Kathleen

Reilly
Flipped Classroom
Summarizing Informational Text

Instructional Notes:
This lesson is based on the text, Power From Nature from McGraw Hill Reading:
Reading/Writing Workshop. Students are differentiated in small groups by reading
level (Scaffolded, Enrichment, & Acceleration). Students will partake in a short-
shared learning and for the remainder of the time engage in a flipped classroom
and/or small group learning. Based on my current classroom, we will assume that
there are 20 students in the class and 10 available laptops.

Lesson Plan: Summarizing an Informational Text
Subject: English Language Arts
Grade: 5
Duration: 2 hours

Materials/ Resources:
- Monitor at Small Group Table
- 10 Computers (or as many as available)
- Headphone Splitters (at least 2 this will allow students to listen together)
- Headphones (one per student)

- Power From Nature text (McGraw-Hill Reading: Reading/Writing Workshop
Wonders)
- Power from Nature (McGraw-Hill Reading: Reading/Writing Workshop
Wonders Online)
- Kahoot! Quiz: https://play.kahoot.it/#/k/3ee70e6c-65c9-44b3-a5ce-
33f091e4c63e
- Power From Nature Screencast-O-Matic video file:
https://www.youtube.com/watch?v=xNd7lmYDfZI
- Power from Nature Note-Taking Organizer: *Attached to document

Essential Questions:
1. Why are natural resources valuable?
2. What impact do people have on natural resources?

Targeted Standards:
CCSS:
o RI.5.1 Quote Accurately from a text when explaining what the text says
explicitly and when drawing inferences from a text
o RI.5.2 Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text
 o W.5.2 Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.

ISTE:
o 2a. Communication and Collaboration: Interact, collaborate, and publish with
peers, experts, or others employing a variety of digital environments and
media
o 4c. Critical Thinking: Collect and analyze data to identify solutions and/or
make informed decisions
o 6b. Technology Operations: Select and use applications effectively and
productively
Enduring Understanding
Nonfiction readers must read thoroughly, with purpose.
Nonfiction text informs or explains a main idea and supports it with specific details

Shared Learning Experience:
1. Ask students what an Expository Text is. (A text that explains a topic)
2. Have students preview the text, Power from Nature. Focus on the text
features (title, subtitles, photographs, captions) and make a prediction on
their note-taking organizers about what this text is going to explain.
3. On note-taking organizer, predict what you think the text will be about.
4. Pre-Assessment: 1 laptop will be shared between 2 students (there are 10
available laptops). Students will log onto Kahoot! and insert game code
provided. In collaborative teams, students will answer questions to assess
their background knowledge on the topic of natural resources. Data provided
and reading level will define small group instruction grouping.

Independent/Small Group:
Scaffolded Group
1. MEET WITH TEACHER
a. Read first section, Renewable and Nonrenewable Energy with students,
stopping to monitor comprehension.
b. Point out/Define vocabulary words: (natural resources, renewable energy,
nonrenewable energy, necessity)
c. As a group take notes on key details
d. Determine the main idea of the section
e. Explain to students that as they return to their seats they will be working
with partners to complete the note-taking organizer for the following
sections- just as was modeled in the small group. These students may use
Wonders online for audio of the text as they read along and take notes.
 2. Take computer from Enrichment Group member and finish reading Power
from Nature with audio support. Use headphone splitters to share
computers.
3. While reading, continue taking notes on the main idea and key details of each
section of the text as modeled in small group.
4. MEET WITH TEACHER
Why do we write summaries?
o It helps you check your understanding
o It helps you remember what you read
o It helps you pick out the most important information that the author
wants you to know
Elicit from students what a summary needs to include. Create an anchor chart.
o Must include the most important details (key details)
o Must be in your own words
o Must be organized logically
o Must include quotes woven into the writing
o Must be shorter than the text
5. Using your note-taking organizer as a guide, write a summary about Power
From Nature.
6. Log on to Kahoot! and using the code provided take the Power from Nature
quiz independently.
Enrichment Group
1. With a partner, take a computer and headphones
2. Use the Screencast-O-Matic file Power from Nature to engage in a guided
lesson on note taking for the first section of the text: Renewable and Non-
Renewable Energy Take notes while following along!
3. MEET WITH TEACHER
a. Check with students that they were able to follow the Screencast-O-Matic
and have the correct notes
b. As a group read the 2nd section, Problems and Challenges.
c. While reading, elicit key details from the students and take notes
collaboratively. Record the notes on the larger computer monitor at the
small group table.
d. Explain to students that as they return to their seats, they will finish reading
the text, while completing their note-taking organizers.
e. Discuss how to write a summary:
Why do we write summaries?
o It helps you check your understanding
o It helps you remember what you read
o It helps you pick out the most important information that the author
wants you to know
Elicit from students what a summary needs to include. Create an anchor chart.
 o Must include the most important details (key details)
o Must be in your own words
o Must be organized logically
o Must include quotes woven into the writing
o Must be shorter than the text
4. Finish reading Power from Nature and complete note-taking organizer for
the section: Solutions for the Future.
5. Write a summary of Power from Nature using the note-taking organizer.
6. Log on to Kahoot! and using the code provided take the Power from Nature
quiz independently.
Acceleration Group
1. Independently take a computer and headphones
2. Use the Screencast-O-Matic file Power from Nature to engage in a guided
lesson on note taking for the first section of the text: Renewable and Non-
Renewable Energy Take notes while following along!
3. Read the section, Challenges and Problems and use the note taking
organizer to continue taking notes on the main idea and key details.
4. MEET WITH TEACHER:
a. Check notes from Renewable and Non-renewable Energy to check for
understanding of the Screencast-O-Matic.
b. Compare notes from Challenges and Problems that the Enrichment group
posted on the monitor. Clarify notes as needed. Add notes to the monitor as
needed.
c. Share out and add notes found from the last section, Solutions for the
Future.
d. Ask students why the author chose to write about this topic. Ask students
why this information is important for them to know.
e. Explain to students that they will be writing a summary of the text. Go over
summary expectations:
Why do we write summaries?
o It helps you check your understanding
o It helps you remember what you read
o It helps you pick out the most important information that the author
wants you to know
Elicit from students what a summary needs to include. Create an anchor chart.
o Must include the most important details (key details)
o Must be in your own words
o Must be organized logically
o Must include quotes woven into the writing
o Must be shorter than the text

5. Write a summary of Power from Nature using the note-taking organizer.
6. Log on to Kahoot! and using the code provided take the Power from Nature
quiz independently.
Formative Assessment:
1. Individual Kahoot! Score
2. Summary of Power from Nature

Differentiation:
o Provide online access to digital tools in Wonders when reading Power from
Nature
o Expectations of summary length (Scaffolding- 3 paragraph/Enrichment- 4
paragraph/Acceleration- 5 paragraph)
o Modeled note-taking using Screencast-O-Matic

Extension:
Students can choose a type of renewable or non-renewable energy. They should
create a presentation or PSA explaining the benefits or the harms of the type of
energy they have chosen. This can be a long-term project. Projects will be shared at
the conclusion of the Unit.