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Core Components
Subject, Content Area, or Topic
Language Arts: Summary, 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 examine multiple summary options to determine the most effective summary of a fictional text.
Students will develop summaries of reading, using specific textual evidence to include character descriptions and plot
development.
Virginia Essential Knowledge and Skills (SOL)
ELA.4.5.7 Summarize during and after reading and include supporting details.
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
Student graphic organizers from previous lessons ( plot mountain, SWBST)
ReadWorks Passage: “Shoot it Harder, Shoot it Softer” included in lesson (or other short text)
Exit ticket
High Yield Instructional Strategies Used (Marzano, 2001)
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%
X Lecture 05%
Time
(min.) Process Components
*Anticipatory Set
The teacher will remind students of previous lessons on summarizing the text by thinking about plot elements
and the character’s conflict.
The teacher will explain, Today I am going to show you how we can use our graphic organizer to help us
determine the best summary of fictional texts. This is important for you as readers because when you are able to
analyze summaries and determine which are the best, it will help you improve at crafting your own summaries.
The teacher will display and explain the learning target for the lesson:
I can identify the best summary by analyzing the text.
*State the Objectives (grade-level terms)
I can identify the best summary by analyzing the text.
*Instructional Input or Procedure
The teacher will remind students of the previous lesson using a plot mountain to summarize Gone with the
Wand by displaying the plot mountain organizer under the document camera. Explain that some people may
enjoy using this type of organizer while others may prefer the Somebody Wanted But So Then (SWBST)
organizer. Teacher will fill out the SWBST organizer with students. Students will complete the organizer on
their computer Display and read the example SWBST organizer for Gone with the Wand (provided in the lesson
plan).
The teacher will explain, Today we are going to practice determining the best summary of this text by referring
to our organizer. Then, you will have the opportunity to practice this strategy and determine what works best
for you. When I want to determine the best summary for a text, I take myself through this series of steps:
1. Read the text carefully
2. Analyze the main events using some type of organizer
3. Reread the organizer and ask myself, “If this event/idea wasn’t part of the story, would it change the
outcome for the character?” and “What does the character want? Which events connect back to what
the character wants?”
4. Read the possible summaries and see which one includes most of the information that I determined as
important. Be sure to check each summary by asking “Does this summary leave anything out that I
know is important?”
The teacher will model this procedure using the plot mountain organizers as a guide in order to determine the
best summary. Model how to refer back to the organizer to determine what information is included in each of
the summaries and what information is missing. Model asking questions such as “If this event wasn’t part of the
story, would it change the outcome for the character?” Summary one lacks detail and specific text vocabulary
while summary three includes unimportant information and leaves out some important events (trying different
jobs and failing).
The student will turn and talk about each summary to determine what they think is strong about the summary
and what is weak.
The teacher will identify the second summary as the best because it includes most of the information that is on
the graphic organizer (the most important) but does not give too much detail.
The teacher will explain this strategy can also be used when thinking about the most important and least
important details to include in a summary of a text.
The student will practice determining the most important and least important details that should be included in a
summary of the story by reviewing the graphic organizers and details provided in the lesson plan.
The teacher will explain that students can use a similar process if they are focusing on summarizing a particular
page or paragraph. They should consider which details they would include on their organizer from that passage
and ask themselves, “If this event wasn’t part of the story, would it change the outcome for the character?” If
the answer is yes, then it is most likely important to include in a summary of the page or paragraph.
*Modeling
Teacher will model thinking aloud and how to use graphic organizers to choose the best summary.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part of the lesson
would you change? Why?
Summary 1:
Edith and Bernice are best friends. Bernice has a problem so Edith
decides to try to help her. They try out different jobs. Finally,
Bernice gets a new job and lives happily ever after.
Summary 2:
Edith and Bernice are both fairies. Bernice’s wand is not working
and her powers seem to be gone. Edith decides to try to help
Bernice by offering three different fairy jobs. Edith isn’t good at
any of the jobs. Edith plays a trick on Bernice to make her realize
that a bedtime fairy would be a good job for her. At the end,
Bernice realizes that she is needed as the bedtime fairy and both
characters feel good about the solution to their problem.
Summary 3:
Edith is the Tooth Fairy. Bernice was once the best Fairy
Godmother in the universe. Bernice’s wand is no longer working
and she is very upset. Edith can’t believe this problem and almost
chokes on her crumpet when she hears the news. Edith tricks
Bernice into thinking she is needed as a bedtime fairy. Bernice tries
the new job and loves it. Edith solved the problem and is happy
about it.
Guided Practice:
Summary 1:
Davey wants to beat his record of making 10 buckets on the
basketball game at the arcade. At first he shoots too hard.
Then, he tried again with less force but it was still too hard.
His third try was just soft enough and he ended up continuing
the shoot this way for the whole game. He beat his record by
making 12 shots.
Summary 2:
Lots of kids are at the arcade playing tons of games like
racing, basketball and pinball. Davey wants to beat his record
on Hoop Fever. So he gets his money ready and starts the
game. His third try is his best and he beats his goal by
making 12 buckets!
Name: ____________________________ Date: ______________
1. Select the details that are the most important to include in a summary of the text.
3. What is the best summary of the text, “Shoot it Hard, Shoot it Softer”?
a. Davey wants to beat his record on Hoop Fever at the arcade. He tries a lot. He beats
his record by making 12 shots.
b. Lots of kids are at the arcade playing tons of games like racing, basketball and
pinball. Davey wants to beat his record on Hoop Fever. His third try is his best and
he beats his goal by making 12 buckets!
c. Davey wants to beat his record on Hoop Fever. At first he throws the ball too hard,
then softens his shot until it’s just right. He finally makes 12 buckets and beats his
record.
d. The arcade was crowded and all the games were making a lot of noise. Davey was
nervous about beating his all-time record in Hoop Fever. He pays a quarter to play
and beats his record!
Exit Ticket Answer Key:
1.
2. B
3. C
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015