East Tennessee State University s5

Tennessee Tech University LESSON PLAN TEMPLATE

Name: Tiffany Tupps Date: March 14, 2013

Lesson Title: Summarizing Stone Grade/Level: Second Soup

Curriculum Standards Central Focus Question/Big Rationale/Theoretical Reasoning Idea/Goal CCSS.ELA-Literacy.RL.2.5 Describe What question(s), big idea(s),  Teacher will establish the the overall structure of a story, and/or goals drive your purpose of the lesson, preview including describing how the beginning instruction? the lesson and include internal introduces the story and the ending  Who are the characters in the summaries after the lesson is concludes the action. story? taught. CCSS.ELA-Literacy.SL.2.2 Recount or  What challenges do these  Teacher will model the describe key ideas or details from a characters face in the story? performance expectations and text read aloud or information express the strategies of each  What did the main characters presented orally or through other objective in a clear, concise do to solve these challenges? media. and consistent sequence before, during and after the lesson. Lesson Objective(s) Students will be able to:  The following Howard Complete the graphic organizer “Organizer for Summarizing”.  Gardner’s Multiple Intelligences  Listen for key details and events during a read aloud. will be used during the planning  Recall key events/details that took place in the story from beginning to process of this lesson: end and give a brief summary of the story. o Linguistic o Spatial Vocabulary/ Academic Language (Language Function) o Bodily-Kinesthetic  Students will gain an understanding of how important the sequence of o Musical events in a story are to summarize the story. o Interpersonal  Students will hear and use such terminology as: In the beginning, In the o Intrapersonal middle, In the end, First, Next, Then, After, Later, Last, Finally.  Linguistic intelligence was chosen due to the nature of the Assessment/Evaluation lesson plan involving a read Formative (Informal): aloud that students have to  Students will complete the “Organizer for Summarizing” graphic summarize. organizer in whole group. They will suggest answers and record what  Spatial intelligence was chosen they hear. During this discussion, the teacher will be able to determine based on the illustrations in the which students have an understanding of the concept of story structure book Stone Soup to aid those and summarizing, and which students need further individual assistance. visual learners. Students will be assessed during whole group at the beginning and end  Bodily-Kinesthetic intelligence of the lesson for a class participation grade. is used during the close of the lesson with students during the Summative (Formal): yarn-ball toss.  Students will use their “Organizer for Summarizing” graphic organizer to  Musical intelligence is included write a summary of the story individually at their desks. This summary based on the thought that the writing will be assessed on a 5 point rubric based on students including teacher may chose to have low the someone, wanted, but, so, then responses in their summary. background music playing while Students will also be assessed on completion of the summary, students students are at their desks will receive a 5 if they wrote a summary and a 1 if they did not write a working. summary.  Interpersonal intelligence is used in the planningRevised Springprocess 2011 Instruction Set/Motivator:  Teacher will state and point out standard (I Can Statement).  Students will repeat standard (I Can Statement) to teacher.  Students will come to the carpet and sit quietly.  Teacher will show students the book Stone Soup a French folk tale retold by Adrienne Betz.  Teacher will show students her pot and stone and ask if anyone is hungry.

Instructional Procedures/Learning Tasks:  Teacher will read students the book Stone Soup.  During the reading, teacher will prompt students for answers to the “Organizer for Summarizing” graphic organizer questions.  Students will complete the Someone, Wanted, But, So, Then portions of the “Organizer for Summarizing” graphic organizer while in whole group.  Students will then go back to their desks to write a summary based on their “Organizer for Summarizing” answers. *Students will be given approximately 8-10 minutes to complete this task. **Any student that finishes early may read silently while waiting for others to complete their work.  Teacher will call on students individually to come to the pot and add their favorite vegetable. **The soup will cook throughout the afternoon and the teacher will allow students to come stir and look at the soup.**

Questions and/or activities for higher order thinking:  Who are the main charters of the story?  What is the setting for the story?  Why did the villagers to hide their food?  What inference can you make at this point in the story? *chose a particular page or pages  What would recommend the mother and her son do? What would you recommend the villagers do?  If you were one of the villagers, would you give the old lady some vegetables for her stone soup? Why or why not?

Closure:  Students will submit their “Organizer for Summarizing” to the blue box and read silently.  Once all students have completed their graphic organizer, all students will return to the carpet.  Students will form a circle. Teacher will toss the yarn-ball around to students and have each student state a detail from the story. (This is similar to the technique Summary Ball)  Teacher can chose to record these details on chart paper or restate them.  Teacher will ask students what the overall message of the story is based on the details stated during the yarn-ball toss.  Teacher and students will restate the standard (I Can Statement).

Material/Resources:  Stone Soup book by Adrienne Betz Revised Spring 2011  Organizer for Summarizing graphic organizer  Clipboards (one for student)  Pencils with erasers (one for each student)  Writing paper *optional  Yarn-ball or other soft/harmless object to toss with students  Chart paper *optional  Markers for chart paper *optional

Adaptations to Meet Individual Needs:  For those students that need extra support, I will pull them into a small group to complete the “Organizer for Summarizing” graphic organizer with my individual assistance.

Management/Safety Issues:  Classroom management and time management are the only issues that could arise with this lesson. There is no safety issues associated with this lesson.

Reflections/Future Modifications: To what extent did the class learn what you intended them to learn? What will be your next steps instructionally? What did you learn about your students as learners? What have you learned about yourself as a teacher?

______Student Teacher Signature/Date Supervisor/Date

Revised Spring 2011 Rubric for Summarizing Stone Soup Summative (Formal) Assessment:

Category 5 4 3 2 1 Student Student Student does Class participates in participates in not participate at Participation all aspects of some aspects of all in the lesson. the lesson. the lesson. Student answers Student Student Student Student answers all five of the answers four of answers three of answers two of one of the five Organizer for Someone, the five the five the five questions in Summarizing Wanted, But, So, questions in questions in questions in their summary. Then questions in their summary. their summary. their summary. their summary.

Student has a Student does Written written not have a Summary summary. written summary.

Revised Spring 2011