ECS 300 Lab

Gerry Cozine
March 7, 2016
Heather Hinks
1
Lesson Plan:
Subject: ELA
Lesson Length: 35-minute block
Topic: Key ideas and paraphrasing using poetry
Outcome: CR6.2 Select and use appropriate strategies to construct
meaning before (e.g., considering what they know and need to know
about topic), during (e.g., making connections to prior knowledge and
experiences), and after (e.g., drawing conclusions) viewing, listening,
and reading
Objective: Students will be able notes the keys ideas about what is
happening in a poem and summarize it.
Indicators: b. During: Select and use a range of strategies to
construct, monitor, and confirm meaning including:
note key ideas and what supports them (e.g., identify the
problem, the key events, and the problem resolution; find
important ideas and identify supporting details
c. After: Select and use a range of strategies to confirm and extend
meaning including:
recall, paraphrase, summarize, and synthesize (e.g., remember
information from factual texts and use strategies for
remembering it; summarize main ideas to arrive at new
understanding or conclusion; synthesize information from two
different points of view
This lesson will focus on noting key ideas and summarizing.
Assessment: Worksheet
Pre-requisites:
Lesson Preparation: Handouts for students
Set: Hand out poem. Tell students you have some very important
question after the poem is read. Read the poem to the students. (3
minutes)
Lesson Presentation:

ECS 300 Lab

Gerry Cozine
March 7, 2016
Heather Hinks
2
1. Ask students if they remember everything that happened in the
poem. It was probably hard for you to remember all the
information given. Today, we are going to work on noting key
information and paraphrasing. (3 minutes)
2. Ask students if someone can explain what key information is. Ask
students if someone can explain what paraphrasing is. (2
minutes)
3. Tell students to turn over their poems. On the other page the
poem will be broken down into groups. The number I give you
will be the number your group works on. Number students off.
Now that youre numbered off you will have to work with your
group to find the key information and paraphrase your section.
Tell students they will have ten minutes to do this. Try and get as
much done as they can (3 minutes)
4. Let students work in the hall, classroom, and library (if available).
Circle between the groups and help when needed. Call students
back to their desks (10 minutes)
5. Once students are seated, get the volunteer from group number
one to read the key information they found and how they
paraphrased it. Continue until all groups are done (8 minutes)
Closure: Explain that sometimes you get a story, poem, news article,
(really anything!) that has a lot of information and can be
overwhelming. One way to understand what is being said is to find the
key information and paraphrase it. This helps because you are not
trying to remember ALL the information, just the important stuff, and
when things are in your own words it makes it easier to remember! (6
minutes)

Classroom Management:
1. Make sure class is quiet before starting.
2. Tell students how long they will get to work on the poem

ECS 300 Lab

Gerry Cozine
March 7, 2016
Heather Hinks
3
3. Tell students I want ONE person from each group to present the
work they did
4. Tell students to walk quietly to the library if they are going to
work in there
5. Tell students to work quietly on the worksheet. Remind the
groups that become noisy or off task by coming up beside them
and asking how the worksheet is going.
6. Get students to work on their journals when the lesson is done.

Professional Development
Giving Clear Directions:
Detailed explanations to have minimal questions

Check for understanding