Teacher Education Lesson Plan Template

Teacher: Miss Mitchell Date: February 7th, 2020

Title of Lesson: Summarizing Poems Cooperating Teacher: Ms. Nance

Core Components
Subject, Content Area, or Topic:
English; Language Arts; Reading
Student Population:
19 students; General Education;
10 Female: 9 African American; 1 Hispanic
9 Male: 8 African American; 1 Caucasian
Learning Objectives:
ELA.4.5.4 Summarize plot events.
Virginia Essential Knowledge and Skills (SOL):
4.5 The student will read and demonstrate comprehension of fictional texts, literary nonfiction, and
poetry.
c) Summarize events in the plot.
VDOE Technology Standards:
N/A
English Language Proficiency Standards (ELPS):
N/A
Materials/Resources:
Birdfoot’s Grampa (poem)
The Great Woolly Bear Hunt (poem)
Somebody Wanted But So Then Organizer
Example organizer filled out for teacher model
Exit Ticket
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
X Identifying Similarities & Differences 45%
X Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
X Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 X Discussion 50%
X Demonstration 30%
Audio Visual 20%
X Reading 10%
X Lecture 05%
Safety (if applicable):

Time
(min.) Process Components
*Anticipatory Set:
TTW refer to previously created anchor charts to remind students about the qualities of
poetry. TTW ask students to reflect on their experiences with reading poetry (no more than
2 minutes)
2
 
mins.
TSW turn and talk about what they enjoy about reading poetry.

TTW introduce the learning target for the lesson:

 I can summarize a poem using supporting details.
*State the Objectives (grade-level terms):
I can…summarize a poem using supporting details.
*Instructional Input or Procedure:
TTW explain, Readers, we noticed yesterday that poetry can sometimes contain narrative
elements. There is a speaker, sometimes other people or subjects, a setting and sometimes
a conflict and resolution. When this happens, we can use what we already know about
15 narrative texts to summarize a poem. Today, we will use a familiar organizer, the
mins. Somebody Wanted But So Then, to reflect on the details that should be included in a
summary and then write a summary of a poem.

TTW model filling out the Somebody Wanted But So Then Organizer with the The Great
Woolly Bear Hunt poem. (Example below)
*Modeling:
10 TTW model filling out the Somebody Wanted But So Then Organizer with the The Great
mins. Woolly Bear Hunt poem. See example for suggestions for how to fill out the organizer.
TTW model writing a summary of the poem using supporting details. 
*Check for Understanding:
While directing the students to fill out the organizer, TTW walk around the room making sure that
the students are recording. TTW listen while students turn and talk discussing details in the poem.
5-10 *Guided Practice:
mins. TTW guide students in a discussion around the narrative elements of the poem. TTW
discuss the differences in filling out the SWBST organizer using the poem in comparison
to a story. TTW guide students to determine which details are important to include in a
summary by using the graphic organizer as a support. 

TSW turn and talk to determine which details from the poem are important to include in a
summary of the poem. 

TSW orally summarize the poem in pairs then share with the class. 
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 TTW model writing a summary of the poem using supporting details. 
*Independent Practice:
15 TSW reread the poem Birdfoot’s Grampa and fill out a SWBST organizer. TSW complete
mins. the exit ticket using the SWBST organizer for support (Below).
Assessment:
Teachers should take anecdotal notes during the guided practice portion of the lesson to
note student behaviors in summarizing the poem. Teachers can also use the exit ticket as
formative data.
*Closure:
TTW briefly review the exit ticket with students.

5 TSW reflect on how the SWBST organizer helped them summarize the poem and
mins. determine which details would be the best to include in a summary.

TSW reflect on their progress in meeting the learning target: 

 I can summarize a poem using supporting details
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style):
Teacher can determine based on formative data. Some students may need additional support in
determining importance in order to summarize the poems (orally or in writing).
Classroom Management Issues (optional)

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

*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
 SWBST Graphic Organizer
Somebody The speaker
(Who is the main
character?)
Wanted Wants to find a caterpillar
(What is the main
thing he/she
wants?)
But They have to look in many places
(Think about
obstacles,
problems…)
So The speaker stays patient and keeps
(What does the looking
character do in
response to the
problems?)
Then The speaker and his mother finally
(How does it all find the caterpillar and watch it
end up? Connect crawl away.
it back to the
problem and/or
want.)
Summary:

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Birdfoot’s Grandpa Exit Ticket
Name: ______________________ Date:
______________

1. Which detail would be best to include in a summary of the

poem?
a. The old man must have stopped our car two dozen times
b. The rain was falling
c. Knee deep in the summer roadside grass
d. Blinded by our lights

2. Which is the least important to include in the summary of the

poem?
a. The old man must have stopped our car two dozen times
b. To climb out and gather into his hands the small toads
c. Leathery hands full of wet brown life
d. Blinded by our lights

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