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

Revised August 2015

Teacher: Mrs. Boner Date: October 3-7, 2018

Title of Lesson: Non Fiction Summarizing Grade: Fifth

Core Components
Subject, Content Area, or Topic
Enlgish/Language Arts

Virginia Essential Knowledge and Skills (SOL)

ELA.5.5 The student will read and demonstrate comprehension of fictional texts, narrative
nonfiction, and poetry. (SOL 5.5)
ELA 5.5 l) Use reading strategies throughout the reading process to monitor comprehension.
ELA 5.5 m) Read with fluency and accuracy.

ELA.5.6 The student will read and demonstrate comprehension of nonfiction texts.
(SOL 5.6)
ELA 5.6 d) Identify the main idea of nonfiction texts.
ELA 5.6 l) Use reading strategies throughout the reading process to monitor comprehension.
ELA 5.6 m) Read with fluency and accuracy.
ELA 5.6 k) Identify new information gained from reading.

Lesson objectives
TSW identify nonfiction text features.
TSW identify the main idea and supporting details of a nonfiction text passage.
TSW read fluently and comprehend what was read.
TSW identify new information learned through reading.
TSW identify prior knowledge of the topic.
TSW use reading strategies to help them read and understand the text.
Materials/Resources
Forces in Action by Janine Scott
Clipboard
Paper
Pencil
Chromebook
Video: https://www.youtube.com/watch?v=42SJTk2XSi4
Google Slides Worksheet:
Safety (if applicable)

Time
(min.) Process Components
*Anticipatory Set
TTW show a video from YouTube about main idea and supporting details.
https://www.youtube.com/watch?v=42SJTk2XSi4 TTW review main idea and supporting
details with students when the video is complete.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 *State the Objectives (grade-level terms). The student should be able to say:
I can find all text features in a nonfiction text.
I can summarize part of nonfiction text.
I can remember the main idea and supporting details of a nonfiction text.

*Instructional Input or Procedure

1. TTW call students by group to the carpet to begin shared reading.

2. TTW show the cover and read the title. TTW will prompt students with questions about
predictions, connections, and text features.

3. TTW read a passage from the text. (Grip and Slip pg. 14-15) Read all the labels and
captions that go with each photo.

4. TTW model the main idea and supporting details from this passage with student
help/participation.

5. TTW read another passage from the text (On the Move pg. 20-21). TTW communicate
to the students that they need to work with the person next to them to come up with what
they think is the main idea and what the supporting details are of the passage. (5 min.)

6. TSW share what they thought. (1-3 groups)

7. TTW instruct students to go to Schoology and complete a reading on their own. The
PDF will be there to read and stress the importance of summarizing what is in the
diagrams.

8. TSW read and complete the main idea umbrella organizer and include a summary of
the text at the bottom. (4-6 sentences)
*Modeling
TTW verbally go state a main idea and supporting details with student participation.

*Check for Understanding

TTW ask students to repeat what they need to be doing during independent practice time
to check that they heard and know what is expected.

*Guided Practice
If students need extra help with the organizer TTW bring students to the rolling table for
small group meetings to address questions, concerns, and help students find the
information they need to complete their summary.
*Independent Practice
TSW will continue using what was given in the organizer with modeling to create a
summary on their own.
Assessment (formal or informal)
The independent summary students create in Schoology will be submitted and reviewed
by the teacher for development and seeing what needs to be reviewed or expanded the
next day.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 *Closure
TTW check assignments for completion before students move on to their next task.

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

Classroom Management Issues (optional)

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.

Intern Signature Cooperating Teacher Signature Date

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