Lesson 7

Strategy Focus: Vocabulary, Preview, Prediction, Self-Questioning Main idea, Details,

and Writing a Summary
Common Core State Standards:
Reading Standards for Literature Grade 9-10
CCSS 2: Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
Writing Standards Grade 9-10
CCSS 4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
Speaking and Listening Standards Grade 9-10
CCSS 1: Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and
issues, building on others ideas and expressing their own clearly and persuasively
CCSS 2: Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate.
Language Standards Grade 9-10
CCSS 1: Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
CCSS 2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
CCSS 3: Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.
CCSS 4: Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 910 reading and content, choosing flexibly from a range of
strategies.
CCSS 6: Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
Student Learning Objective
I can read and comprehend text in English.
I can clarify the meaning of unknown English vocabulary and use the words in my
writing.
I can make predictions and ask questions about a story.
I can write a summary.
Materials
Tsunami by Mary Kate Doman and Ed Hansen (Lexile Level 400L)

 Text Questions
Comprehension Quiz
Writing a Summary Graphic Organizer
Lesson Description (Reading Period)
Warm Up Review the reading strategies chart focusing on background
knowledge and preview. Ask students if they have ever experienced a Tsunami or
other bad weather. Many students are from Japan and have experienced a
Tsunami, ask them to share their experience if they feel comfortable. Students
preview Tsunami by Mary Kate Doman and Ed Hansen with a partner, and
determine if it is reality or fantasy.
Modeling Review the reading strategies chart again focusing on prediction. Then
add the word question to the chart in both the before reading and during reading
columns. Explain that question is something you do throughout reading. You
should ask yourself questions about the text as you read and look for the answers
to the questions. Student pairs write one prediction and one question after
previewing the story. Create a class list of predictions and questions. Read aloud
Tsunami by Mary Kate Doman and Ed Hansen. Refer back to the class
predictions and determine which ones were correct or incorrect. Also, look at the
class list of questions, and find answers during and after reading.
Guided Practice Host small guided-reading groups to allow students to practice
reading the book. Students practice reading the text for fluency, pronunciation,
and to clarify meaning. During guided reading groups, discuss and clarify the text
and ask guided questions to informally assess comprehension. While the teacher
is working with small groups, other students are completing vocabulary semantic
maps for the new words they choose from the reading.
Independent Practice Students practice reading Tsunami by Mary Kate Doman
and Ed Hansen aloud with a partner. Partners work together to discuss and clarify
the text. Together students answer questions about the text while reading.
Differentiation Guided-reading groups allow the teacher to assess student needs
abilities, and address the individual need of each student.

Lesson Description (Writing Period)

Warm Up Review the Reading Strategies chart. Add literature response to the
after reading column of the chart. Read aloud Tsunami by Mary Kate Doman and
Ed Hansen. Explain that writing a summary is one way to write a literature
response. Add summary to the chart under literature response.
Modeling Review the writing process, and the Writing a Summary Graphic
Organizer and class written rough draft from the first text. Give students a new

Writing a Summary Graphic Organizer to complete for Tsunami by Mary Kate

Doman and Ed Hansen. Students independently write the main idea of the story
on their graphic organizers.
Guided Practice Students work independently to fill out the rest of the graphic
organizer on their own, and use it to complete their rough drafts. During this
time, move around the room and have individual writing conferences to support
students with writing, revising, and editing.
Independent Practice Using their corrected rough drafts, students should type
and publish their summary on Google Classroom.
Differentiation Individual writing conferences allow the teacher to address the
individual needs of each students and work with them to improve their writing
skills.
Assessment of Student Learning (Did students meet the learning objectives?) Students
are formatively assessed on their comprehension of the text using observations during
guided reading groups and the questions they answered independently. Students are
assessed summatively using a comprehension quiz. Students are also formatively
assessed on their writing during conferencing and summatively assessed on their final
copies of summary writing using a rubric.
Teacher Reflection (What went well? What Changes should I make?) Students did well
on their assessments, showing that they comprehended the text after several readings.
Students were able to identify the main idea of the story easily. Students were able to
independently write a summary. Guided reading groups were successful at encouraging
discussion about the text among small groups of students, and clarifying events and
concepts. This lesson there was more focus on fluency and pronunciation, and formative
observations show improvement in this area. Students also showed more understanding
of the writing process.