cSarahBeth Barnosky Informational Text Lesson Plan Reading Mini Lesson: Outlines Grade: 4 Time: 20 minutes Standards: RI.4.2.

Determine the main idea of a text and explain how it is supported by key details; summarize the text. Objective: Students will be able to determine the main ideas of a text and use supporting details. Materials: Anne Frank: Life In Hiding by Johanna Hurwitz Procedure: 1. Lesson Introduction/Objective and purpose: a. We have been working on biographies lately, and I recently read to you a story about Anne Frank. This was a biography about her life, which makes this story informational. Sometimes, we are given so much information that its hard to remember what is important and what is just interesting fact. Today, we are going to learn how to create outlines while we are reading. An outline helps a reader to pick out important facts and provides supporting detail to prove why these facts are important. 2. Teach and Model (Modeling the thinking): a. Let me show you how I use an outline to talk about my life in high school a. Show format for outline (I. II. 1. 2. 3. a. b. c. Format) I. Went to Spotswood High School 1. Joined the soccer team 2. Joined the track team a. Was a sprinter b. Was a hurdler Notice how in my outline, I started with the most important, but most general, topic. I stated that I went to Spotswood High School. This is almost like a title or a heading. Underneath this heading are two supporting details that tell what I did while in high school. Under point 2, I have two more sub-supporting details. I state what I did on the track team. These details support the fact that I was on the track team. You do not need to include every tiny detail, but if it seems important, be sure to add it to your outline. We follow this format because it keeps the outline organized and we can tell what the general important idea is, and what the supporting facts are. 3. Guided Practice (Example 1: Extensive Teacher Help):

a. Following the modeling, provide another example, and have students assist you as you continue to take the lead in teaching the strategy. Example using mentor text: I. Chapter 1: Happy Birthday, Anne a. __________ b. __________ c. __________ i. __________ ii. __________ Using the first chapter of our mentor text, we will go through together to talk about what we found to be important. Together we will fill in the outline. We might decide to use the title of the chapter as our Roman Numeral 1, which tells us what this part of the outline will be about. We will then go through to put in the supporting facts. Letter A might be that the date of Annes birth and how old she was turning in this chapter. Letter B might tell where they lived. Under Letter B, we might decide to include some lower case roman numerals to state that it was a bad time in Germany and why. I will ask the students for their feedback, and fill in the outline with an equal amount of teacher instruction and student participation. b. Then say to the students that we will try one together, but I will not help as much. Before we do that, go over the following questions: How do we decide whats important? What do we think about when we hear the name of Anne Frank? What is crucial in this story? If a story has a fact like she had a dog or he got a notebook for his 12th birthday were in a biography, these would usually not be important facts. If the dog saved the persons life, or the notebook inspired the boy to become a writer, then they would be important. We need to use our judgment to decide whether these facts say something important about the persons life, or if they are just filler facts that are interesting but not necessary. (Example 2: Less Teacher Help): a. Now lets try another example. This time, I will not be giving you as much help. I know you can do it, and I want to see how much of this you can do on your own. Remember, not everything we read is critical information, even if it seems interesting. Think about the types of topics that may be asked on a test. What comes to mind when you think about this person? What is necessary information? I am going to draw another sample outline on the board, and you can raise your hand if you have an idea of what would be appropriate to have as supporting detail. The topic for this one will be _______________ School (the appropriate school). b. Students will then come up to the board in order to write supporting details, such as the school colors, grade levels, etc. 4. Independent Practice (Example 3: No Teacher Help): c. Once students show an understanding, they will be given a worksheet with a few paragraphs from a biography on it. They are to create their own outline from this text.

Looking at this text, we can see that there are some facts that will be more important than others. When you take a test, you are quizzed on the important details that we need to remember. An outline is a tool that can help us figure out what things need to be remembered. I want you to read the text on this worksheet, and using our new skills, I would like you to create an outline that tells us the main point of this excerpt and the supporting details. We will discuss them after everyone is done. Be sure that you are able to support and give reasons as to why you felt something may have been important. 5. Assessment (How will you know the lesson has been successful?) a. You will be able to determine if a lesson has been a success after students have read a text and are able to create an outline, pinpointing the main topics and using supporting facts underneath each heading. 6. How will you know students were successful? I will know students are successful if they can create an outline based on the worksheet they have been provided with.