Student Teaching edTPA Lesson Plan Template

Central Focus: Summarizing a text using the Somebody Wanted

Subject:
But So Then Finally strategy, and discussing the differences
Fourth Grade English Language Arts
between summary and theme of a text.

Essential Standard/Common Core Objective: Date submitted: Date taught: March 20, 2017

RL.4.2 Determine a theme of a story, drama, or

poem from details in the text; summarize the
text. Students will use details from the text to
determine an appropriate theme and summarize
the text.
Identify and discuss the problem, the
events of the story, and the problem
resolution
Summarize longer narrative texts with
multiple episodes either orally or in
writing
Remember the story problem and
significant details over the reading of a
longer text in order to construct meaning
Write summaries that reflect literal
understanding of a text
Reflect awareness of the authors
underlying messages (themes)

Daily Lesson Objective: Students will be able to identify key details of a text using the Somebody Wanted But So Then
Finally strategy, and then write a summary of the text. Students will work independently to fill out the worksheet. The
worksheet will be out of 15 points. Each of the sections (Somebody Wanted But So Then Finally) will be out of 2 points,
with full credit being given for detailed answers, and the final summary will be out of 3 points. Students will be given the
full 3 points for the summary if they incorporate details from each of the other sections into the summary. Overall,
students are expected to earn 12 out of 15 points, or 80% in order to meet the objective.

21st Century Skills:

Critical Thinking and Problem Solving; Academic Language Demand (Language Function and
Communication and Collaboration; Flexibility and Vocabulary): Identify, theme, summary, main character, conflict,
Adaptability; Productivity and Accountability; conflict resolution, key details, inference, write, discuss.
Initiative and Self-Direction.

Prior Knowledge: Students should know the basic story elements such as main character(s), setting, conflict, and
resolution, and how to identify the elements of a story using key details.

Activity Description of Activities and Setting Time

 Begin the lesson reminding the students that in the past week they have been
learning about the themes of various texts, and how to find the theme of texts.
Ask the students to give a general definition of a theme in regards to a text.
Students should explain that the theme of a text is a lesson the character of a
text learns that could be a general life lesson. Students should also explain that
the theme usually isnt stated specifically in the text, and that readers have to
use the text to infer the theme. Once the students have given a general
definition of theme, tell the class that sometimes when people describe the
theme of a text they begin to talk about the specific events in the text, and how
the main character learns a specific lesson within the text. Explain to the
1. Focus and Review
students that while the events that happen in a text are important, and the
lesson the main character learns may be accurate, when someone describes
events that specifically happen in a text they are actually giving a summary of
the text and not the theme. Have the students turn to their neighbors and 5 Minutes
quickly discuss what the differences between the theme and the summary of a
text are. Bring the attention back to the front, and call on volunteers to talk
about what they discussed. Make a quick list on the board of what the students
say the differences are between the theme and the summary of a text. Explain
to the students that being able to give a detailed summary of a text is a good
skill to have, but it is important to remember that summary and theme are two
different concepts.
Today we are going to learn a new strategy for using key details from a text,
2. Statement of Objective
called the Somebody Wanted But So Then Finally strategy, to summarize the N/A
for Student
text.
3. Teacher Input
Tell the students that you dont mean to brag, but you are excellent when it
comes to summarizing a text. Tell them that you are going to give a summary
of a popular Disney movie that they should be familiar with, and that when
you are done giving the summary the students should raise their hand to guess
the movie only if they are absolutely certain about which movie you have
given the summary of. Once you are sure they understand the directions of
waiting to speak until after you are finished, give a very vague summary of
the movie Cinderella, that has no descriptions that will indicate to the students
that you are summarizing Cinderella. Once you are finished, ask the students
to raise their hand only if they know for sure what movie you just described.
No hands should be raised. Once you see that no hands are raised, act
surprised and ask if they are sure that they didnt know you were giving the
summary of: Cinderella. Once you reveal that you were giving a summary of
Cinderella, the students will likely be surprised and say that you gave an
awful summary. Act surprised about the fact that no one was able to correctly
guess which movie you summarized, then say that maybe you arent so great 5-10
when it comes to summarizing. Once the class has calmed down, reflect aloud Minutes
on what would need to be changed about the summary you just gave in order
to make it more detailed. Tell the students that perhaps you should have
included the main character, the setting, the main problem(s) in the story and
their solutions, and any other key events in the story. Once you reflected on
the changes that need to be made, tell the students that you heard about a
strategy for giving a summary of a text or movie, and that you would like to
give it a try with Cinderella to see if you can come up with a more detailed
and accurate summary. Display the Somebody Wanted But So Then Finally
worksheet under the document camera, and briefly describe what each of the
words mean. Once you have explained what each of the words/categories are
on the worksheet, fill the worksheet out under the document camera, using
 Cinderella as your example. The Somebody is Cinderella, who Wanted to go
to the Royal Ball and be relieved of her chores for a night, But her stepmother
and stepsisters stopped her from going by ripping up her dress and giving her
extra chores, So Cinderellas fairy godmother showed up and magically gave
Cinderella a dress to wear and a way to get to the ball, as long as Cinderella
promised to be back by Midnight, Then Cinderella went to the ball, danced
with the Prince and had a great time until the clock stroked Midnight and she
had to hurry back home. Finally, the Prince wanted to find Cinderella by
having every female in the village try on a glass slipper that Cinderella had
dropped when she was hurrying back home. The glass slipper didnt fit
Cinderellas stepsisters, so Cinderella was able to try it on and it fit perfectly.
Cinderella was then able to marry the Prince and escape from her stepmother
and stepsisters for good. Once you have modeled how to fill the worksheet
out, quickly read the new summary of Cinderella, and say that this new
summary is much better than the first one you gave.

Give everyone a blank copy of the same worksheet you just filled out, and
explain to the class that you are going to work together to create a summary of
a text everyone is familiar with. Tell the students that since they just finished
their teacher read The Giver aloud to them, it would be a great text to practice
this summary strategy on. Explain to the students that it has been a while since
you have read The Giver, so you will really need the class to participate in
order to fill out the worksheet. Put a blank copy of the worksheet under the
document camera, and have the students volunteer information and
suggestions for each section of the worksheet. The students should be able to
identify the Somebody pretty easily, but for the Wanted But So Then Finally
4. Guided Practice sections you should have them talk to their neighbors to discuss what the best 10-15
answers are. After the students have had time to discuss potential answers, Minutes
have volunteers share their answers, and have a group discussion on what the
best answers are for each section. Once all of the sections have been
discussed, have the students turn to their neighbors one last time and give a
complete summary of The Giver, using the worksheet they just filled out.
Have one student read their summary, then ask the class if they think the
summary is detailed enough. Once the class is satisfied with the summary,
congratulate them on being able to create a complete, detailed summary,
which is a hard thing to do.

5. Independent Practice
Tell the students that now that they have successfully worked together to
create a detailed summary, it is now their turn to create a summary of a text of
their choosing independently. Have the students turn over the worksheet they
just filled out, and explain that there is a blank copy of the same worksheet
they just completed. Tell them that they will each pick a text and
independently fill out the worksheet using details from the text they chose.
Explain that once all of the sections are filled out the students should try to
write the summary of their text using the details they described in each of the
sections on the worksheet. Tell the students that they can choose any text, but 15-20
they should make sure they have actually read the text and can pick out Minutes
specific details from the text. As the students are working independently, walk
around the room and check on their progress. Help any students who are
struggling, but get them to think critically instead of just giving them answers.
If they get stuck, remind them of the example you did as a class, and get them
 to apply the strategy that was used as a class to their individual work. If time
allows, have a couple of students share the summaries they created using the
worksheet.

Formative: Students will be assessed on their participation in whole-class discussions, and

their ability to stay focused and pay attention. The answers the students provide to the
questions asked will give indications of their prior knowledge and will guide the lesson.
Summative: Students will work independently to fill out the worksheet. The worksheet
6. Assessment Methods of
will be out of 15 points. Each of the sections (Somebody Wanted But So Then Finally) will
all objectives/skills:
be out of 2 points, with full credit being given for detailed answers, and the final summary
will be out of 3 points. Students will be given the full 3 points for the summary if they
incorporate details from each of the other sections into the summary. Overall, students are
expected to earn 12 out of 15 points, or 80% in order to meet the objective.

Once the worksheets have been collected and the class has settled down, have
the students review what they learned during the lesson, specifically how the
summary of a text is different than the theme of a text. Have students identify
the most important things to include in a summary, then explain to them that
creating a detailed summary is a difficult thing to do, but it is also an
7. Closure important thing that good readers do. Tell them that sometimes readers can
use the summary they create using the Somebody Wanted But So Then Finally 5 Minutes
strategy to identify the theme of a text. End the lesson by reminding the
students that it is very important to remember that summaries are completely
different from themes, and that themes need to be inferred and cannot have
specific details from a text.

The students werent able to finish the worksheet due to time constraints, but all of the
8. Assessment Results of students were at least able to choose a text and write down the Somebody section of the
all objectives/skills: worksheet.

Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations

Allow students who work and learn best by standing up
and moving around to stand up at the back of the room,
as long as they are able to remain quiet and do not
distract other students.
For struggling readers who may need more time to fill
out their worksheet, allow them to use easier texts with
details that will be easy to identify and summarize.
If there are students who finish their work early and need a
challenge, have them look at the summary they wrote using the
strategy from the worksheet, and try to identify the theme of
the text using the summary they wrote. If multiple students still
need a challenge, allow them to work in pairs and share their
summaries without stating the main characters name, to see if
the other person can guess the text just from the events in the
summary.

If a student is off-task and chooses to talk rather than work, sit

down with them and watch them do their work.

Materials/Technology: Document Camera, enough copies of the Somebody Wanted But So Then Finally worksheet for
the entire class, whiteboard, dry erase markers.
Reflection on lesson:
CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______