COMPREHENSION LESSON PLAN: Determining Importance/Summarizing

JMU Elementary Education Program

Maggie Leonard
D. Mathias, Fulks Run Elementary School

A. Comprehension: Determining Importance/Summarizing

B. CONTEXT OF LESSON
The students will be read aloud the story Sweet Clara and the Freedom Quilt and understand new
vocabulary terms as well as important events.
C. LEARNING OBJECTIVES
Each student will
Create a freedom quilt that includes the 6 vocabulary
words that they have mastered and 6 important events
from the story.

Each student will define the 6 words and draw a picture

representation.
Each student will pull 6 important events from the story,
summarize them, and draw an image that represents the
scene.

D. ASSESSING LEARNING
E. RELATED VIRGINIA STANDARDS OF LEARNING
4.4
The student will expand vocabulary when reading.
a)Use context to clarify meanings of unfamiliar words.
b)Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
c)Use word-reference materials, including the glossary, dictionary, and thesaurus.
e)Use vocabulary from other content areas.
4.6
The student will read and demonstrate comprehension of nonfiction texts.
a) Use text structures, such as type, headings, and graphics, to predict and categorize information in
both print and digital texts
USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil
War by
a) describing the cultural, economic, and constitutional issues that divided the nation;
b) explaining how the issues of states rights and slavery increased sectional tensions;
f) describing the effects of war from the perspectives of Union and Confederate soldiers
(including African American soldiers), women, and enslaved African Americans.
F. MATERIALS NEEDED
Sweet Clara and the Freedom Quilt
12 quilt squares per child
Pencil
Coloring tools
G. PROCEDURE
Before beginning, as a group, we will review Sweet Clara and the Freedom quilt one last time.
I will tell the events in the story and they will have to respond if they were really important
events that developed the story or the characters or not. If it is important, I will tell them this is
something they may want to remember.

Next, I will give each student 12 squares. I will let them know that we are making individual
freedom quilts about information we have learned from the book. I will give them these
instructions:
o You have 12 squares. 6 of them are for vocabulary and 6 of them are for important
events from the story.
o On the 6 vocabulary squares, you need to write the word, the definitions, and a picture
representation of that word.
o On the 6 event square, you need to choose the 6 events from the story that you thought
were most important. On the square, write a short summary and draw an image of the
event.
Once they finish, they can come meet with me to attach their quilt. When the entire group is
finished, each student will get a chance to share their work.

H. DIFFERENTIATION
Because Andrew is unable to express himself by writing, I will work with him while the other students
are doing their quilts. He will tell me what he wants written on each square and I will write it. He will
need to draw the pictures on his own.
I.

WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Some of the students may mess up on their quilt squares and need another. I will have extra squares
available in case that happens.