Lesson 4

Strategy Focus: Background Knowledge, Vocabulary, Preview, Writing a Summary

Common Core State Standards:
Reading Standards for Informational Text Grade 9-10
CCSS 1: Cite textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
CCSS 4: Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings.
Writing Standards Grade 9-10
CCSS 5: Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a
specific purpose and audience.
CCSS 6: Use technology, including the Internet, to produce, publish, and update
individual or shared writing products, taking advantage of technologys capacity to link
to other information and to display information flexibly and dynamically.
Speaking and Listening Standards Grade 9-10
CCSS 1: Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and
issues, building on others ideas and expressing their own clearly and persuasively
CCSS 2: Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate.
Language Standards Grade 9-10
CCSS 1: Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
CCSS 2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
CCSS 3: Apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening.
CCSS 4: Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 910 reading and content, choosing flexibly from a range of
strategies.
CCSS 6: Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
Student Learning Objective
I can read and comprehend text in English.
I can read a table in nonfiction text.
I can write a summary using the writing process.
I can clarify the meaning of unknown English vocabulary and use the words in my
writing.

Materials
Great Spies of the World by John Perritano (Lexile Level 70L)
Vocabulary Collector
Reading Tables questions
Comprehension Quiz
Summary Rubric

Lesson Description (Reading Period)

Warm Up Read Aloud Great Spies of the World by John Perritano. Discuss the
meaning of fiction and nonfiction. Explain that this is a nonfiction text, and
therefore it is not a story. It is a text that gives facts and information.
Modeling Review the reading strategies chart. Next to preview, add look at
charts and tables when reading nonfiction text. Using the document camera and
projector, display Great Spies of the World by John Perritano on the board while
students look at their individual copies. Student pairs look up and define the
words chart and table. Share definitions with the class, and determine which
meaning is appropriate for this circumstance. Create a class vocabulary semantic
map with synonyms like chart, box, graph, and diagram next to the word table.
Explain that nonfiction text includes tables to give more information. Reading
tables will enhance comprehension of nonfiction text. Model for students how to
use the table to answer the first question.
Guided Practice Students work with their groups at their tables to answer the
reading Tables questions using the tables from the text. After students have
completed this, work as a whole group to fill in the correct answers on the board.
Next, students find 5 to 10 new words from the text, and create semantic maps for
the words. While students work on finding new vocabulary, the teacher works
with small guided reading groups to practice reading the text for fluency,
pronunciation, and to clarify meaning. Also provide groups with support on the
vocabulary collector and reading tables in the text. As a whole group review and
discuss new vocabulary sharing students definitions, synonyms, and illustrations.
Independent Practice Students practice reading Great Spies of the World by
John Perritano aloud with a partner. Partners work together to discuss and clarify
the text and practice identifying 3 to 5 important facts.
Differentiation Guided reading groups allow the teacher to assess student needs
abilities, and address the individual need of each student.
Lesson Description (Writing Period)
Warm Up Share a YouTube video of the teachers favorite spy movie preview.
https://www.youtube.com/watch?v=ashLaclKCik
Ask students to share what their favorite movies are.

Modeling Review the writing process, and model the My Favorite Movie
Summary Graphic Organizer using the movie preview shown to the class. Give
students a copy of My Favorite Movie Summary Graphic Organizer to complete
for their own favorite movie.
Guided Practice Students work independently to fill out the rest of the graphic
organizer on their own, and use it to complete their rough drafts. During this
time, move around the room and have individual writing conferences to support
students with writing, revising, and editing.
Independent Practice Using their corrected rough drafts, students should type
and publish their summary on Google Classroom.
Differentiation Individual writing conferences allow the teacher to address the
individual needs of each students and work with them to improve their writing
skills.
Assessment of Student Learning (Did students meet the learning objectives?) Students
are formatively assessed on their comprehension of the text using observations during
guided reading groups. Students were summatively assessed using a comprehension quiz.
Students are also formatively assessed on their writing during conferencing and
summatively assessed using a rubric with their final copies of My Favorite Movie
Summary.
Teacher Reflection (What went well? What Changes should I make?) Students did well
on their assessments, showing that they comprehended the text after several readings.
Students were able to use the table to help with text comprehension. Guided reading
groups were successful at encouraging discussion about the text among small groups of
students, and clarifying events and concepts. Students also showed more understanding
of the writing process. They were able to use their knowledge of summary writing and
transfer it to writing their summary of their favorite movie including characters, setting,
and 3 to 5 important events.