1. Topic-
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| Summarizing a Story through Illustrations. |
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2. Content-
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Fictional Reading Selection: Example: Naming the Cat Important vocabulary:
curious, impatient, extraordinary, scooted, feral, suggest, bolted
and fit (as multiple meanings)
Common Core grade-level ELA/Literacy Standards: RI.4.1, RI.4.4; W.4.2,
W.4.8 ; SL.3.2; L.4.1 |
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3. Goals: Aims/Outcomes-
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1.SW summarize the main ideas to a buddy
2.SW write and share the summaries orally
3.SWBAT draw a picture to illustrate the main idea |
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4. Objectives-
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1.SW summarize major points from a fictional text to clarify and
retain information and ideas.
2.SW help each other with the main ideas using a buddy
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5. Materials and Aids-
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1. A large piece of paper folded into 8 sections for each student.
2. A fictional text, selected to be used as the read aloud, by the
teacher.
3.Computer center (Read, Write, Think software/Write about this).
4.Creative Arts center
5.Listening center |
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6. Procedures/Methods-
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A. Introduction-
1. TW explain to the students that they will be listening to a fictional
selection.
2. When I stop reading you will use one of your boxes to illustrate
the main idea of what I have just read.
3. We will continue this process until you have heard and illustrated
the whole story. The teacher will have determined the places which
she will stop, throughout the story and have the students to illustrate.
Some SWBAT write, draw, or orally show evidence of understanding the
lesson. |
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B. Development-
| TW begin by reading a short part of the story and then model; to
the students what their illustration should look like in the first
box (targeting the main idea). |
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C. Practice-
| For the next few boxes, the teacher will monitor what the students
are illustrating and making sure they understand what to do. |
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D. Independent Practice-
1. TW direct the SW to complete the illustration.
2. If the student does not complete the illustration by drawing, coloring
or painting with the main idea of the story, TW repeat this lesson
the next day with another fictional story. |
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E. Accommodations (Differentiated Instruction)-
1.Stop after the first four boxes and have students to do a quick
summary with their partner.
2. As they get better with the strategy, complete the whole selection
and then summarize.
3. For extra support, I will buddy up my low level students with a
medium or medium high student.
4. Extended time (next day to complete)
5. Use of speech to text via Microsoft Word
6. Repeating directions individually or having the student reiterate
what he/she has heard
7. Hands-on project (draw an illustration)
8. Providing a second try or grading twice (average or take higher
score)
9. Providing a checklist of steps involved |
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F. Checking for understanding-
1. Listen to the students as they are summarizing the story with
their partner.
2. Check for understanding from their written summaries and their
illustrations.
3. Make sure what they are writing matches their illustrations. |
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G. Closure-
1.Discuss with the students what they found out about their illustrations.
2. Several students can volunteer to share with the whole class. |
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7. Evaluation-
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Students are asked to illustrate and summarize the fictional text
using the listening center during centers time. The story is recorded
by the teacher and stopping places are also included in the read aloud.
Some SWBAT write, draw/paint, or orally show evidence of understanding
the lesson. |
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8. Teacher Reflection-
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Make sure the students are given enough time to complete their illustrations.
Remind them their objective is to summarize the main ideas not to
create a master piece.
SW could also be reminded that this is a tool they could use when
they are reading their own books independently. |
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