Learning+to+Write+Summaries+with+The+Giving+Tree

Leaning to Write a Summary with //The Giving Tree// || ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student g. Summarizes text content. k. Self-monitors comprehension to clarify meaning. || The student will be able to summarize a short text including in their summary the main idea and 2-5 plot sentences. Enduring Understanding: How does using multiple strategies (writing summaries, making predictions, etc) help us to better understand and increase our knowledge on certain text that we may read. || Why is it important to know the big idea of a story? ||
 * Lesson Plan Template**
 * Name: Rebecca Jones Grade Level:___3rd__**
 * __5 (mini lesson in centers)____**
 * **Lesson Subject/Title:**
 * **Performance Standards:**
 * **Lesson Objectives (What students will know and/or do) :**
 * **Essential Questions:**
 * **Key Vocabulary:** ||

-Introduce the book by reading the title and the author. I will ask the students why they think that the author may have named the book //The Giving Tree.// ||  || //-The Giving Tree// -Reading journals -pencil ||  ||
 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * 3 min || **Introduction/hook/activation of prior knowledge**
 * 5 min

15 min

Full day || **Instructional activities** -Inform the students that we will be learning how to write a summary. -Should not write a lot of details because we want people to still read the book. - Include main characters, setting, and a maximum of five plot sentences. - Take notes or draw pictures of big picture things they think are important throughout the story( does not have to be perfect, this is for their benefit) -read the story, stopping at appropriate points for them to write down or draw important things in the story (model for them what we are expecting this to look like) - Help them to focus more on how the boy and tree are interacting not the specifics of what they are doing - Read summaries and discuss (focus on the amount of detail) -Reading journals -pencil
 * Demonstrate/Model (if appropriate)**
 * Guided Practice (if appropriate)**
 * Independent Practice (if appropriate)**
 * -**Group rotation for the next day: the group will read a story independently and be expected to summarize the story. This will be graded || -students can draw or write what is important || //-The Giving Tree//

-//Little Grunt// -reading journal || -listen to the students summaries and re-teach

- Written: Do the students have the characters, the setting, and max of five important plot sentences? ( focus on interactions instead of specific details) || -Ask them why the author chose the title they did again -Remind them that the next group rotation that they go to they will be responsible for creating a summary for the short story //Little Grunt (//expectations) //-// Open the group for specific questions ||  ||   || Comprehension (verbal) ||
 * 5 min || **Review and Closure**