Unit: Lesson #:
Acquisition Lesson Plan Concept: ______
Essential Question: (What question—from your Student Learning Map and based on your standards/grade-level expectations—will direct and focus this lesson?)How can readers analyze and summarize informational text by determining the central idea and its development through the writer’s use of supporting elements, ideas and details?
CCS: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Assessment Prompts: (What do students need to learn to be able to respond to the Essential Question? What informal assessment prompts will you use to gather evidence of learning? You do not need to create the specific AP strategy here—just list the topic/process/content of the chunk of the learning that each AP will assess.)
AP #1 topic: How do readers locate the central idea in informational text?
AP #2 topic: How do readers evaluate which supporting details are essential to an objective summary?
Activating Strategies: (How will you hook students at the beginning of the lesson and activate and/or build the necessary prior knowledge?)
Model Lesson on Summarizing:
Have the word Summarize on the board or on large screen.
Have students work in pairs to come up with a list of essential elements of a summary.
Create a large list of key elements of a summary and then create a class definition of what a summary is- similar to this. A summary is a brief version of a text that includes only the main points.
Work through model lesson activity with entire class.
Distribute copies of Anthropology article. Ask for students to share what they know about the term anthropology or anthropologist. Either electronically or on text, take a text preview to look for any clues to main idea of text. Inform students that the purpose of this lesson will be to write a solid summary of the text.
Have students read the text to themselves and in pairs.
Share with students that they will be using a Star to indicate Main Idea sections and they will highlight or underline key details to support each main idea.
In section one- tell students they will find one Star statement- one main idea. Then they get to have one key detail on that page. Reread the text together and help students identify sentence 7 as the main idea and sentence 8 as the crucial detail on that page. Help them to see that the other details help make the text interesting, but just those two are the “Main Points.”
Follow the same model with students working in pairs to determine the key idea in section 2- one main idea and 4 details on this one. Discuss together in group following the activity. If you can’t find one sentence, show students how to find words or phrases that are key details too.
Continue with the rest of the text and then discuss the rest of the article together.
The next step in this process is to work together to paraphrase from these main idea statements to create a summary. Model for students how to take the main ideas and key details to forma a new paragraph summarizing the entire text.
On another day or for homework, give students a second text to summarize and share. Have students discuss the process of determining the key details as they share the summaries and help clarify for them when there are misconceptions. / Key Vocabulary to preview: (What content-specific vocabulary will students need to know in order to make meaning of the learning in the lesson?)
Informative text
Research
Biography
Summary
Character Traits
Non-Fiction
Exclusion Brainstorming-
1. Display the list of words using a projection device or chalkboard or individual handouts
2. Preview the topic of biography with a short overview.
3. With a partner or in groups of 3-4, have students discuss what the vocabulary words mean and which ones they would expect to experience as they study the topic and those they would not.
4. Students record their choices and revisit them during instruction to confirm their choices.
Teaching Strategies: (What specific teaching strategies, will you use to engage students in their learning? e.g. distributed guided practice, numbered heads, collaborative pairs, think-pair-share, jigsaw, exit tickets, note to absent student, writing-to-learn strategies, etc.)
· Exclusion Brainstorming
· Jigsaw
· Collaborative groups
· It is important that the groups are mixed ability to ensure that struggling learners will be provided with “good” models, as well as being supported by more capable students during the research phase of the lesson.
· Another accommodation that has been considered is to have additional resources set aside for struggling learners that provide information for them to access at their reading level. Keep this in mind when assigning resources to your students.
Graphic Organizer Used: (What graphic organizers or other organizational tools will you use to help students organize their learning?)
· Bio-Cube Planning Sheet - ReadWriteThink
· 4 Square Biography Information Sheet – ReadWriteThink
Materials Needed: (What specific materials will you need to present this lesson?)
· Leveled Antislavery Biographies
· Self-Reflection Sheet - ReadWriteThink
· Summary and Paraphrase Sheet – ReadWriteThink/Freeology.com
Instructional Plan: (How will you provide instruction and/or specific learning experiences which lead students to the understanding necessary to respond to each assessment prompt? What will be the sequence of these learning experiences?)
Using modeling, jigsaw, small group, and classroom discussion students will be engaged in the process of summarizing.
Using the Summary and Paraphrase Sheet the teacher will model locating important words and phrases. After locating those details students will independently create a summary restating the main points.
Assessment Prompt #1: How do readers locate the central idea in informational text?
Using the Bio-Cube Planning Sheet students will collect information from leveled biographies to complete the organizer.
Begin by reviewing why summarizing is important. Go over the brainstorming ideas from the previous session.
Pass out the leveled antislavery biographies. Assist students as they do independent research on their assigned biography.
Note: You may want to have some of the sites from the Abolitionist Web Resource List bookmarked on the computers students will be using; consider your students’ level of familiarity with the Internet to decide whether this is necessary.
Encourage students who are researching the same antislavery hero to work cooperatively and help each other gather information. The Bio-Cube Planning Sheet should be completed by the end of this session
Encourage students who are researching the same antislavery hero to work cooperatively and help each other gather information. The Bio-Cube Planning Sheet should be completed by the end of this session
Have students meet briefly with their groups to make sure that everyone has the appropriate information needed to create their Bio-Cube Planning Sheet. You may want to give students some guided questions to discuss within their groups.
- What surprised you most about the person you researched?
- What character traits did you list and why? Can you think of any others?
- Look at the quote you chose for the “Important Quotation” section.
- Why did you choose that particular quote?
Jigsaw Groups
Review what students have done thus far. Discuss the importance of summarizing. Elicit students’ opinions on the independent research they did for their assigned biography.
Distribute a copy of the Biography Information Sheet to each student. Divide the class into jigsaw groups. Each group should have at least one student from each of the assigned biographies in the group. If you have an odd number, there can be two students who researched the same person in the jigsaw group.
Ask students to present their Bio-Cube Planning Sheet to their jigsaw groups. Although oral presentation is not a major objective of this lesson, you should remind students to keep their presentations to between three and five minutes. Also, point out that they should use their Bio-Cube Planning Sheet to determine what information is essential. Remind them that they are working on the skill of summarizing, locating central ideas and supporting details which should translate into their short presentation as well. As they present, the other students in the jigsaw group should be completing their Biography Information Sheet with five important facts about the person.
When students are finished presenting, provide them with some discussion questions that compare the four biographies. Examples might include:
- What was similar about the people you researched? Different?
- What surprised you?
Assessment Prompt #2: How do readers evaluate which supporting details are essential to an objective summary?
Summarizing Strategy: (How will students summarize what they have learned as a result of the lesson to provide evidence of their understanding, in relation to the lesson essential question? Examples: Exit Ticket, 3-2-1, Answer the EQ, writing-to-learn exercise, etc.)
After jigsaw activity, students will use their Biography information sheet to create a written summary on the anti-slavery hero of their choice.
Teacher might also chose to make this summary a compare/contrast between two heroes if enrichment is appropriate.
Assignment(s): (What assignment(s) will students do to prepare for, reinforce and/or extend their understanding?)
To extend student understanding of the process of summarizing they will complete the Self-Reflection Sheet which will be used in a classroom discussion.
Model adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2008)