Stetson University Department of Education Daily Lesson Plan

Name: Stacie Snyder Date: March 19th, 2018 Time: 10-10:30 am

Big Idea/Topic: Summarizing/Main Idea Grade/ Subject: 4th/ ELA

CPALMS/ Resource link: N/A
Lesson Structure: Small Group
Standards: (CCSS/NGSSS)
SP.PK12.US.5.5: Retell and summarize a story or event.
Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)
Students will summarize The Bad Seed using a SWBST graphic organizer.
Language Objective(s): (Must include language skill/domain and function, may contain grammar, where appropriate)
Students will write a summary of the Bad Seed.
Key Vocabulary (academic/content-defined in kid friendly terms) Instructional
Materials/Resources/Technology
Drifted: to move from place to place (include hyperlinks to videos & websites)
Unremarkable: common, ordinary
Humble: not thinking of yourself as better than other people The Bad Seed
SWBST worksheets
Summary Examples

H.O.T.S. Graphic Organizer/Thinking Map:

Bloom’s Taxonomy http://www.enchantedlearning.com/graphicorga
http://www.edpsycinteractive.org/topics/cognition/bloom.html nizers/

Understand. Students will summarize The Bad Seed.

Somebody Wanted But So Then Graphic
Organizer

Lesson Portion: Pacing ESOL Support

For each level EL at each instructional step.
Stetson University Department of Education Daily Lesson Plan

 How will you introduce the lesson, activate prior

knowledge, motivate students to learn?
 How will the lesson develop or proceed? What steps will
you follow? What are the students expected to do?
 Highlight differentiated strategies.
 Box Higher Order/High Quality Questions in lesson.
Introduction/Building Background: (Link to Prior Knowledge)
*Group- Jack, James, Wendy, Ladamion, and Jaedyn.
Tell students that today we are going to summarize a story using a
SWBST graphic organizer. 5 mins

Ask students:
If you thought the book was great and want your best friend to
read it, how would you describe what it is about?

Use the example of Red Riding Hood. Ask students who have
heard of this story before.
Tell students 2 different summaries- one good and one bad.
1. Little Red Riding Hood wanted to take a basket of goodies to
her sick grandmother. On her way, she ran into a wolf who tricked
her into telling him where her grandmother lived. Little Red
Riding Hood continued on to her grandmother’s house. When she
got there she noticed her grandmother looked strange. She had big
eyes, ears, and great teeth. She was worried about her
grandmother because she looked so strange. Then, the wolf ate
her! A huntsman came to the house because he heard snoring. He I: Leveled Questions:
knew what had happened and saved Granny and Little Red Riding What did I say in the good summary that I left
Hood. out of the bad summary?
2. Little Red Riding Hood went in the woods and met a wolf. They
talked and she continued on her way, She arrived at her What do we include in the SWBST organizer?
Grandmothers house and a wolf ate her, but she was later saved. Is that needed for a good summary?

Ask students which one was the good summary and which was the Did I say where Little Red Riding Hood was
bad. going in my second summary?
What made the summary bad?
Write down what makes a good summary.

Instructional Steps:

Tell students that now we are going to read The Bad Seed and
summarize it.
15
Go over vocabulary we will see in the book. mins
Drifted: to move from place to place
Unremarkable: common, ordinary
Humble: not thinking of yourself as better than other people

Read The Bad Seed.

Hand out SWBST organizers.

I: Leveled Questions:
Help students, as necessary. Who was the book about? Point to the bad
seed. Who is the most important person in the
*Early finishers can create their own story following the SWBST story?
method.
Are there important words that jump out at
Stetson University Department of Education Daily Lesson Plan

you? What are they? Why are they important?

How do they connect to the overall story?

Why couldn’t he do what he wanted?

How did the bad seed solve his problem?

Content/Procedural Closure: 5 mins I: Leveled Questions:

Content: Have students read their SWBST organizers. Ask What did your summary include? Think of
students what they learned today/ what is one thing a good SWBST.
summary has? (make sure to ERASE what we wrote from the
board!) Do we need to include a main character in our
summary?
Procedural: Have students hand in their SWBST worksheets and
go back to their desks for ELA.
ESE Modifications CPLAMS Access Points ESE Accommodations
http://www.cpalms.org/Standards/AccesspointSearch.aspx
(identify access point, if needed) N/A
Independent:
Supported:
Participatory:
Assessment of Student Learning:
(congruent with instructional objectives)
Objective 1: Collect and look at student graphic organizers to ensure they
correctly summarized the story.

Objective 2: Listen to what students say makes a good summary.

Post Lesson Analysis
Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include evidence.)
I would re-teach summarizing with the Somebody Wanted But So Then graphic organizer with a more difficult text (4th grade
level). Students did a really good job on this summary, maybe because the book was a lower-level one. Student work samples
showed that they are capable of summarizing the text. I would also give students more independence and not help them as
much to see how much they could summarize on their own.

Reflection on Teaching: (Analyze and evaluate your lesson and class management.)
I made the mistake of asking one of my students if she wanted to share her summary. She replied with “no.” I continued the
lesson and told her to share something, instead of asking. Prior to this she asked me if she had a choice when I told her to do
something. I should have realized that she didn’t want to work and shouldn’t have asked if she wanted to share, but should have
told her to share. Throughout the lesson I had to continually tap her paper when she was not on-task. Additionally, I had
another student who was off-task and I had to tell him to write his summary. I also made a mistake when writing the summaries
for Little Red Riding Hood. I made the good summary full of details, however I made it very long. When I asked students
which summary was better, they chose the bad one because it was shorter. I had to figure out why they chose that one and
explain why it was bad by asking questions such as “Did it say where she was going or why?”

I also omitted the part where I would pre-teach the vocabulary. I completely forgot about it, however students didn’t seem to
have a hard time understanding the story without it.

Addressing Summary Statements: (Select one Domain from your summary statement completed in EDUC 393. Describe
how you progressed, or not, toward improving your practice within that Domain. Include a statement on how your efforts
impacted, or not, students’ learning experiences.) Complete this box after the 2nd social studies lesson, the 2nd math lesson, the
2nd reading lesson, and one lesson within the science unit.

I feel that I worked toward my goal of differentiating more in a small group setting. I worked more with my ESOL and ESE
students than my higher-level students to ensure they received the support they needed. At this moment I feel I am still
struggling with differentiation in small groups, but I feel I am progressing toward my goal, even if it is slow.
Stetson University Department of Education Daily Lesson Plan

Response to Feedback: (To be completed after post-observation meeting: Review and consider provided feedback.
Describe how you will implement next steps going forward. Explain how these next steps will impact students’ learning
experiences.)

Content Summary (One to two paragraphs describing the content to be presented. Do not restate lesson. Show what YOU
know about the content supplemental to lesson. )

A summary is a brief statement about the main idea and main points in a story.

Remarkable Retellings, Super Summaries. (2010). The Reading Teachers. 64(1), 61-63. Doi:10.1598/rt.64.1.8

Remarkable Retellings, Super Summaries stated that if you tell students they will need to talk about what happened in the story,
they will connect with it and make meaning of it. It discussed ways to work up to summarizing, such as paraphrasing and event
maps. When discussing main ideas, it suggested the Somebody Wanted But So strategy. It gave a suggestion on how to extend
the activity with questions, such as “How can you use these key ideas to give me a condensed version of the story.” I am going
to use this question in my content wrap-up to help students think about how to summarize. The article also has question to ask
to get students in a summarizing frame of mind, which I have included in my lesson.