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Teacher Education Lesson Plan Template

Teacher: Ms. Jaclyn Cordero Date: Feb. 26 to Mar. 2 (Week 7)

Title of Lesson: Creating a Summary from Cooperating Teacher: Ms. Nugent

a Nonfiction Text

Core Components

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
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Subject, Content Area, or Topic

Language Arts/Social Studies (Small Group/Guided Reading)

Student Population
5th graders
Nugent: 6 higher-leveled students (2 girls, 4 boys)
Roberts: 7 higher-leveled students (3 girls, 4 boys)

Learning Objectives
The students will read an article about Harriet Tubman to identifying the topic, the main idea, and
relevant details. TSW create a summary of that article.
Virginia Essential Knowledge and Skills (SOL)
English:
5.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text organizers, such as type, headings, and graphics, to predict and categorize
information in both print and digital texts.
b) Use prior knowledge and build additional background knowledge as context for
new learning.
c) Skim materials to develop a general overview of content and to locate specific
information.
d) Identify the main idea of nonfiction texts.
e) Summarize supporting details in nonfiction texts.
f) Identify structural patterns found in nonfiction.
g) Locate information to support opinions, predictions, and conclusions.
h) Identify cause and effect relationships following transition words signaling the pattern.
i) Differentiate between fact and opinion.
j) Identify, compare, and contrast relationships.
k) Identify new information gained from reading.
l) Use reading strategies throughout the reading process to monitor comprehension.
m) Read with fluency and accuracy.

Social Studies:
S.S.5.6.1 Describe how the issue of slavery divided Virginians and the nation. (VS7a)
• Nat Turner’s rebellion against plantation owners, 1831
o Abolitionist campaign to end slavery
• Harriet Tubman and the Underground Railroad
• John Brown’s raid at Harpers Ferry, 1859
o Tried to start a slave rebellion
o Tried to capture the U.S. Armory (arsenal)
o Was captured and hanged

VDOE Technology Standards

N/A

English Language Proficiency Standards (ELPS)

N/A

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 3

Materials/Resources
• 1 copy of the article (for teacher)
• Chromebooks (for students to follow along in the article)
• Summarizing Nonfiction Graphic Organizer (1 for each student)
• Slates/dry-erase markers (may or may not use)
• Sticky notes
• Pens/pencils
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
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%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)
N/A

Time
(min.) Process Components
*Anticipatory Set
2 min. TTW introduce the topic and the main objective (identifying the main idea/summarizing a
nonfiction text).

*State the Objectives (grade-level terms)

I can…
• Use text features to predict what I will read.
• Use prior knowledge of Harriet Tubman and expand my learning.
• Skim a text to locate specific information.
• Identify the main idea of a nonfiction text.
• Summarize supporting details in nonfiction text.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 4

*Instructional Input or Procedure

1-2 • TSW skim the text and share the text features they see (Each student will share and
hours explain the text feature’s purpose in the text)
(15-20 • TTW ask TS to make a prediction about what they will learn in this article.
min. • TSW think and then share their predictions (every student will share).
per • TSW read the text individually and use their post-it-notes to write down unknown
day) words, questions, and what they think the text structure is.
• TSW share what they wrote
• TS and TTW review unknown words and discuss the text structure
• TSW re-read the article and write down what they think the main idea statement is.
• Every student will share his or her thoughts.
• TTW praise students’ work and share her main idea
• TSW give TT feedback on whether or not she included all the important details.
• TSW generate a main idea together with TT.
• TTW write the main idea on a giant post-it note.
• TSW copy this main idea and look up the supporting details on their own.
• TSW write their own summaries based on what they have written on their graphic
organizers.

*Modeling
N/A

*Check for Understanding

TTW ask questions about the text to ensure students understand.

*Guided Practice
TTW help students generate the “official” main idea. TTW be available to help struggling
students.

*Independent Practice
TSW generate their own main ideas and find the supporting details for a main idea that
everyone will generate together.
Assessment
TSW be informally assessed throughout the small group lesson.
TTW assess students based on their summaries.

*Closure
TSW share their summaries if time permits.
TTW review the objectives.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Remediation – Students are being grouped based on their reading levels. I will be working with
the higher-leveled students.

Accommodations – Give students who need more time to read more time

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 5

Enrichment – Depending on how well the students grasp the article, TTW ask students questions
and see who can find the answer and the evidence first. Students who finish reading earlier may
do further research on Harriet Tubman or look up pictures of her and what she accomplished
(3.5.18 – One student looked up real pictures of the Underground Railroad).

Learning Styles:
Auditory – Discussion of text
Visual – Article on Chromebook, Summarizing Nonfiction Graphic Organizer, TTW write on
whiteboard/giant post-it note
Kinesthetic – white boards/sticky notes, graphic organizer

Classroom Management Issues (optional)

N/A

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

3/5/18:

I did not get to finish this lesson completely, but most students seemed to grasp the main idea.
They also brought so much input based on what they have learned about Harriet Tubman in 4th
and 5th grade. They will be tested on their knowledge of the abolitionists in the Quarter 3 Social
Studies Quarterly and the upcoming SOL. I was impressed by the depth of conversation that Ms.
Nugent’s class brought to the table. Mrs. Roberts’ class was knowledgeable, but did not go as
deep (usually it’s the other way around). If I could do this lesson over, I would have the students
write their main ideas on the slates/whiteboards. I did not make use of them. I would also ensure
that I make the best use of limited time. We only go so far as to generate a main idea together in
Ms. Nugent’s class. Mrs. Roberts’ class was only able to generate their own main ideas. None of
the students had a chance to write their summaries.
*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015