Teacher: Miss.

Hoisington
Class: 6H, 6L, 6F
Timing: 40 minutes
Summary Writing: “Malala’s Magic Pencil”

Description:
Student Information:
Previous Knowledge:
 Students have written a book review before, so they are familiar with what is
required of them. Students have also been practicing to enhance their paragraph
writing skills.
 I am assuming they are doing similar things in Social Studies- in 6F students also
have some background knowledge of different values within other countries- they
are currently working on a brochure in Social Studies for people coming from
Saudi Arabia and North Korea. In the SS class I observed, they discussed the
differences for men and women in these countries. 6H should be doing something
similar.
Summary Overview:
 In this lesson, students will have the oportunity to work on developing their skills with
summarizing a story. Students will write a clear, consice paragraph. Students will get to
explore the book, Malala’s Magic Pencil. The story looks at Malala’s childhood and
outlines her movement from a young girl, to a Nobel Peace Prize wining activist for girls’
education. This book will connect with bigger ideas outside of the ELA classroom, and
allow students to gain more understanding of different world views.

Objectives:
Curriculum Objectives:
General Outcomes:
 GLO 2: Students will listen, speak, read, write, view and represent to
comprehend and respond persoanlly and critically to oral, print and other
media texts.
Specific Outcomes:
 2.1 Use Strategies and Cues- Identify, and explain in own words, the
interrelationship of the main ideas and supporting details.
 2.2 Respond to Texts- Summarize oral, print or other media texts,
indicating the connections among events, characters and settings
 2.3 Understand Forms, Elements, and Techniques- discuss the connections
among plot, setting and characters in oral, print and other media texts

Lesson Objectives: At the end of the lesson, students will be able to…
1) Demonstrate their comprehension skills, by listening to Malala’s Magic
Pencil, and participating in class discussion. (Understanding)
2) Explain and break down the various parts necessary when writing a book
summary by viewing examples. (Analyzing)
3) Write their own book summary of Malala’s Magic Pencil, by including all
necessary parts, without giving away the ending.
Inclusion:
Whole Class LEARNING STYLES
Groups Visual
Pairs Auditory
Individuals Kinesthetic

Adaptations:
 6H-
o There are 2 students in this class who will need extra support- there won’t
be any differentiation in the actual assignment.
o Student A and B will both need more consistent check-ins, ensuring they
are on task and focused. I will need to prompt their thinking and encourgae
writing processes.
 6L-
o There are two students who will need differentiation within this class.
o Student A & B will both need extra support through this writing process.
They will both be using a guided sheet that outlines beginning, middle, and
end of the summary. Students will be aiming to write about 2 sentences
under each heading (aiming for 6 overall).
o This worksheet also has boxes where students can draw a visual
representation of their summary if they choose.
 6F-
o There are two students who will need differentiation within this class.
o Student A & B will both need extra support through this writing process.
They will both be using a guided sheet that outlines beginning, middle, and
end of the summary. Students will be aiming to write about 2 sentences
under each heading (aiming for 6 overall).
o This worksheet also has boxes where students can draw a visual
representation of their summary if they choose.

Materials/Resources:
 Malala’s Magic Pencil
 Writing Duotangs, lined paper, pencils
 Powerpoint slides outlining summary writing and Malala’s background
 Checklist for assessment

Instructions/Procedures:

Introduction Time
  Welcome students into the class, get everyone settled and ready to start.
 Give brief outline of what we are doing in class
o We are going to be reading a story about a young girl from Pakistan
who has been fighting for equal education for girls. Remind
students of the Social Studies project they are doing about people
3 min
coming to Canada- we know that girls in Saudi Arabia don’t have
equal access to education, this happens in a lot of places all over
the world.
o We are going to write a summary of the story, like we did for the
Once Bitten story!
Body Time
Malala’s  Have a powerpoint slide up with a photo of Malala
Background o Ask students- Does anyone recognizes her?
o Tell students her name- Malala Yousafzai,
but she goes by her first name, Malala.
 Introduce the book- show the cover, and tell who
the author is. Remind students to pay attention
here because we are writing a book summary, and
you should mention the author as well.
 Flip slides- this slide will have a photo of her first
book. Describe to students her life path, and what
she is doing.
o As I mentioned earlier, she grew up in
Pakistan with her family in Swat Valley
o The book is based on her life and the
struggles she faced, in the book she is about
10-16 years old. She is now 22 years old!
o She fights for over 130 million girls around
5 min
the world who do not have access to safe
education. With the work she has done
around this, she has won numerous awards!
o She was the youngest to receive the Nobel
Peace Prize!
 Ask Students: Does anyone know
what the Nobel Peace Prize is?
 It is awarded to someone each year
who does exceptional work uniting
nations, fighting for universal causes
and breaking down barriers between
nations.
o Malala is also involved in the United
Nations, and is the youngest UN messenger
of peace, with a focus on girls’ education.
 Ask students: Does anyone have any questions or
comments about Malala, before we move on?
Read “Malala’s  Close the powerpoint slide- this way students are
Magic Pencil” focused on the reading and not the slides behind.
 Remind students we will be writing a summary
about this book. They should be paying close
attention to the characters, the setting, the conflict.

 Let students know we will be going over a couple

of comprehension questions at the end as well.
o What does Malala wish for every night
when she goes to bed? Magic pencil
10 min
o What new rule did the powerful and
dangerous men put into place in Malala’s
country? Girls could not go to school
o Where did Malala find the magic she was
looking for? In her words and her work

 Read the story- ensure fluency and expression.

 Ask if anyone has any questions before we start

talking about the summary.
Review: What  Ask Students: Who can tell me what a summary is?
needs to be in a o A summary is a short description of a book
summary? that talks about the characters, setting and
plot. You could also mention who the author
of the book is. A summary is something
someone will read to know if they should
read the book!
 Turn on projector with slides- go to the summary
example.
 Begin by asking for student volunteers to read an
example summary. Let students know this is a
student written example from the Once Bitten
review. 7 min
 Switch slides and go to the slide with summary
requirments.
 A summary should:
o Be a paragraph, 6-8 sentences, or half a
page.
o Have an indent
o Capitals at the beginning of sentences and
names, periods at end of each sentence.
o Proper spelling- remember if you are unsure,
ask a neighbour!
o Descriptive and expressive words
o Be clear and concise- don’t babble!
 o Do not give away the ending of the book.
o End with a “cliffhanger,” or a question like:
“Read the book to find out what happens
next!”
 Ask Students: Have I explained this well enough? Is
there anything I should go back to?

Summary  Students will write their summary on lined paper,

Writing and place it into their duotang.
 Remind students they should reread and check for
spelling or errors if they finish early. 10 min
 This is a focus writing time- remind students there
should be no talking!

Conclusion Time
 Ask if anyone wants to share- time for 1 or 2.
 Thank students for the effort they put in to their writing
 Remind students why we write summaries:
o If we write a book summary, it gives the reader/listener an idea
of what the text is talking about and what will happen! 5 min
o A book summary, let’s the reader know what the book is about.
 Ask that one student from each group returns the duotangs to the bin
on Ms. Forster’s desk.

Assessment:
 I will be using formative assessment mostly through observation. I will be watching for
class participation and be observing while students are writing to ensure they are on task.
Students should be able to complete their summary and be actively engaged in the lesson.
 I will be using a checklist in order to assess their summary writing.

Teacher Notes:
 Have students writing duotangs out on their desk upon arrival.

Reflection: : How did the lesson go? Is there anything you would do differently next time? What
worked well/ not so well?