Teacher Education Lesson Plan Template

Teacher: Ashlee Dillingham Date: 03/31/2021

Title of Lesson: Summarizing to Support Grade: 4th
Analysis Across Texts Lesson 11

Core Components
Subject, Content Area, or Topic
Language Arts
Virginia Essential Knowledge and Skills (SOL)
ELA.4.5.1a Identify genres (e.g., fantasy, humor, fable/fairy tale, realistic fiction, historical fiction,
folklore/tall tales).
ELA.4.5.2 Draw conclusions and/or make inferences using the text as support.
ELA.4.5.4 Summarize plot events.

Lesson objectives
TSW:
-connect information from the text to prior knowledge and experiences and will use that information to
make inferences about characters and theme.

-distinguish between relevant and irrelevant details in the text and will utilize their knowledge of
narrative structure to organize key points and pieces of information.

- draw conclusions and make inferences with relevant and accurate evidence from the text as support,
focusing on setting and specific events.

- use specific details from the text to support their thinking and inferences.

- develop summaries of reading, using specific textual evidence to include key details and events.

Materials/Resources
Teammates: How Two Men Changed the Face of Baseball (MM)
Graphic Organizer
Teacher Example Graphic Organizer

Exit Ticket

Safety (if applicable)

N/A

Time
(min.) Process Components
5 min. *Anticipatory Set
TSW complete a Drag and Drop activity in Schoology to review Literary Nonfiction details and
components as the teacher reviews their choices.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 This activity activates prior knowledge and also introduces the lesson components.”
*State the Objectives (grade-level terms). The student should be able to say:

1 to 2 I can summarize events using supporting details.

min. I can draw conclusions using the text as support.

15 *Instructional Input or Procedure

min. TTW will present on the SmartBoard the completed Literary Nonfiction anchor chart as a
review and proceed with explaining the lesson overview by introducing the text and the next
Google Slide.

TTW present the text “Teammates”, pass out the graphic organizer, read each section,
and stop to jot down key details from designated pages to then model for students how
to determine important information and fill in the left column on the graphic organizer.

TSW: Follow along and make notes on their own organizer.

3 min. *Modeling
TTW model identifying key details and text features from the text.

8 min. *Check for Understanding

TTW ask students questions based on the text during “Stop and Think” sessions to assess
understanding.

15 *Guided Practice
min.
TTW model the “When I read...It made me think..” section as students guide the responses that
correspond with the text.

TTW begin, “When I read that Branch Rickey thought segregation was unfair and everyone

should have …… opportunities to play, it made me think that he was

and do what was right and probably had many people treat him because of his
decisions.” TSW fill in the thoughts based on the author’s text.

“When I read that Jackie felt very alone and had to face , it made me think that
he was a and knew he had to go through these challenges in
order to make an impact and positive change for other people.”

TSW complete the third section of the box on their own before verbally responding.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 20 *Independent Practice
min. TSW complete the graphic organizer section that asks to create a summary
statement for the text.
5 min. Assessment (formal or informal)
TTW ask the students to explain their responses to the summary statement section as an
informal assessment.
3 min. *Closure
TTW present students the opportunity to ask any questions not recorded in the informal
assessment to answer and review.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

For visual learners, the Anticipatory set and instruction allows students to interact with the learning
targets to enhance comprehension of nonfiction texts. Students on lower academic levels may have
scaffolded instructions, sentence stems, or read alouds for Independent Practice and other components
of the lesson.
Classroom Management Issues (optional)
Students may become inattentive or distracted during guided practice and instruction, therefore TTW
refocus the class before disruptions occur.
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.

3/17/2021
Intern Signature Cooperating Teacher Signature Date

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