Part A: Lesson Plan Template

Your Name: [ Megan Belits ] Date of Lesson: [ November 30, 2020 ]

School: [ Harrington Park School ] Number of Students: [ 8 ]

Grade Level: [ Fourth Grade ] Subject Area: [ Writing ]

Course Title (if applicable): [ Language Arts ] Lesson Topic: [ Summary Writing ]

Time Allocated: From [ 12:36 ] To [ 1:28 ]

Unit and/or Lesson Segment: [ What is summary writing and how to write a summary.]

A. Purpose/Central Focus of Lesson: [ Good writers discuss what summary writing is and
understand the elements needed to summarize fiction texts by using the SWBST (Somebody
Wanted But So Then) method. ]

B. Student Learning Objectives: [ After viewing a PowerPoint and YouTube video about
summaries, students will be able to write their own summaries showing knowledge of the
different elements a summary must contain through google doc. ]

C. Learning Standards: [ NJSLSA.W2. Write informative/explanatory texts to examine and

convey complex ideas and information clearly and accurately through the effective selection,
organization, and analysis of content.
NJSLSA.W10. Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences. ]

D. Instructional Materials:
[ Instruction Material 1.1: Computer
Classroom material; no citation.
Instruction Material 1.2: Google Doc
Teacher created material; no citation.
Instruction Material 1.3: Summary writing PowerPoint
Teacher created material; no citation.
Instructional Material 1.4: SWBST Student Google ‘Drag and Drop’ slide
Teacher created material; no citation.
Instructional Material 1.5: Rubric for Google Doc
Teacher created material; no citation.
Instructional Material 1.6: Jamboard
Teacher created material; no citation.
Instructional Material 1.7: Goldilocks Story
Sweeney, A. (n.d.). Goldilocks and The Three Bears. Retrieved from
https://www.sps186.org/downloads/basic/418173/goldilocks%20and%20the%20three
%20bears.pdf
Instructional Material 1.8: Three Little Pigs Story

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Sweeney, A. (n.d.). The Three Little Pigs. Retrieved from
https://www.sps186.org/downloads/basic/418174/The%2520Three%2520Little%2520Pigs.pdf
Instructional Material 1.9: In class SWBST Sheet
Teacher created material; no citation. ]

E. Procedures:

1. Motivation / Hook / Anticipatory Set:

[1- Teacher will ask students what their favorite books are and give a few minutes for
all the students to provide their answers. Time: About 3 minutes. 2- The teacher will
then ask students to summarize their favorite book or story. Time: About 2 minutes. ]

2. Activation of Prior Knowledge: [ 1- The teacher will remind students of what a

summary is by providing a definition of what a summary is. 2- The teacher will introduce
the PowerPoint and tell students they will learn how to make a great summary. Time:
About 2 minutes. ]

2. Delivery of Lesson Content:

[ Step 1: The teacher will introduce the day’s writing point to her students. It will be
displayed on the Google Slides. Time: About 30 seconds.
Step 2: The teacher will ask students who knows what a summary is. Time: About 20
seconds.
Step 3: The teacher will start the PowerPoint for that day. She will read slides 1 and 2.
On slide 2 she will ask a student what their favorite book is and to summarize it. While
the student is summarizing the book, the teacher will make check marks on the slide if
the students said all the elements of a summary. Time: About 1 minute.
Step 4: The teacher will go on to read slides 3 and 4. Introducing students to the
acronym of SWBST. Time: About 1 minute.
Step 5: The teacher will go onto slide 5 and show the students a model of how to write
a summary using the SWBST method. Time: About 4 minutes.
Step 6: The teacher will go on to slide 6 and introduce the books that students will be
writing summaries on. The teacher will then create 2 breakout rooms have read one
book to one group or students and have the other teacher read the other book to the
second group of students. Time: About 10 minutes.
Step 7: After reading these books the teacher will rejoin the groups in Zoom and
introduce the Jamboard activity. She will tell students that they need to reference the
in-class handout that was given to them prior to this class. They will then use this
sheet to fill in the necessary parts of the Jamboard. Time: About 7 minutes.
Step 8: The teacher will then have students get back together in the Zoom and have
the share what they put on the Jamboard. Time: About 5 minutes.
Step 9: The teacher will then have students open up to a google doc that they will fill
out with the same group they were in earlier. They need to write a summary with their
group using the SWBST method. Time: About 5 minutes.
Step 10: The teacher will have students meet again as a whole and share their
summaries with one another. Time: About 4 minutes.
Step 11: The teacher will observe students as they fill out their Google Docs. Time:
About 3 minutes.
Step 12: The teacher will then go onto Slide 8 and introduce the “exit ticket” for the da.
Students have to complete this slide on their own and it will be assessed by the
teacher. Time: About 3 minutes.

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 3. Guided or Individual Practice: [ Guided Practice: The teacher will have a whole class
discussion about what summary writing is. Students will also complete a summary as a
group. Individual Practice: The students will work individually on their exit ticket
assessment.]

5. Closure: [ The teacher will conclude the lesson by stressing the important of
summaries. The teacher will say “Summaries are important because a lot of people are
busy and do not want to read a book they do not like therefore, a summary can help them
decide if they want to read that book or not.” ]

F. Assessments: [ After viewing a PowerPoint and YouTube video about summaries, students
will be able to write their own summaries showing knowledge of the different elements a
summary must contain through a worksheet.
Assessment 1.1: Formative: I will observe answers given during the group filling out of the
JamBoard to see if students are understanding how to write a summary using this method.
Assessment 1.2: Summative: I will use the attached rubric to see if students were able to make
a summary based on the Google Doc they all created. The exit ticket will also be assessed. ]

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 Part B: Supplemental Lesson Plan Elements

A. Differentiation:

Category # of Identify how you will differentiate instruction

Students for these students
English Language 0
Learners
Struggling Readers 1 I will check in with this student and have both hard
and/or copies of material as well as it projected on the
Underperforming screen so that they can follow along and be on track
Students with the class.
Advanced and/or 1 I will have them create an additional summary on the
Gifted Students back of the worksheet handed out during class,
Students with 2 I will be using a variety of learning tools such as
Different Learning technology, worksheets, videos, and games.
Styles

B. Accommodations:

Category # of Identify how you will accommodate instruction

Students for these students
Students with IEPs 0
Students with 504 0
Plans

C. Extension: [ If time allows the class will create an additional SWBST chart on the White
Board about their favorite story that we read this year so far. ]

D. Technology: [ I will use technology to advance student learning through online website
(Google Docs, Slides, Jam board, YouTube). I will also use the Smart Board to provide visuals
for the students. ]

E. Language Demands & Supports:

i. Language Function: [ Students will have to summarize stories. They will also have to
identify the key parts of summaries by explaining the SWBST method. ]
ii. Key Vocabulary: [ Summary, Jamboard]
iii. Syntax and/or Discourse (at least one): [ Students will have to use proper syntax when
creating a summary about a story. They will also need to write a structured summary that
makes sense. ]

F. Prior Academic Learning and Prerequisite Skills: [ Students will need to know how to
summarize and mainly how to summarize a text. ]

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G. Learning Theories: [ Bloom’s taxonomy guided my decisions of making a SWBST chart
together then individually. It also guided the decision of having students do a Kahoot. Students
need to comprehend, understand, pick out key details, and analyze texts in order to write a
summary. ]

H. Culturally Responsive Teaching: [ I will be aware of the different texts that different
cultures read and be sensitive to this topic and encourage all students to share what they
read. ]

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Instruction Material 1.3: Summary writing PowerPoint

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Instructional Material 1.2: Student Google Doc

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Instructional Material 1.4: SWBST Student Exit Ticket

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Instructional Material 1.5: Rubric for Google Doc

Writing Summaries Rubric:

+: Student identified all 5

: Student identified 2-4 -: Student identified no
elements of the SWBST elements of the SWBST elements of the SWBST
method on the Google method on the Google method on the Google
Doc. Doc. Doc.
+: Student was able to : Student attempted to -: Student did not attempt
create a summary. create a summary but did to create a summary at all.
not complete it. Nothing is written down.
+: Student shows : Student shows some -: Student shows little
knowledge of what a knowledge of what a knowledge of what a
summary is and what all summary is and can summary is and is not able
the elements of a summary identify most elements. to identify any elements.
are.

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Instructional Material 1.6: JamBoard

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