Title and/or Lesson Plan #: Analyzing Information – Lesson 5

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Lesson Overview: Students have worked with how to determine important information in a E
text as well as draw inferences from text information. Students have learned how to select S
strong, solid evidence to support an assertion. In today’s lesson, students will begin to work S
with analyzing the connection between the evidence and the assertion. The first step will be O
to understand what analysis is (drawing out meaning) and what it is not N
(restating/summarizing information).
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Resources or Materials Needed:

 Name the Movie pre-instruction activity [Appendix G]

 Whiteboard and markers

 Power Point: Analysis vs. Summary [Appendix H]

 Computer connected to projector/smartboard

 Summary or Analysis learner participation activity

 Students’ follow-through assignment on “Nicki Haley…” article from Lesson 4

Performance Objective 5:

Given a summary and an analysis of a passage, students will correctly distinguish which is
summary and which is analysis in at least three out of four passages.
Time: 60 minutes
Step 1: Pre-Instructional Activities: Reviewing Summary

 Teacher shares the lesson’s objective with the students.

 Students will play Name the Movie based on its “brutally honest summary”.

[Appendix G]

o Teacher reads a description of a movie and students guess what movie it is.

o Once the game is finished, teacher points out that the descriptions were,

although embellished for comedy, summaries.

 Class works together to review the concept of summary by defining it on the

whiteboard.
Step 2: Content Presentation: Analysis vs. Summary
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 Teacher presents the concept of analysis [Power Point – Appendix H]
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o Dictionary definition of the term
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o Qualities of the term
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 Does not simply restate

 Identifies parts of the whole

 Considers how the parts affect one another (relationships)

 Explains how the parts make up the whole

 Teacher contrasts summary and analysis

o Summary: No new thought; pulls out big ideas from the text; what

o Analysis: You bring new thought; goes beyond what is said; why how

Step 3: Learner Participation: Distinguishing Summary from Analysis

 Teacher will give students the Summary or Analysis activity

o Four passages – each passage is followed by two statements.

o Students label each statement as summary or analysis

o Teacher monitors student work and reinforces lesson with individuals

Step 4: Assessment: Formative: Students Grade and Reflect

 Students will grade their own assignment as the class discusses the correct

identifications and reasoning. Students should distinguish the difference between

summary and analysis correctly at least three of the passages.

 Students explain their thought process on incorrect answers as a reflection on how

they made their decision and what they realize after going over it as a class.

 Teacher collects the Summary or Analysis activity to assess student understanding

and see if students correctly distinguished for at least three of the four passages.
Step 5: Follow-Through Activities: Practice Analysis
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 Students will take out Lesson 4’s follow through activity where they identified author’s E
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purpose and chose two pieces of strong supporting evidence in “Nicki Haley…” S
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article. N

 Students will write 1-2 analysis sentences for each piece of evidence by explaining 5

how the evidence supports the assertion about author’s purpose.