KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Miss Banta Date: October 30, 2017

Cooperating Teacher: Miss Madeira Coop. Initials: ________________
Group Size: 26 Allotted Time: 30 minutes Grade Level: 3rd
Subject or Topic: Comprehension- summarizing Section: 931

STANDARD: (PA Common Core):

CC.1.2.3.A: Determine the main idea of a text; recount the key details and explain how they support the main idea.

I. Performance Objectives (Learning Outcomes)

The students will be able to identify key details of a text by using the comprehension strategy, “Somebody…
Wanted… But… So…”

II. Instructional Materials

 Click, Clack, Moo: Cows That Type by Doreen Cronin
 Anchor Chart
 Katie’s Sunday Afternoon by James Mayhew (beginning to page 6)
 Days with Frog and Toad by Arnold Lobel (Story: The Kite)
 Graphic organizer- hand out for students and uploaded onto flip chart

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, new content)
1. Prerequisite skills
a. Have practiced reading with other comprehension strategies
2. Key vocabulary
a. Summary- key ideas about a story
b. Main idea- what a story is mainly about
c. Character- the people/animals in the story
3. Big idea
a. Summarizing a fiction text
4. New content
a. “Somebody… Wanted… But… So…” Strategy
i. activate prior knowledge- what comprehension strategies do we use when reading fiction
texts?
ii. Introduce new strategy and anchor chart
iii. Model strategy- Click Clack Moo: Cows That Type
iv. Guided practice- Click Clack Moo: Cows That Type
v. Independent practice- Assigned book based on reading level
1. Katie’s Sunday Afternoon
2. Days with Frog and Toad: The Kite
vi. Closure- “Today and everyday…”

IV. Implementation
A. Introduction –
a. Ask the student what kinds of strategies they use when trying to comprehend a new text.
i. Have the students turn and talk to a partner
ii. Ask a few students to share out
b. Tell the students that they are going to be learning a new comprehension strategy today that
they can use when summarizing a story.

B. Development –
a. Introduce the new comprehension strategy, “Somebody… Wanted… But… So…” to the
students.
i. Tell the students that this is a strategy that we use when we are working on
summarizing a story.
 b. Introduce the anchor chart to the students.
i. Somebody- a character
ii. Wanted- what that character wants or needs
iii. But- something that stops that character from getting what they want or need
iv. So- what that character does in response to the problem
v. Then- how it all ends up; connects back to the problem/want
c. Tell the students that before they read, they can look at their cover to try to figure out who
their characters might be, and what problem they might be having.
d. Tell the students that while they read, they can stop when they hear a character, a problem, or
a solution and see how it fits in to their strategy to help them better understand what is
happening.
e. Tell the students that after they read, they can go back to the places they stopped to help them
make sense of the story and to help them create a summary of the story.
f. Model the strategy for the students:
i. Page 6- stop at marked places and fill in the graphic organizer
1. Somebody- the cows
2. Wanted- electric blankets
3. But- farmer brown said no
4. So- the cows went on strike
5. Then- farmer brown did not give in
ii. Page 11- stop at marked places and fill in the graphic organizer
1. Somebody- the hens
2. Wanted- electric blankets
3. But- farmer brown said no
4. So- the hens went on strike
5. Then- farmer brown did not give in
g. Guided practice with the students
i. Page 16- stop at marked places and ask the students how to fill in the graphic
organizer. Have them turn and talk to a partner, then have someone share out their
answer.
1. Somebody- farmer brown
2. Wanted- milk and eggs
3. But- the cows and hens went on strike
4. So- he accepted their offer
5. Then- duck didn’t bring back the typewriter
ii. Page 24- stop at marked places and ask the students how to fill in the graphic
organizer. Have them turn and talk to a partner, then have someone share out their
answer.
1. Somebody- The cows and hens
2. Wanted- electric blankets
3. But- farmer brown would not give in
4. So- they offered him a deal
5. Then- farmer brown accepted their offer
iii. If the students are struggling, the teacher will do more modeling
h. Independent practice
i. The students will read an assigned story independently and fill in a graphic organizer
using their new strategy. This will be collected and graded at the end.

C. Closure –
a. Go over the anchor chart again. Remind the students what they should do before, during, and
after reading.
b. Remind the students that every time they read, they should use the strategy, “Somebody…
Wanted… But… So…” to help them summarize the story.

D. Accommodations / Differentiation –
a. Follow the IEP
b. Make a Spanish anchor chart
c. Extra opportunity for practice if the students are not understanding
i. The Paper Bag Princess by Robert Munsch
ii. The Bear Who Didn’t Like Honey by Barbara Maitland
 E. Assessment/Evaluation plan
1. Formative
 The students will fill out a graphic organizer during independent practice and will
then write a short summary of what they read. The teacher will collect this to be
graded.
 This will be graded out of 10 points. The students will receive 1.5 point for each part
of the graphic organizer, and 2.5 points for the summary.

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on students performance written
after lesson is taught, includes remediation for students who failed to meet acceptable level of achievement)

B. Personal Reflection (Questions written before lesson is taught.)(Reflective answers to

questions recorded after lesson is taught.)

VI. Resources
Cronin, D., & Lewin, B. (2016). Click, Clack, Moo: Cows That Type. New York: Simon
Spotlight.

Lobel, A. (1979). Days with Frog and Toad. New York: Harper and Row.

Maitland, B., & Moraes, O. (1996). The Bear Who Didn’t Like Honey. New York: Orchard
Books.

Mayhew, J. (2004). Katie’s Sunday Afternoon. New York: Orchard Books.

Munsch, R., & Martchenko, M. (2010). The Paper Bag Princess. New York: Annick Press Ltd.

Serravallo, J. ( 2015). The Reading Strategies Book. Heinemann