IWU Supervisor: Dr. Angie Leffler Co-op Teacher: Mr. Ethan Evans
Teaching Date: March 19th, 2019 Grade Level: 2nd
Lesson Rationale: In this lesson, students explore different aspects of plot and learn to
summarize. Students need learn this skill in order to convey information about a text in an
effective and organized way. Part of the natural response to reading is talking about a text, and
learning ways to stay organized while explaining the components of a text is essential to
conveying accurate information.
Readiness:
I. Goals/Objectives/Standards
A. Goal(s):
-Students will be able to make connections between the activities and making
summaries and will be able to apply this knowledge when asked to give a
summary or when talking about a book with a parents or friend.
B. Objective(s):
-After completing the stations regarding summaries, students will have a deeper
understanding of the plot of the book and how to summarize the events of a book
using beginning, middle, and end, as well as beginning, rising action, climax, and
end through completion and participation in activities.
C. Standard:
2.RL.2.2 Recount the beginning, middle, and ending of stories, including fables
and folktales from diverse cultures, and determine their central message, lesson,
or moral.
C. Space
Anticipatory Set: On Carpet
Stations: At students desks, around the room
Guided Reading Station: At the Kidney Table at the back of the room
D. Behavior
- Clap once if you can hear me
- Repetition clapping
- Say “eyes on me” when I need students to look at me
- If Jamey or Riley act out, I will remind them of their behavior charts
- Use a timer for transitions
Okay students, who can tell me what a summary is? Does anyone know? It is a short explanation
of what happened in a story. We talked about this a little bit earlier, but the most important parts
of a story are usually the beginning, middle, and end. I have these magic summary makers, (see
attachment) that will help us create a good summary of this story we just read. Can someone tell
me a little bit about what happened in the beginning? Okay, let’s write that down under the
“beginning” flap. In the beginning Sophie and her sister were playing, and she got angry
because her sister took her gorilla. What happened in the middle? Sophie got really angry and
left her house to go for a walk to calm down. Let’s write that under the “middle” flap. What
happened at the end? Sophie walked back home and was no longer angry. Let’s write that under
the “end” flap. Now if we open all of the flaps, we have a summary! It might not sound very
pretty, so let’s work together to make these 3 statements a complete sentence. Look at that! We
just made a complete summary!
5. Applying: Okay students, now you will go back to your seat and try this! Select a book
and write down what happened at the beginning, middle, and end. Then find a partner and tell
eachother the summary of your stories.
5. Applying
Like the other students you will pick a book to read, and you will summarize. Once you are done,
try to see if you can explain the climax and rising action of the book you picked.
Independent Reading: (Everyone completes this section, it is part of the applying section
of the guided lesson. One group is a little modified.)Students will read a library book of
their choice. If it’s a picture book, they will read the entire book, or if it’s a chapter book,
they will read a section (hopefully at least a chapter) After they read the chapter, they will
write down what happened at the beginning, middle, and end of the story. Then, they will
find a partner and try to summarize what happened in their book or chapter in a sentence
or two. After they complete that, they can either read another book or begin to work on
their anchor folders.
Anchor Folders: This station is only for students who do not meet with me individually.
They will have time to work on and complete their anchor folders, which are vocabulary
exercises they have the entire week to work on. I believe they could use the extra time to
finish these exercises.
1. How many students achieved the lesson objective(s)? For those who did not, why not?
a. I believe all of the students I met with achieved the lesson objectives. The
students participated and asked good questions, and demonstrated their
understanding of plot. The students who did not work with me did not achieve the
lesson objectives, and it’s because my instructions weren’t clear as well as a lack
of developed stations.
2. What were my strengths and weaknesses?
a. I fumbled with my words a few times because I got in my head while I was trying
to explain climax.
b. I think I’m transitioning into teaching to help students understand rather than
teaching just to be observed and get a grade, which is really good.
3. How should I alter this lesson?
a. I would make more meaningful stations for the students I did not get time to meet
with.
4. How would I pace it differently?
a. I would have spent more time on the mini lesson. I also would have tried to give
an equal amount of time to both groups I met with.
5. Were all students actively participating? If not, why not?
a. The students I worked with were actively participating, except for two boys. They
would not stop laughing! I don’t think I had enough behavior management
techniques in place to stop them or for them to understand that I am also a
teacher.
6. What adjustments did I make to reach varied learning styles and ability levels?
a. One of the groups had a more basic lesson on plot and summaries while the other
group had a more in depth lesson including climax, rising action.
7. Did students who did not work with me still understand and learn the concepts in regards
to plot?
a. I’m not sure that they did. And I think it’s because they didn’t understand what I
wanted them to do while they were at their seats. I should have developed a better
station for the students to work at while they were at their desks, especially
because only half of the class was able to meet with me.
8. Was I able to manage the class between rotations as well as during the guided reading
station.
a. Yes! I got up while students were reading at my table to monitor the room.
Everything seemed to transition smoothly, but I could have explained the
transitions a little more before we went into groups.
Magic Summary Maker
Roller Coaster
Anticipatory Set Pictures: