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UNT Lesson Plan Template

Pre-service Teacher: Grade(s): 3rd School/Mentor Teacher (if


Stacy Shelley Grade applicable): Greenfield Elementary
School/ Rachel Rivera

Subject area(s): Unit Lesson Title: Poem work and


Reading Topic/Theme: summarizing the story.
Benchmark
Review
Relevant TEKS: Relevant ELPS: Relevant TX CCRS:
3.4b: use context to c.4(D) use
determine the prereading
relevant meaning of supports such as
unfamiliar words or graphic
distinguish among organizers,
multiple meaning illustrations, and
words and pretaught topic-
homographs; related
3.8a: sequence and vocabulary and
summarize the plots other prereading
main events and activities to
explain their enhance
influence on future comprehension of
events. written text;

Lesson Objective(s)/Performance Outcomes


Learning Target: I will summarize and give details of a fiction story by making
a story mountain with a partner and accurately representing the parts of the
story.

Students will be able to create a story mountain by reading the passage and
figuring out the vital details.

Students will be able to summarize the story by using the information they
have included in their story mountains.

Assessment (Description/Criteria)
Students will turn in their completed story mountains at the end of the lesson.
We will then discuss the parts of the story and why they are important. I will
then clarify some of the parts of the story to students who still may need help.
Students will be graded on whether or not they have put the appropriate
details from the story on the parts of the mountain that they belong in.
UNT Lesson Plan Template
Materials and Resources
Poem for whole class instruction
Document Camera
Jam poem
The First Tail story
Chart paper
Post it notes

Management of the Instructional Environment


Students are expected to stay on a level 0 unless they are working with a
partner and then they are able to talk at a level 1 whisper.
Technology Integration
Document camera

Diversity and Equity (Accommodations, Modifications, Adaptations)


Accommodation: Read the story aloud to the whole class.
When students who have dyslexia need help, and raise their hands I will read
the sentence or questions that they need me to read.
Modification: Allow students who finish early to then write a summary for the
passage based upon their story mountains.
Adaptations:

Activities/Procedures
1. Students will come into class and sit down at their desks. I will display a
copy of the poem we will work on for the week on the document camera.
2. Start out by stating the learning objectives for reading and poetry.
3. I will then remind the students that we will be working with a poem all
week and we will have a quiz at the end of the week on Friday.
4. I will then bring students attention to the poem displayed on the
document camera.
5. The first thing I will ask the students is, Whenever we see poems in the
future what is the first thing we need to do on them? (students should
say number the lines). Call that student up to the board and ask them to
number the lines.
6. Then ask the students what is the next thing we should do on the poem?
(Students should raise their hands and say number the stanzas). Call on
a student to come up to the board and number the stanzas.
7. The next question you should stress to students is this poem one stanza
or more than one stanza? How do we know that we have more than one
stanza?
8. Next, ask students how we know if a word or set of words rhymes? Where
is the word found in the lines? (The words sound similar with similar
endings) (The rhyming words are found at the end of the line).
UNT Lesson Plan Template
9. Give students an example of a set of rhyming words and make sure to
stress to students the lines they are found in and the words that rhyme.
Stress to students that that is why we numbered the lines so that we
knew exactly which lines the words could be found in.
10. Tell students that they are looking for two sets of rhyming words
and they are expected to write the words and the line numbers they are
found in.
11. Pair students up and give each pair a note card and a copy of the
poem.
12. Give students five minutes to work with their partner and find two
rhyming words and their corresponding line numbers.
13. Give students five minutes.
14. Once students have had time to find two sets of rhyming words, get
students attention and call of two or three groups to share their answers.

Summary: Whole group lesson

1. Students will be given the passage . This will be the passage we will
focus on for this lesson.
2. Start out the lesson by asking the students to describe what a summary
is.
3. How could we determine if a question is asking us about summery or
summarizing something?
4. Once students have come up with an idea about what they think
summary is, call on students to share what they think it is.
5. Once this discussion pass out a passage to each of the groups. Students
will read the passage together and then they will create a story map as a
pair.
6. Tell students that last time we did a story mountain we had a few
problems with the goal/ motivation of the passage and the climax of the
passage.
7. Ask students, what is the goal or motivation of a passage? What does it
mean if they are asking you for the goal or motivation?
8. Then ask students, What is the turning point or climax of a passage?
Why is it important for us to be able to find this information?
9. Once students are ready to read the passage, give them around 15
minutes to read the passage and create a story mountain. Once students
have finished creating their story mountains they can go on the back of
the page and create a summary. We will also come together and create a
summary as a class following the correct format.
10. Then we will talk about the importance of summarizing. I will stress
with the class the importance of being able to summarize by telling them
that this is something they will see throughout their school career. We
will then stress the importance of summarizing and how we will use it for
the future. I will talk to the students about how I am still asked to write
summaries in the form of an abstract when I write papers.
UNT Lesson Plan Template
11. Then to finish off the lesson I will read the learning target to the
whole class to close the lesson.

Reflections and Documentation/Evidence of Lesson Effectiveness


To determine if students understand the parts of the story mountain and
summarizing I will look at what they have turned in and determine if I
should reteach parts of the story mountain to the class.

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