Kara Tippey Reading Lesson Plan 1

Indiana Wesleyan University

Elementary Education Lesson Plan
CAEP 2018 K-6 Elementary Teacher Preparation Standards
Not teaching this lesson
UNIT BIG IDEA
Discovering Truth

LESSON RATIONALE
As students summarize their reading, they are finding the most important points and using those to
communicate the truth of what they read. The entire class that this lesson is based on showed a readiness to
learn how to properly summarize reading as many students would try to summarize but were not succinct of
efficient with their summaries. Using reading strategy 5.16 provides students with a concrete way to solidify
their summary. (CAEP K-6 1.a)

READINESS
I. Goals/Objectives/Standard
A. Goal: Students will summarize using reading strategy 5.16.
B. Objective: In guided reading groups, student will summarize what they have read using a reading
summary chart
C. Standard: 5.RL.2.2 Determine a theme of a story, play, or poem from details in the text, including how
characters respond to challenges or how the speaker in a poem reflects upon a topic; summarize the
text. (CAEP K-6 3.c)
II. Management Plan- Time per lesson element, use of space, list of materials. Describe expectations and
procedures.
A. Time:
- Anticipatory set/Purpose: 5 minutes
- Lesson Presentation: 50 minutes
o 20 minutes per rotation (2 rotations with 5 minutes of total transition time)
- Closing: 5 minutes
B. Materials:
- both texts for guided reading groups will be provided for students. #1 will be in the form of a
passage and #2 will be in the whole book form.
- summary charts (page __)
- free reading charts (page __)
C. Space:
A With teacher Free reading A Book club Free reading
B Book club Free reading B With teacher Free reading
C Free reading With teacher C Free reading Book club
D Free reading Book club D Free reading With teacher
- students will be expected to rotate when teacher used call and response to get student attention
as the students are accustomed.
D. Students:
- As students are reading in guided reading group, teacher has time to assist other students or
provide reminders. Book club groups will be on one side of the room nearest the guided reading
groups and free reading students may find self-space on the other side of the room. A low level
noise will be enforced and teacher may provide reminders for students not following that.

III. Anticipatory Set

 “I want you to turn to your shoulder partner and tell them how your day went this past Saturday.” Best
if taught on a Monday. “Now that you’ve had time to share, I’ll share how my Saturday was. So I went to
bed, then I ate breakfast, then I did some grading, then I woke up, then I went to the grocery store, then I
got dressed, and then I came home. Does that sound like a fun day? Actually does that even make any
sense at all? Wow how could I grade and then wake up? That was all mixed up!”
Kara Tippey Reading Lesson Plan 2

IV. Purpose: After hearing how mixed up that was, we can see how important it can be to summarize a day!
Today we’ll work some with summarizing what we have read!

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners (CAEP K-6 1.b)
- Guided reading lesson #1 will be used with students who have shown an ability to comprehend
text that is not supported with text features such as pictures. They have shown interest in
suspense so this text will thoroughly engage them. The strategy used is the same and presented
similarly to group #2 because whole class is ready to learn how to summarize properly.
- Guided reading lesson #2 will be used with students who have shown great interest and success
in graphic novels. This text will entice them to read as it is something they are familiar with and
they can move into deeper understanding. Same strategy as #1 because whole class is ready to
learn how to summarize properly.

VI. Lesson Presentation (CAEP K-6 3.f)

o Students move only twice throughout the time. There will be 4 groups of students and three
place for them to go. The teacher will see two groups each day.
o Free reading station: students spend about 10 minutes reading a book of their choice and the
remaining time filling out a chart. For students who have not met with the teacher about
summary, they may choose to fill out one chart (attached on page 13-15). For students who have
met with the teacher, they will fill out the summary chart (attached on pages 11-12). Emphasize
that the student must at least begin to fill out their chart before the time is up so they should
manage their time wisely.
o Book club: This block will be structured with the same groups that has been assigned for book
club based on reader interest. Students will meet during this time and discuss the book club
charts they have filled out (attached on page16) after having some free discussion time (this will
allow for natural discussion as students will be excited about their reading).
o After two days, all students will have met with the teacher, had free reading time, and met with
their book club.
A With teacher Free reading A Book club Free reading
B Book club Free reading B With teacher Free reading
C Free reading With teacher C Free reading Book club
D Free reading Book club D Free reading With teacher
o These guided reading lesson are for at least two of the four groups that the teacher will meet
with over the two-day period. The teacher may either repeat these two lessons on the second
day or simply observe as students read and discuss. (CAEP K-6 3.d)
Guided Reading Lesson #1
 Students will read the passage attached on pages 5-7 and will summarize using reading
strategy 5.16 – Summarizing with “Somebody…Wanted…But…So…”
1. Prereading: “When I was younger, there was an attic door in my room that I was always
afraid of. I was afraid that something may be in there that could come through that door on the
ceiling! Have any of you ever been afraid of your attic or maybe a dark basement?” Allow for
student replies. “Today we will be reading about someone who heard a scary noise in their
attic! But before we do that, I want to know if any of you know what the word ‘summarizing’
means?” Allow for student replies. “Those are good examples! The definition I use of
summarizing is ‘remembering information and carrying it forward’. So when we give a
summary of what we have read, we are remembering certain information and carrying that
information into our explanation. Do you have any questions about that?” Allow for student
questions. “One way we can focus on summarizing is to ask ourselves as we are reading and
after, ‘Who is the main character?’ Then, ‘What does the main character want?’ Then, ‘What
gets in their way?’ And then finally, ‘How does it end up?’ After we finish reading, we’ll be able
to summarize what happened by using that strategy.”
2. Reading: “Start by reading the first two paragraphs to yourselves.” Passages will be marked
at the end of the first two paragraphs. “Those first two paragraphs will begin to introduce our
Kara Tippey Reading Lesson Plan 3

main character.” Students read silently. If they finish early, allow them to look back at what
they have read so far. “Now that you’ve read those two paragraphs, what’s one thing you’ve
learned about Drew, our main character? Have you found out what it is that he wants?” Allow
for brief student response. “Now read the next section up to where I’ve marked for you to
stop.” Students read next few paragraphs. “Now what else have you learned about Drew and
what he wants? What else have you learned about what is getting in the way of what he
wants?” Allow for brief student response. “Now read the rest!” Students read remainder of
the passage. Take notes of which students are finishing first and other anecdotal notes as
they read and respond.
3. Responding: “What do you think of what you just read?” “What did you think about our main
character?” “What challenge did Drew have to respond to?” How did he respond?” “How do you
think you could summarize what we read? Tell your shoulder partner.”
4. Exploring: “Now we’re going to fill out a chart that will help use fully summarize what we just
read.” See chart attached on pages 11-12. “Feel free to look back at the text to help you find the
answer. Let’s start with ‘Somebody’, who was that?” “Now ‘Wanted’, what did Drew want?”
“Now ‘But’, what was the problem that kept Drew from what he wanted?” “Next, ‘So’, what did
Drew do about the problem?” “Finally, ‘Then’, how did things end up for Drew? Make sure that
what you say happened in the end connects to what you said the problem was.”
5. Applying: “Now that we’ve become so good at summarizing this text, I think you can try to
summarize other things! Remember, Somebody...Wanted…But…So…Then…. You can use these
charts you made to help remember that. When you have free reading, try to summarize some of
what you read and you could either write that down or share with a buddy.”

Guided Reading Lesson #2

 Student will read part of the graphic novel, Joey Fly, Private Eye, In Creepy Crawly Crime
attached on pages 8-10 and will summarize using reading strategy 5.16 – Summarizing with
“Somebody…Wanted…But…So…”
1. Prereading: “I have a job written here on this card, can someone tell me what it says? Ah,
private eye! Is that like someone’s eye that nobody knows about because it’s private? No? Can
anyone tell us what a private eye is? That’s right! It’s a private investigator, or someone who
isn’t a police officer who is asked to find something or someone. We’re going to read a little bit
about a private eye, who is a fly! Before we do that, I want to know if any of you know what the
word ‘summarizing’ means?” Allow for student replies. “Those are good examples! The
definition I use of summarizing is ‘remembering information and carrying it forward’. So when
we give a summary of what we have read, we are remembering certain information and
carrying that information into our explanation. Do you have any questions about that?” Allow
for student questions. “One way we can focus on summarizing is to ask ourselves as we are
reading and after, ‘Who is the main character?’ Then, ‘What does the main character want?’
Then, ‘What gets in their way?’ And then finally, ‘How does it end up?’ After we finish reading,
we’ll be able to summarize what happened by using that strategy.”
2. Reading: “Start by reading the first three pages, all the way to where I marked that you should
stop. Those pages will introduce our main characters a bit.” Students read. “Now finish reading
the next three pages.” Students read.
3. Responding: “What did you think of what you just read?” “Does this make you want to go read
more of this book?” “How does this graphic novel compare to other graphic novels you’ve read
before?” “What did you think of the main characters so far?” “What challenge did they have to
respond to?” “How did they respond?” “How do you think you could summarize what we read?
Tell your shoulder partner.”
4. Exploring: “Now we’re going to fill out a chart that will help use fully summarize what we just
read.” See chart attached on pages 11-12. “Feel free to look back at the text to help you find the
answer. Let’s start with ‘Somebody’, who was that?” “Now ‘Wanted’, what did the main
character want?” “Now ‘But’, what was the problem that kept them from what they wanted?”
“Next, ‘So’, what did they do about the problem?” “Finally, ‘Then’, how did things end up for
Kara Tippey Reading Lesson Plan 4

them from what you’ve already read? Make sure that what you say happened in the end
connects to what you said the problem was.”
5. Applying: “Now that we’ve become so good at summarizing this text, I think you can try to
summarize other things! Remember, Somebody...Wanted…But…So…Then…. You can use these
charts you made to help remember that. When you have free reading, try to summarize some of
what you read and you could either write that down or share with a buddy.”

VII. Check for understanding.

- As students are working with summarizing in the guided reading lessons, observe to see how
many are grasping the concept. Remind students of the example provided in the anticipatory set
and how simple and useful summarizing is in everyday life then relate back to reading
summarizing by saying, “Now all you have to do with reading summaries is to explain what
happened, and you can use this chart to help you.” (summary chart)
- As students fill out summary charts in free reading time or in guided reading, remind students to
look at the example with questions and to answer those questions as they summarize what they
read.

VIII. Review learning outcomes/Closure

- “Now that we have spent some time with summarizing who can summarize what we learned in
the reading conferences? For those that I haven’t met with yet, listen closely so you know what to
expect tomorrow.” Allow for one or two students’ responses. “Now can someone who met with
their book club tell me one really cool thing you talked about? Those who didn’t meet with your
book club, you will tomorrow so be ready!”

PLAN FOR ASSESSMENT (CAEP K-6 3.a)

Formative: As students are in guided reading, take anecdotal notes of how students are reading, who finishes
early, who takes longer, and what kinds of responses are given. Use these to reteach if necessary
or to determine who needs further assistance.
Summative: Use guided reading and free reading charts as concrete evidence of student understanding.

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Was my grouping effective?