Teacher: Corinne Koval Grade Level: 3rd

Writing a Summary
Two Day Lesson Plan

I. Content and Standards:

CC.1.4.3. D Create an organizational structure that includes information grouped and

connected logically with a concluding statement or section.

CC.1.4.3. E Choose words and phrases for effect.

CC.1.4.3. F Demonstrate a grade appropriate command of the conventions of standard

English grammar, usage, capitalization, punctuation, and spelling.

II. Prerequisites:

Students should be able to recall an event or story.

Students should be able to write a story using the 5 Ws who, what, where, when
and why.

III. Instructional Objective:

Students will be able to construct a story summary using connection words such as
because, therefore, since and for example. In addition to words such as also,
another, and, but, and more.

IV. Instructional Procedures:

Lesson Plan Day One

Before: (15 minutes)

Teacher will introduce topic by using the story The Three Little Pigs on the
overhead projector. The story will be out of sequence and students will be
asked to identify what is wrong with this story?

Teacher will discuss with students the importance of using connection

words in a story for it to make logical sense to the reader.

During: (15 minutes)

Teacher will have students work collaboratively at their desks as each group
receives sentence strips from the story The Fisherman and his Wife.
 Students will reconstruct the story strips per connection words to make a
complete and logical story.

After: (5 minutes)

Teacher and students will review for correct order of sentence strips by
reading the story orally.

Lesson Plan Day Two

Before: (15 minutes)

Teacher will introduce the topic Writing a Summary by calling students to

the back of the room by the chart paper.

Teacher and class will create a chart with timing words that can be used in the
beginning, middle, and end of a story.

Teacher will compare building a sundae to writing a summary. The secret to

making a really good sundae starts at the bottom and you build your way up
top with all those good toppings such as sauces, nuts, and whipped cream.
Just like when you are writing a summary, you want to start with your setting
and characters.

Teacher will place a magnetic ice cream bowl on the whiteboard.

Teacher will place a magnetic banana to represent setting and characters.

Teacher will ask students to recall prior knowledge on what a setting is.
Noting to students that the banana goes on the bottom because if you put it
anywhere else in the sundae, it will fall down just like our story.

Teacher will explain that the first scoop of ice cream is blueberry. I chose
blueberry because we start with one of our beginning words when we write
and since they both blueberry and beginning word start with the letter B, it
will help you to remember.

Teacher will add the second scoop of ice cream which represents the middle
and say its Mango flavored. I picked Mango because both middle and
mango start with the letter M, so that can help us to remember are
connecting words.

Then the teacher will place the ending scoop of ice cream and say it is
chocolate. Chocolate because when end or story, we look for concluding
words - so chocolate and conclusion both start with the letter C. Then we
 have built our sundae, we can put our cherry on top which represents the
theme.

Teacher will ask students What is a theme?

During: (15 minutes)

Teacher will have students return to their desks and will pass out Sundae
Writing paper.

Teacher will place the Sundae Writing paper on the overhead projector for
students to see.

Teacher will ask students to write under each picture either the definition or
key words. For example, the picture that represents a banana is the setting.
Students will write what a setting is. Another example is a picture of an ice
cream scoop that is labeled beginning, students will write examples of
beginning words.

Teacher will have students color the picture of the sundae in order for students
to make a visual connection to the learning material.

Students will color the bananas labeled characters and setting yellow, the ice
cream scoop labeled beginning blue. the ice cream scoop labeled middle
orange, the ice cream scoop end green, and the cherry labeled theme red.

Students will then glue the Summary Sundae into their interactive notebook

After: (30 minutes)

Students will be given the writing prompt Tell about a time you helped
someone out with a problem to complete individually.

Students will be told to include sequencing and connection words. Students

also can reference their Summary Sundae in their interactive notebook.

Students will also designate their beginning, middle, and end connection
words by underlining them in their coordinated color from the sundae
worksheet. Making sure to indent when a new paragraph begins.

V. Materials and Equipment:

Sundae Writing worksheet

Student Interactive Notebook
 Overhead projector
Chart Paper, Writing Paper
Pencils, Crayons, Markers

VI. Assessment and Evaluation:

Formative Teacher observation

Summative Writing Rubric

VII. Accommodations and Modifications:

No students with IEPs

VIII. Technology
Overhead Projector

IX. Self-Assessment:

Was the student able to identify connection and sequencing words?

Was the student able to construct a written summary using connection and
sequencing words in a logical manner?

Were the lesson materials provided functional and what else could be included in the
future?

How did I manage classroom disruptions such as student behavior?

Did the lesson last longer or finish earlier than anticipated?