Teacher Candidate: Bailey Power Date: 04/04/2011
Unit Title: Research (Of Mice and Men Project) Subject: English Grade Level: 9
Essential Question(s): How do you summarize an author’s main points? What is a main point? What is
a topic? What is a Supporting Detail?
Summarizing
Lesson
Title/Number
How do you summarize an author’s main points? What is a main point? What is
Lesson Question (s) a topic? What is a Supporting Detail?
State Standards Standard 1: Students will read, write, listen, and speak for information
and Performance and understanding.
Indicators
- • Read from informational texts such as:
- reference materials
- primary and secondary sources
- biographies and autobiographies
- online and electronic databases and web sites.
• Locate and use school, public, academic, and special
library resources for information and research
• Identify and evaluate the reliability and validity of informational
sources
Lesson Objectives
(Bloom’s Taxonomy) 1. Students will identify the three main components of a good
summary
2. Students will describe the three components of a summary
3. Students will practice locating each of the three components of a
summary
----------------------
Acceptable
Evidence
*Could be collected for
accountability/auditing -----------------------------------------------------------------------------------
purposes.
Completed Guided Notes Sheet
Teacher asks students what they already know about doing research.
Bell Ringer and
Prior Knowledge
Tap
This can be together or
separate. Also may be
called: set induction,
anticipatory set, The teacher will pass out the guided note sheet titled “Summarizing for
introduction/review Research. She/he will then read through the guided notes with the
students pausing for them to fill in the blanks (auditory, visual). Teacher
supplements the notes with examples of what students should look for
Procedure when evaluating websites.
Teacher input, Student volunteer reads example selection on the guided note sheet and
development, teacher asks what they think the topic of the selection is.
instructional
method(s), modeling, Then, teacher discusses what makes an argument or persuasive piece of
guided practice, writing credible, integrating the concepts of Main Idea and Supporting
independent practice,
Details or evidence. Links this to overall credibility in sources, mainly
and/or activities
websites because they seem to be most popular with student research.
Discussion of Supporting Details, teacher refocuses students on the
example and asks them to find supporting details.
*Accommodations
Teacher discusses the importance of citing all sources even when
for learning
summarizing, and avoiding plagiarism. Also discuss the difference
modalities are
between knowledge and understanding and how research can help you
required.
either gain knowledge, or help you understand better what you already
know about the topic.
Label…visual,
Teacher asks for 3 volunteers to come to the front of the class. One
auditory, and
student will be “topic” one student will be “main idea” and one will be
kinesthetic
“supporting detail.” Ask the students to come up with a quick topic that
they could think of and supply a main idea and a supporting detail.
(kinesthetic).
Students then read short selection in book about a child like robot.
Teacher asks students to pick out the topic, main idea, and some
supporting details.
3 more students come up to the front to do the demonstration.
1. Bell Ringer: students inform teacher what they already know
about doing research
Checks for 2. Content: students reiterate the definitions of the 3 concepts
Understanding 3. Content: students give examples of each of the 3 concepts
Label: directions,
procedures, routines,
and content
(formative)
No physical representation of student work other than the guided notes
sheet. Hopefully they were filling it in because it is supposed to help
Assessment them when they are doing their project in the library over the coming
days.
Type and purpose
(sometimes called
evaluation)
Go over definitions of each topic, main idea, and supporting details
again. May ask for volunteers. Let them know that they will be learning
Closure about properly citing sources the next day in class.
Teacher provided students with guided note sheet and reads it aloud as
the students follow along and fill in the blanks. Accommodates visual
and auditory learners. The activity with student volunteers acting as the
Accommodations three components appeals to kinesthetic learners.
Guided Notes Sheet
Textbook
Materials Pen/Pencil
1 40 minute class period.
Duration