Anna Duplisea

IMB Reading Lesson

Direct Instruction Lesson Plan Template
Grade Level/Subject:
Central Focus:
th
5 /Reading/Informational Text
Summarizing informational text using details to form main
ideas.
Essential Standard/Common Core Objective:
CCSS.ELA-Literacy.RI.5.2
Date submitted: 3/16/15
Determine two or more main ideas of a text and explain how
Date taught: 3/16/15
they are supported by key details; summarize the text.
Daily Lesson Objective:
Students will be able to complete each section of the guide given, pulling details from the text
and turning them into summaries.
Mastery will be determined by whether or not the answers to the questions/details written are
accurate based on the text as well as whether or not the summaries reference those
answers/details.
21st Century Skills:
Academic Language Demand (Language Function and
Vocabulary):
Work Independently-Students will
be working independently on the
Locate, Summarize: Students will be locating key details in
guided sheet while working with
order to summarize the text they are reading.
the textbook pages.
Vocabulary:
Use Systems Thinking-Students will Detail, main idea, summary
be using the details to form a
larger summary.
Students will be listening to the teacher go through the
summarizing process. They will be reading a text, in order
to write a summary of their own.
Prior Knowledge:
The students should already know how to explicitly refer to the text when answering questions.
They should somewhat understand what an important details is versus an un-necessary one.
Students should also be able to identify the main idea of a text.
Activity

1. Focus and Review

Description of Activities and Setting

I will bring the students to the carpet. I will have them recall
anything they may have learned in September about the U.S.
Constitution. I will write the students comments on the Smart
Board, compiling a list of facts, or details they recall. I will
explain to them that the things are important pieces of
information, or details, that we could use to tell someone
about the Constitution if they didnt know what it was. I will
remind them that we have used articles/texts before to look
for main ideas, or key details.

Time

Anna Duplisea
IMB Reading Lesson
2. Statement of
Objective
for Student

3. Teacher Input

4. Guided Practice

5. Independent
Practice

Today you are going to take details that you locate in a text
about the United States Constitution and use those details to
create a summary.
To begin, I will remind the students what a summary is: A
summary is a shortened version of a longer text that tells the
main idea, using key details. Using the article (Constitution
for Kids) on the doc cam or smart board, I will model the
strategy of using details to summarize. I will read The Basics
section aloud all the way through. Then, starting from the
beginning again, I will stop to highlight key details and talk
aloud while doing so: I see here that the Constitution is the
highest law in the United States...do I think I could understand
this article without this detail? No. I will continue this process
for both paragraphs of this section. When I have highlighted
all my key details I will read them in order: That sort of
sounded like a summaryI may need to add some words here
and there, and move some details aroundbut this is a great
start! Do you see how we can use details from the text we are
reading to create a summary for others to read? I will take
any questions before moving into the next section of the
article for guided practice.
Here, we will be using the same article, but a different portion.
I will call on students to read different pieces of the History
portion. Once the text has been read all the way through, I will
ask for volunteers to provide a detail for me; they may come
up and highlight it. Once we have enough information to
create a summary, I will write it on a whiteboard with an Expo
marker, as to not remove the text or highlighted details from
the students view.
The students will open their textbooks to page 96 to begin
reading the text. They will be asked to read it all the way
through first, then they will be given the guided sheet that
breaks the text up into three portions. They will complete
each section of the sheet using the textbook reading. The
worksheet shows some scaffolding: the first portion asks the
students to answer three questions, essentially providing the
details for them once answered. They will be asked to
summarize just that section using the answers to their
questions. Next, they will be filling in details for the other two
portions of the reading. They will be asked to re-read their first
summary, and continue the summary at the end of the sheet,
using the details they came up with for the other two portions
of the article.

10

10

25

Anna Duplisea
IMB Reading Lesson
6. Assessment
Methods of
all
objectives/skills:
7. Closure

8. Assessment
Results of
all
objectives/skills:

During the independent practice I will be walking the classroom seeing

how each student is progressing and providing assistance if needed. The
guided sheet will be used to asses each students understanding of the
skill taught; criteria for mastery is listed in the daily lesson objective.
The students will be brought back to the carpet with their
sheets. I will ask for volunteers to read their various
5
summaries. I will answer any lingering questions.
For the Informational text assignment, if the student completed the
entire sheet providing information relating to the text/following the
directions given, they received a 100% (11). If the student was missing a
small portion of the assignment (did not complete the last summary,
details for one section of the text, etc.), they received a 95% (6). A few
of the students left two sections blank (last details section and
summary); those students received a 90% (4).

Targeted Students
Modifications/Accommodations:

Student/Small Group
Modifications/Accommodations:
Some students may have difficulty understanding
the strategy during guided practice, the teacher
should continue through the article at this point in
order to give those students more examples of
pulling key details from a text, leading up to a
summary.

Materials/Technology:
(Include any instructional materials (e.g., worksheets, assessments PowerPoint/Smart Board slides, etc.) needed to implement the lesson at
the end of the lesson plan.)

-Article from http://www.usconstitution.net/constkids4.html (located at the end of this lesson

plan)
-Pages 96-97 from Harcourt Social Studies-North Carolina textbook (located at the end of the
lesson plan)
-Guiding worksheet (located at the end of this lesson plan) one for each student ~22
-Smart Board/Doc cam
-White board/Expo marker
-Pencil/Paper
References:
The Constitution for Kids (Grades 4-7) from: http://www.usconstitution.net/constkids4.html
-Harcourt Social Studies-North Carolina (The United States, Mexico, and Central America) Pages
96-97
Reflection on lesson:

As I reflect on this lesson, I think about the planning stages first. After my initial meeting with the
CTs, I began talking with them about what they would like to see taught in the various subjects.
The fifth grade team is partially departmentalized; three teachers each have homerooms and
they teach math to these students. The students then break up into teams and each of the

Anna Duplisea
IMB Reading Lesson

three teachers specializes in a subject area (science, social studies, and fictional). The group that
I was placed with spent the majority of the time in the classroom where social studies was
taught. However, the really neat aspect was the fact that this teacher taught using informational
text and really focused on informational text features throughout her lessons. Their reasoning
was that the students really lacked skill in informational text when it wasnt being taught in their
fictional class, so they wanted to provide a balance. The teachers told me about this during our
initial Skype meeting, but it wasnt until I saw it in action that I really understood. The students
were doing scavenger hunts in their social studies textbook for text features (title, caption, etc.)
in one lesson I observed; I really enjoyed seeing how reading was woven throughout this course
very purposely.

The CT had an idea, and request: that I teach an informational text lesson during the social
studies block. Planning this was actually really fun for me because it was a challenge. I knew that
I would teach this reading lesson on Monday of week two, and also knew that I would be teaching
a social studies lesson to the same group of kids on Wednesday. I didnt want to repeat
material/concepts. I chose to focus on the summarization of the informational text. The CT
showed me a really great passage in the text book that perfectly prefaced the constitution lesson
I ended up carrying out for social studies (that was not plannedand just goes to show that
sometimes things dont go as planned, but can work out in your favor).

The main thing I really took from the implementation of my lesson was that, even though I was
only there a short time and not a professional yet, my lesson had a purpose. I felt this way
because I was able to teach social studies to the same group two days later and see the two
lessons tie together; that little glimpse gave me the feeling that I think many teachers have
throughout their career: seeing that the students took something from a previous lesson and are
able to apply it. I have attached an example of a students work below to show how well many of
them did with this lesson. Most were able to finish in the allotted time; this student actually
came up to me after class and almost begged me to bring their paper to lunch so that they could
finish writing out their ideas! It was really exciting to see how eager this student was to do well
(even though I wasnt the teacher or intending to give individual grades).