Subject/Grade: Lesson/Date: Time:

Subject: English Reading

Grade: 4/5
Lesson: Synthesizing
Date: November 23, 2020
Time: 9:10-9:40
Stage 1: Desired Results
Lesson Students will begin by reviewing what synthesizing is and apply strategies from the
Overview: previous lessons poem LIGHTHOUSE to the new concrete poem Refrigerator Light. The
poem will be read as a class where students can join in if they wish to. Students will then
participate in various think-pair shares with prompt questions and discuss their answers as a
whole class after. This lesson will generally revolve around whole class and partnered
discussions. The lesson will conclude with a review of the material that had just been learnt
and an interactive hot-seat questioning.
GOs: GLO 2: Students will listen, speak, read, write, view, and represent to comprehend and
respond personally and critically to oral print, and other media texts
SOs: SLO 2.2 Respond to Texts: Experience various texts
 Grade 4: Students will experience oral, print and other media texts from a variety of
cultural traditions and genres, such as personal narratives, plays, novels, video
programs, adventure stories, folk tales, informational texts, mysteries, poetry, and
CRDOM programs.
 Grade 5: Students will experience oral, print, and other media texts from a variety of
cultural traditions and genres, such as historical fiction, myths, biographies, poetry,
news reports, and guest speakers
SLO 2.3 Understand Forms, Elements, and Techniques: Experiment with languages
 Grade 4: Students will recognize how words and word combinations, such as word
play, repetition and rhyme, influence or convey meaning
 Grade 5: Students will experiment with words and sentence patterns to create word
pictures; identify how imagery and figurative language, such as simile, and
exaggeration, convey meaning
Learning Students will:
Objectives  Students will experience a new fiction text or poetry, specifically a concrete poem.
 Students will understand synthesizing strategies and attempt to apply them to the poem
Refrigerator Light.
 Students will analyze the illustrations and synthesize the main ideas from the text using
elements such as; color, font, physical layout, capitalization, etc.

Stage 2: Assessment Evidence

Formative Interactive Discussion Summative N/A
Assessment Assessment

Stage 3: Learning Experience

Prior to  Have poem poster presented on Resources:  Moving Up with Literacy Place
Lesson: the board  Refrigerator Light poem poster
 Lesson plan ready for reference  White board
 White board markers
 Magnets
Time: Content/Description
Students will be using synthesizing strategies to pick out the main ideas in a
fiction text. As a class we’ll read the concrete poem Refrigerator Light by Joan
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Brans field Graham.
Introduction:
10 Review of Previous Concepts/New Learning:
minutes “We’ve been using our analyzing skills to read a text and find the main ideas so
we are now going to use synthesizing or in other words ‘Getting the Point’”

Step 1: Review synthesizing to the class

 The main ideas, what is important
 Avoid all the details ‘get to the point’
 Think of the 3 most important ideas
 What’s the main thing the author is trying to tell us?

Step 2: Introduce the text Refrigerator Light

Step 3: Describe what kind of text we’ll be reading
Step 4: Think-Pair Share
 Ask the students to read the title and look at the illustrations and ask,
what do you think this poem will be about? What do you think the main
idea might be?
 The poem describes what we can see as we slowly open the refrigerator
doors, the light comes on, and the opening gets wider.
Transition
Let’s read the poem together now as a class, feel free to join in as well.
Body:
15 Learning Activity 1: Interactive Instruction/Whole Class Differentiation/
minutes Reading/Discussion Assessments:

Step 1: Read the poem out loud with the class During the
Step 2: Think-Pair Share discussion/think-
 Remember we can use synthesizing strategies like we had with the pair share I’ll
LIGHTHOUSE poem take a walk
 What were you thinking as you were reading this poem? through the rows
 What kind of mental picture did you come up with in your head? to gain insight
 Remember to consider elements of color, physical arrangement, labels, on discussion
captions, etc. and where
Step 3: Ask divergent questions students level of
 Now that we’ve read the poem and discussed with our partners, why do understanding is
we think the author wrote this poem? at. This will also
 Why is the author so interested in the refrigerator light? allow me to be
more readily
 What is the main idea here?
available for
 The light is important because it lights up what’s inside, all the surprises
students who
and secrets it contains in the fridge.
need more
Step 4: Ask further divergent questions
guidance.
 Why do we think the author chose the background color, the font color,
the size of the text?
 How did this affect your mental picture or image when looking at the
poem?
 Was the theme well portrayed by using this layout?
Step 5: Read the poem again
 I want everyone to share one powerful word or phrase that stood out to
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them and explain why it helped create a better picture of the job of a
refrigerator light.
Step 6: Think-Pair Share
 With a partner I want you to re-read the poem again
 Do you think the author has given enough information to support the
main idea?
 Is there another fact that could be included?
 What word or words would best describe your fact?
 What about the foods?
 Why do you think the author chose the foods that they did?
 What 2 foods would you have chosen?
 Why did the author increase the font size? How does this help clarify
the main idea?
 Compare the first sentence to the rest of the poem
 Why are the words YOU and ME capitalized?
Attention grabber: “eyes up” “and stop”
Step 7: Discuss students ideas and answers in a whole class discussion
Transition
Attention grabber if needed: “eyes up”
Explain to students we’ll participate in a quick review of what we had just
learned and discussed.
Consolidation: Interactive Discussion/Hot-Seat Questioning
5 Review of Key Concepts/Point to Next Class:
minutes
Step 1: Let’s review, we’ve talked about analyzing a text and synthesizing
while reading a text. What are some of the key points to synthesizing a text?
 The main ideas, what is important
 Avoid all the details ‘get to the point’
 Think of the 3 most important ideas
 What’s the main thing the author is trying to tell us?
Step 2: Let’s discuss some of the main ideas the author was trying to tell us
and what kind of elements they used to help get the important ideas across?

Stage 4: Reflection
1. How the students responded to the lesson as planned and taught:

2. Specific strengths of the lesson plan and delivery:

3. Specific weaknesses in the lesson plan and delivery:

4. What must be addressed to improve this plan?

5. How I have grown from this teaching experience:

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