________________________________
______________________________________

Important event:___________________ Important event:_____________

_________________________________ ___________________________
_________________________________ ___________________________

Important event:_____________ Important event:_________

___________________________ Characters: _______________________
___________________________ _______________________

Setting:
Important event:______________
____________________________
____________________________

Problem/Conflict: _____________
____________________________
____________________________ Resolution: __________________
___________________________ ____________________________
____________________________
____________________________
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015