Teacher Candidate: Marshell Mumphrey

Grade Level and or Subject: 5th Grade Reading

Date: 2/13/2019
Unit Topic (if applicable): ‘Dressing Our Summaries’ (Research Projects)
PART I. DEFINE THE GOALS/S FOR THE LESSON
What is the focus of The focus of this lesson is summarizing while using the student’s action
this lesson? plans and checklists they have developed from their research topics.

National / State TEKS:

Learning (18) Writing/Expository and Procedural Texts. Students write expository and
Standard/s: procedural or work- related texts to communicate ideas and information to specific
audiences for specific purposes. Students are expected to:
. (A) create multi-paragraph essays to convey information about the topic that:
(i) present effective introductions and concluding paragraphs;
(ii) guide and inform the reader's understanding of key ideas and evidence;

(26) Research/Organizing and Presenting Ideas. Students organize and present

their ideas and information according to the purpose of the research and their
audience. Students are expected to synthesize the research into a written or an
oral presentation that:
(A) compiles important information from multiple sources;
(B) develops a topic sentence, summarizes findings, and uses evidence to
support conclusions;
(C) presents the findings in a consistent format; and
ELPS:
(5) Cross-curricular second language acquisition/writing. The ELL writes in a
variety of forms with increasing accuracy to effectively address a specific
purpose and audience in all content areas. ELLs may be at the beginning,
intermediate, advanced, or advanced high stage of English language
acquisition in writing. In order for the ELL to meet grade-level learning
expectations across foundation and enrichment curriculum, all instruction
delivered in English must be linguistically accommodated (communicated,
sequenced, and scaffolded) commensurate with the student's level of English
language proficiency. For Kindergarten and Grade 1, certain of these student
expectations do not apply until the student has reached the stage of generating
original written text using a standard writing system. The student is expected
to:
TX CCRS:
V. Research
C. Produce and design document.
Goal/s of the lesson The goal of this lesson is to further develop students summarizing skills.
Not only will they increase their summarizing capabilities but, the lesson
will also allow the students to grasp a better understanding of how to
construct a well-developed summary using a graphic organizer.
PART II: WRITE THE OBJECTIVE/S FOR THE LESSON
Specific learning
target(s) / objectives: ★ The learners will discuss previous work on summarizing done
in class before the lesson with the instructor. This can be
done by raising hands to answer or answering aloud.
★ The learners will view the ‘Dressing Our Summary’ graphic
organizer using the visual presenting machine and will learn
how to use the graphic organizer properly with the help of the
instructor.
★ After viewing and receiving instructions on how to fill out the
graphic organizer with the instructor, the learners will break
into their assigned research topic groups.
★ The learners will use their summaries previously created in
class (located in their pensive journals), the projected
example of the graphic organizer, their research action plans,
and research checklists to complete one to two boxes
(drawers) on their copy of the graphic organizer.
★ After viewing and receiving instructions on how to fill out the
graphic organizer, reviewing with the instructor, and
collectively completing one to two boxes (drawers) on their
copy of the graphic organizer, the learners should be able to
independently complete the following three to four boxes
(drawers) and further their summarizing abilities.
 PART III TEACHING THE LESSON

Opening/Introduc Prior knowledge: The instructor will begin this lesson based on the
tion student’s prior knowledge by asking for students to recall creating
summaries as a class and in partnerships using pages 18 and 19 from
Rebbeca Johnson’s ‘When Lunch Fights Back’ in their pensive journals.
Students will be expected to answer the instructor by raising their hand
and being called on OR one by one aloud. Their answers can be repeated.
(This moment can be used to allow students who were present the day of
the previous summary lesson help refresh their fellow peers who may
have forgotten.)

Anticipatory Set: Ask your learners to recall what was agreed upon as a
class regarding the question: What does a well-developed/ educated
summary look/ sound like? The learners can answer by raising their hand.
After the instructor has allowed the learners to share their answers he/she
will introduce the necessity of structure/ organization as one of their new
ideas for a well-developed summary. The instructor will then propose a
new tool learners could use to help guide them to an organized summary
by introducing the ‘Dressing our Summary’ graphic organizer!

Procedures
1. The instructor will begin this lesson based on the learner’s prior
knowledge by asking them to provide the instructor with a recap
on their previous work as a class over summarization. Students
will be expected to answer after being called on rather than
blurting out answers.(Its should not come to surprise if some
answers sound repetitive.) During this time, the instructor should
allow students to remind their peers who may have forgotten this
class day and what we did during their class. After the students
have recalled their previous work with summarizing, ask students:
“What would they consider to be a well-developed/educated
summary? How does it look? What does it include?”
2. The instructor will mentally note the students answers (answers
could be written down using the visual presenting machine if time
permits). If “well organized” or “structure” was one of the students
answers, emphasize they are correct! If this answer has not been
said, introduce organization/structure as one of their forgotten
answers. (“You all had great answers, but I just had a feeling you
 guys would forget to mention organization as one of your
answers!”) While doing this the instructor should be moving
towards the projector to introduce the ‘Dressing Our Summary’
graphic organizer.
3. Using the visual presenting machine the instructor will then
propose a new tool learners could use to help guide them to an
organized summary by introducing the ‘Dressing our Summary’
graphic organizer.
4. As a class the students will be watching as the instructor takes
one of the student’s previously created summaries on Rebecca
Johnson’s ‘When Lunch Fights Back’ (This summary will not be
from one of the students who is currently in the class, instead this
example will be from a different class period.) and carefully plugs
their paragraph into one of the boxes (drawers) on the graphic
organizer. It is imperative that the instructor is reminding his/her
students not to place more than the necessary amount of details
in one box (drawer). (You can refer to over stuffing a drawer on a
dresser, and how you have a hard time closing it as a metaphor
for writing their paragraphs.)
5. After successfully filling in the first box (drawer), The instructor will
explain how the students will use their collected resources
(research action plans and checklists of main ideas located in
pensive journal) and their new tool of guidance (graphic
organizer) to create/complete the summary component of their
research topic projects. During this time it is imperative that the
instructor brings attention to the expected amount of details to be
included in each box/drawer and how it is written at the bottom of
their graphic organizer. (The instructor should be passing out
copies of the graphic organizer at this time.)
6. After passing out the graphic organizers, students will be
instructed to break into their pre-assigned research topic groups.
The students will be expected to quickly find their group members
and start their summaries. At this time talking is permitted, but
monitored by the instructor to ensure students are on task.
(Remind students if they need extra room to write to use their
pensive journals, so they can keep up with their thoughts!) The
instructor should be walking around, making sure to answer any
questions or review paragraphs the students have created.
7. After students have been given an ample amount of time (20
minutes) to fill in their first box/drawer call attention to yourself
and request that students stop working. (You may want to
mention, students will get more time to work on finishing their
graphic organizer another time, so you will be collecting their
 work.) Ask the students if one of them would like to share what
they have come up with.
8. Students (or at least one) will be expected to share their work, so
the class has the chance to review our work as a class together.
(The instructor should know the quality of work the student has
prior to sharing due to monitoring earlier.)
9. One student (if time permits more than one) will model their work
to the class. As a class the instructor and students will review the
structure of the modeled work using the visual presenting
machine. Students may grade the summary using the Thumbs
system (Thumbs-up: good, Mid-thumb: okay, Thumbs-down:
underdeveloped.) However, if a student is critiquing they have to
explain why they feel that way about the summary! (Be sure to
thank the student for showing confidence in their work in sharing
after you have finished reviewing their work as a class.)
10. The remaining time left of the class. Will be used to pack up and
lined up to be dismissed. If time permits students will be allowed
to read quietly.
Formative Based on the completion of the first box/drawer on the graphic
assessment organizer, the instructor will be able to access the effectiveness of the
lesson. Not only will the completion of the first box (drawer) be
methods/tools:
considered, but the overall content of the paragraph, amount of details
included, and structure of the paragraph will be considered as well.
Learners that have shown their comprehension by summarizing will also,
demonstrate their comprehension by modeling their work to their fellow
classmates using the visual presenter machine. If there are a few
learners apart of groups that don’t understand the importance of
structure/ organization when summarizing, further assistance by their
group members should be given FIRST. However, if an explanation by
their group members does not help, the instructor will intervene.
Grouping The classroom will be designed for students to work in groups BEFORE
structure/s: they enter the classroom. The instructor will explain to the learners they
will be working in groups for most of the class period. After doing so, the
learners should remain in assigned seats, with their necessary materials
until further instruction.
★ The learners will be instructed to went to break into their research
topic groups. The instructor will switch groups of students if their
is a behavioral concern.
★ As the learners are breaking off into groups, they should already
have their materials at their desks upon seating and will remain in
these spots for the lesson.
★ After moving back into original seating, the learners will remain in
their assigned seats for the rest of the school day.
Accommodations If necessary, the use of content support, language support, or
/ Modifications oral/signed administration accommodations would be ideal for the
students that may be considered a Beginning or Intermediate ELL. The
option of including an online video would be shown to all your students
to offer all, specifically ELL’s a better understanding of paragraph
structure and summarization. If an online video is shown, instead of
having the video available in one language, it would be great if one
could find a video translating the same information used in the original
YouTube video or use a script translated in the student’s L1. Their
writing, speaking, and listening skills will be of use for the completion of
this lesson . If there is an inclusive teacher available/assigned to the
classroom for the class period, ask for their assistance.

Instructional
★ Pencils
Materials,
★ Online Video (optional- use for ELL)
Equipment and
★ Projector
Technology:
★ Visual Presentation Machine
★ Pensive Journals
★ ‘Dressing Our Summary’ graphic organizer

IV. SUMMATIVE ASSESSMENT

THINK: HOW WILL I ENSURE THE LEARNERS HAVE MET THE OBJECTIVE/S FOR THE
LESSON?
Summative Assessment: Students will receive group participation points
based on their collaboration skills well in
research topic groups. Students will also
receive a participation grade based on their
ability to complete the first box/drawer on the
graphic organizer.

Assessment Accommodations & Since writing, speaking, and listening skills

will be of use for the completion of this
Modifications
lesson, L1 students should be permitted to
verbally show their comprehension. The
instructor could also be provided with
flashcards, having the L1 student identify the
structure of a written summary (main idea,
detail, introduction, conclusion, etc.)
 . REFLECTION ON THE EXPERIENCE
Reflection I truly believe this lesson was successful. I
had to switch the lesson around after
seeing the students were not as engaged in
the introduction of the lesson as I
anticipated. Instead of using the “When
Lunch Fights Back” book by Rebbeca
Johnson, I chose to start a research project
alongside the students over Will Smith. I
figured with Will Smith being a great role
model for young people, creating a
research project about him would be
appropriate. It was also nice to see how
students reacted after hearing his
accomplishments in the music and
entertainment industries. Most students
found the graphic organizer helpful and
appreciated a visual guideline to begin their
summaries. Some students were a little
overwhelmed by the amount of structure
applied to the graphic organizer/ lesson, I
made sure the meet with them regularly to
make sure they were comprehending the
lesson. If I were to have done anything
different, I should have printed out more
copies so, if students ran out of space they
could use another sheet rather than writing
their information in a section of their book. I
should have done a mini-lesson prior to
starting this lesson, having the students
complete one dresser (box) so it would
eliminate the amount of time spent to get
through the first dresser (box) for some
students.