Student Teacher: _Marinda McDonald

Date: __10-27-16_____

Subject: English

Lesson Topic: Summarization

Grade: 7th

Length of class:

Learning Objective (performance, conditions, criterion):

Students will use a graphic organizer to write an organized understandable summary.
Student Friendly Objective:
Students will learn to write an organized summary.
State Core Standard Alignment:
Writing Standard 4
Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13
above.)

Core and Supplemental Materials:

Teacher Materials: copies of graphic
organizer, doc cam, dry erase markers,
writing paper, pen/pencil, copies of Great
White Sharks by Peter Benchley magazine
article, highlighter
Context for Learning:
Organization of the
students (e.g., small
groups, whole group,
partners)
Pre-Lesson Assessment
Data

Student Materials: writing paper, pencil/pen.

Highlighter

Whole group

IEP Goal Links

(Also describe individual
student modifications &
accommodations)

Writing/Comprehension

Pre-Instructional Set: (Approximately 3 minutes)

Gain students attention
(Activity and Script)
We are going to continue with more practice on
organizing and writing summaries.
Inform students of
learning objective(s)
This is important to
know because
(Informed instruction)

#/minutes
(30 seconds
to 1 minute)

#/minutes
Writing summaries that are organized, clear, and
concise.
During your educational career, you will be asked to
write summaries of things that you have read.

Preparing students for instructional content: (Approximately 6 - 15 minutes)

Pre-requisite skills to
NA
review, if applicable

(30 seconds
to 1 minute)

#/minutes
(30 seconds
to 1 minute)

#/minutes
(2 to 5
minutes)

Review of prior
knowledge, if
applicable
Vocabulary to preteach, if applicable

Have students remember the lesson taught by Mrs.

Meanua, on Tuesday.

#/minutes
(2 to 5
minutes)

#/minutes
Vocabulary will be discussed as we read the short
story.

(2 to 5
minutes)

Instruction: (Approximately 20 to 40 minutes depending on length of class)

Explicit Modeling of
#/minutes
Ask the students to follow along reading the
Skill (what cognitive
article as they receive it.
steps should the
As the article is passed out to the students,
students be using to
teacher will begin to read the article.
successfully perform
After a few paragraphs, on the graphic
the skill?)
organizer show students where the claim/title
(10 to 15
(I DO IT)
minutes)
goes. Question: What should we use for a
title/claim? Have students provide suggestions,
and choose one that they have suggested. (Help
may be needed with choosing)
Go to the first square and write the reason for
the article, while doing this explain how you use
transition words to start out for your
reason/example, then begin writing in that
square. Question: Have students provide
suggestions for the reason example, and choose
one that the students have provided.
Move to the next square located directly
underneath reason/example to evidence/quote,
once again look at transition words to begin
writing the quote chosen, and placing the page
number and paragraph for proper citation.
Again here as well. Have students help the
choice of a quote. Do this for the rest of the I do
portion of the lesson.
Finally move to the commentary, again using
transition words from the organizer and write 3
or more sentences.
Once complete on a clean sheet of lined writing
paper, begin to put the first paragraph together.
Guided Practice
(WE DO IT)

Strategies to check for

understanding

Read the article Great White Shark by Peter

Benchley.
Re-read the article and highlight key
information, students will be finding the key
information from the article for the summary
Ask students where and what should be written
on the graphic organizer.
Ask students comprehension questions of what

#/minutes
(5 to 25
minutes)

details to leave in and what details to leave out.

Ask students where the information they found
fits into the graphic organizer.
Students will be given another article read with
graphic organizer and independently fill out with
information that will then be put into summary form.

Independent Practice
(YOU DO IT)

If needed, how will you address re-teaching of specific skills?

If needed student will re-read the passage aloud that was misunderstood, and ask explicit
questions pertaining to the information within that passage that is of importance, and then
ask the student where the information needs to be placed in the organizer.

Assessment:
Concrete and tangible
assessment to know
whether students have
met learning objective

Students will write their summaries.

Closure: (1 5 minutes)
Organization/transition
routines (e.g., put
assignments in folders, Thanks, guys.
prepare for bell,
transition to next
lesson/activity

#/minutes

(1 5
minutes)