Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Kathleen Fuller

Date

Subject/ Topic/ Theme

summarizing/sequencing Grade ____1st____________

I. Objectives
How does this lesson connect to the unit plan?
Summarizing and Synthesizing through Laura Numeroffs books
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

An
U

Students will be able to summarize a short text

Students will have basic understanding of what summarizing is
Students will be able to put a short sequence of events in order
Students will have a basic understanding of what sequencing is

An
U

Common Core standards (or GLCEs if not available in Common Core) addressed:
RL 2 Retell stories including key details and demonstrate understanding of their central message or lesson.
RL 3 Describe characters, settings or major events in a story using key details.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Basic knowledge of summarizing and sequencing

Pre-assessment (for learning):

Have you ever heard of these before? Can anyone explain what they are?
Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Formative (for learning):

Summarizing every few pages of the book to create a large summary at the end
Formative (as learning):

Can you summarize your day today? Can you put in order what you did at school today?
Summative (of learning):
Seqeuncing game, put cards in order. Summarizing worksheet (somebody wanted but so)
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction

Sticky notes, worksheet, reading a

story, playing a sequencing game

Writing, standing in a circle

playing a game

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Relevance: putting things in order

such as the schedule for a day or
how caterpillars become butterflies
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Introduce terms such as

summarizing and sequencing

Vocal, visual, kinesthetic

We will work together to

summarize the book and work
together to put the book in order

Provide options for comprehensionactivate, apply & highlight

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Long term: will be able to

summarize and sequence longer
books with more complex plot
lines

Sequencing activity will show

me and them how well they
understand.

Summarizing and sequencing

are taught as building blocks in
first grade-they will apply this
to reading later on.

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Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?

How will your classroom

be set up for this lesson?

Sherman Crunchley
Sticky notes
Somebody Wanted But So worksheet
Sequencing activity cards
If You Give a Mouse a Cookie
Pencil
Start on the rug with the story Sherman Crunchley to summarize with sticky notes. Then move to
desks for the somebody wanted but so activity. Read If You Give a Mouse a Cookie Move back to the
rug to start the sequencing activity. Have them stand in a circle and use cards to put the story in order

III. The Plan

Time

3 min

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Who is our author of the month? What do you
Students answer questions
remember about her?
Does anyone remember what we talked about last
week?
Have you heard of summarizing or sequencing
before?
1.

5 min

Development
(the largest
component or
main body of
the lesson)

10-20
min

2.

2 min

5.

7 min
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3.
4.

Explain to students what summarizing and

sequencing are.
The word sequence means to
put something in order from first
to last. Sequence of events in a
story is the order in which the
events happen (Important so we
know what happened when)
Would you put your shoes on
before your socks? Eat dinner
before it was cooked? Do your
homework before Mrs. Fackler
taught you a lesson?
Summarizing means to pick out
the main idea of a story, so that it
is easier to remember and
understand the story. Sometimes
stories have a lot of information
in them, and only some of that
information-the most important
details-help us to understand the
story. (Important to help us
remember the plot of the story)
Have students summarize their weekend
or their favorite movie.
Read Sherman Crunchley
Every few pages stop and have students
summarize the pages and put a sticky note
on it.
At the end of the book combine the sticky
notes to make a summary on the white
board.

Ask students to put their day in order.

Ask students to summarize their weekend.

Students will listen to the book and actively

participate in the summarizing activity giving
suggestions of what a small summary for a few
pages are.
Students will help come up with one big summary.

6.

Talk about the things Sherman did

throughout the book. Do you think you
could put them in order later?
7. Give students somebody wanted but so
papers to work on at their seats.
8. Share summary with the class if it looks
like we have time.
9. Read If You Give a Mouse a Cookie
10. Stop throughout to ask the students what
happened before the sentence you just
read.
11. Have students stand in a circle and pass
out cards with sentences from the book on
them. Have students put the sentences in
order.

510min
10
min
10
min

3-5
min

Closure
(conclusion,
culmination,
wrap-up)

Why are these tools useful when we read?

What does summarizing help us do?
What does sequencing help us do?
Whats an example of something in sequence in
our lives? Summarizing?

Students do this worksheet at their desks

individually, only calling on their peers for help.
Students will listen to the story and answer
questions about what came before or after
particular events.
Students will actively participate in the game to
demonstrate their understanding.

Students answer closing questions to demonstrate

their understanding and deeper thinking.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I ended up teaching this lesson two different days. It was a little different when I started out, but I revised it after the first day. The
summarizing portion of the lesson was hard for the students. My teacher and I had talked about it previously, and she thought it
would be a good idea to challenge them so she gave the okay on the lesson. I would say about of the students understood what
summarizing was by the end of the lesson, but it was still rough to get there. I tried to give them multiple examples of what
summarizing was, having them summarize their recess and what they did that morning. This seemed to clarify it further for some.
Then we read the book Sherman Crunchley. Every few pages I stopped and we talked about what had just happened in the book and
summarized those few pages. Then, at the end we summarized the book all together and I gave them somebody wanted but so
worksheets to fill out at their desks. I used this worksheet as an assessment. Most of the students understood really well and had little
to no trouble filling out the sheet. Others had a more difficult time with one boy who couldn't even tell me what happened in the
story. Looking back, I realize that I may have made the lesson a little advanced for them because normally when a lesson is taught
about 19/21 students understand it and move on. During this summarizing lesson I would say about 15/21 understood it. I was
planning on teaching sequencing from the same book, but after the summarizing lesson I decided to reevaluate and teach sequencing
the next day from a fresh approach. The next day I used If You Give a Mouse a Cookie and sequencing cards to teach the students.
This worked out so much better. I felt so much better about the sequencing lesson than the summarizing one. It felt good to end on a
positive note because I was discouraged about the summarizing lesson. That said, I know that making mistakes is the best possible
way to learn and now I know what works and what doesn't with my students!

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