Teacher:
I.
Lesson Plan Template
Miss Stephanie Morris
Week: Term 2 Week 4
Instructional Goals (Monday)
CCSS.ELA-Literacy.CCRA.R.2
Determine the central idea of a text and summarize the key supporting details and ideas.
II.
Performance Objectives
The students will summarize a text. Then, highlight the central idea in pink and highlight the details in yellow.
Vocabulary Words and Word Analysis
 A. Word Analysis Instructional Strategy: Word Maps and Context Clues
 B. Vocabulary Words for the Week: besiege, compress, denounce, dispatch, douse, famished,
forsake, inept, instantaneous, and libel
 C. Word of the Day: Resonate ( Monday)
III.
Teaching/Learning Procedures

A. Motivational/Introduction: The teacher will give each group of students 5 sentence strips from the previous chapter. Have
the students to place the strips in the correct order to summarize the chapter. (Linguistic)


B. Teaching/Learning Activities:
Exploration Phase- Explain what a summary is and why summarizing improves understanding. Point out the steps for
summarizing on the board. The teacher will use these steps to summarize an article after reading it. With the class, preview the
article by reading titles, headings, graphics, captions, and the first paragraph. Model using the graphic organizer to summarize
the article.
Concept Development Phase- Before continuing, ask the students to explain what a summary should include and give reasons
for summarizing. Then, ask the students to read the article and agree on the central idea and supporting details. Have the
students to underlines the central idea in red and supporting details in blue. Tell students to compose a group summary with the
ideas highlighted. When all groups complete their summaries. Reporters share the group summaries with the class. Lead a
brief discussion of the similarities and differences among the group summaries. Emphasize that each summary may state the
information in a different way but all should include the essential information. (Linguistic & Interpersonal)


Concept Application Phase- Tell students that it is time to read the whole article. Remind them that they need to read the whole
article before they can summarize it. The summary must include key information in the beginning, the middle, and the end in
the graphic organizer. Explain that when you read the article, you will do the following: (Visual)
a.
b.
c.
Monitor your understanding of the important ideas.
Mark places in the article where you find important ideas.
Highlight the central idea in pink and highlight the details in yellow.

C. Closure: Ask students to discuss how summarizing help them understand the text better.
 D. Homework: The students will read an informational text and determine the central idea, supporting details, and summarize
the article.
IV.
Material/Media
Computer, TV Screen, Article, and Graphic Organizer
V.
Differentiating Instruction
Accommodations / Modifications:
 Use of memory aids, fact charts, or resource sheets
 Clue student to stay on task
 Shortened assignments
Whole Group
Independent Instruction
Small Group
REMEDIATION/RETEACHING NOTES: The teacher will work with the struggling students using the GPS
flashcards in a small group. The students will also be assigned an activity on Study Island or Moby
Max for remediation.
Teacher:
I.
Lesson Plan Template
Miss Stephanie Morris
Week: Term 2 Week 4
Instructional Goals (Tuesday)
CCSS.ELA-Literacy.CCRA.R.2
Determine the central idea of a text and summarize the key supporting details and ideas.
VI.
Performance Objectives
The students will use the “chunking” method to determine the central idea, supporting details, and summarize
the text.
Vocabulary Words and Word Analysis
 A. Word Analysis Instructional Strategy: Word Maps and Context Clues
 B. Vocabulary Words for the Week: besiege, compress, denounce, dispatch, douse, famished,
forsake, inept, instantaneous, and libel
 C. Word of the Day: Quandary ( Tuesday)
VII.
Teaching/Learning Procedures

A. Motivational/Introduction: The teacher will give each group of students 5 sentence strips from a previous passage. Have the
students to place the strips in the correct order to summarize the passage.

B. Teaching/Learning Activities:

Exploration Phase- The teacher will introduce the strategy “chunking” a passage to better understand it. Explain to the students
that chunking is taking a passage and dividing it into sections or “chunks”. It can be divided by sentences, paragraphs, sections,
etc. It depends on the passage. The teacher will model this strategy with a sixth grade text exemplar. The teacher will explain
that the first thing to do is break the passage into logical pieces. Model how to paraphrase each chunk on a graphic organizer.
The teacher will do a Think-Aloud to determine the central idea of the passage. Then, model writing a summary paragraph for
the passage.

Concept Development Phase- The teacher will allow the students to work with a peer partner. The students will be given a
poem. The students will read the poem together. Discuss with the students how to chunk the poem by stanzas. Work with the
students on paraphrasing and have them write their responses on the graphic organizer. The teacher will ask the students to
put all of the clues together to get the central idea of the poem. Then, model writing a group summary paragraph for the poem.
(Linguistics & Interpersonal)

Concept Application Phase- The teacher will now instruct the students that they will do one more passage and us the chunking
strategy to determine the central idea. Then, summarize the text.

C. Closure: The teacher will conduct an oral review of the central idea of the passage. The students will describe how they
“chunked” the passage and paraphrased it. (Interpersonal)
 D. Homework: Have the students to read a news article. Ask the students to use the chunking method to determine the central
idea and summarize it.
VIII.
Material/Media
Computer, TV Screen, Article, and Graphic Organizer
IX.
Differentiating Instruction
Accommodations / Modifications:

Use of memory aids, fact charts, or resource sheets

Clue student to stay on task

Shortened assignments
Whole Group
Independent Instruction
Peer Partner
REMEDIATION/RETEACHING NOTES: The teacher will work with the struggling students using the GPS
flashcards in a small group. The students will also be assigned an activity on Study Island or Moby
Max for remediation.
Teacher:
X.
Lesson Plan Template
Miss Stephanie Morris
Week: Term 2 Week 4
Instructional Goals (Wednesday, Thursday & Friday)
CCSS.ELA-Literacy.CCRA.R.2
Determine central idea or theme of a text and summarize the key supporting details and ideas.
XI.
Performance Objectives
The students will complete Study Island (Central Idea and Summary) with 85% accuracy.
The students will summarize the key supporting details in an informational text.
Vocabulary Words and Word Analysis
 A. Word Analysis Instructional Strategy: Word Maps and Context Clues
 B. Vocabulary Words for the Week: besiege, compress, denounce, dispatch, douse, famished,
forsake, inept, instantaneous, and libel
 C. Word of the Day: Prosthetic ( Wednesday) Reggae (Thursday) Prodigious (Friday)
XII.

XIII.
Teaching/Learning Procedures (Centers)
A. Motivational/Introduction: Allow the students to watch a short video clip (YouTube). At the end, have the students to write one
sentence that tells what the clip was about. Write one detail from the video clip to support your central idea. ((Visual)

B. Teaching/Learning Activities/Exploration Phase- The teacher will review skills. Them, model the procedures and activities
for each center.
a.
Computer Center: The students will complete summary and central idea on Study Island with 85% accuracy. After completing
the activity with 85% or higher, the students will read an AR book and test on it if needed.
b.
Vocabulary Center: The students will complete the Frayer Model on the vocabulary words. The focus will be on the definition,
synonym/synonym, context sentence, illustration, and example. After completing the worksheet, the students will read an AR
book and test on it if needed. (Visual)
c.
Interactive Activity: Copy sentences from a paragraph or other text and include some random sentences. Cut the sentences
into strips. One strip will be the central idea, and the others will be detail sentences. (Some will support the central idea, and
some will be off-topic.) Have the students to read the strips and find what he/she thinks is the main idea. Then have him/her find
the detail sentences that go with the central idea and take out those that are off-topic. Do the details match the central idea?
Have him/her glue the central idea on a piece of paper with the detail sentences below it.
d.
Guided Reading Center (Interpersonal & Linguistic): The teacher will guide each group in discussing grade leveled paired
texts (Informational Text and Fiction). The focus will be on determining the central idea and supporting details in the text.
e.
AR Center: The students will read AR books. Then, test on the book(s) to obtain their weekly AR goals.

C. Closure- Ask the students to discuss any questions they may have about central idea, supporting details, and summarizing.

D. Homework: Wednesday: The students will complete an activity on central idea, supporting details, and summarization.
Thursday: Study for the test on central idea, supporting details, and summarization.
Material/Media
Computer, Frayer Model, and Articles, and Paired Texts
XIV.
Differentiating Instruction
Accommodations / Modifications:

Use of memory aids, fact charts, or resource sheets

Clue student to stay on task

Shortened assignments
Whole Group
Independent Instruction
Small Group Instruction
REMEDIATION/RETEACHING NOTES: The teacher will work with the struggling students using the GPS
flashcards in a small group. The students will also be assigned an activity on Study Island or Moby
Max for remediation.