Learning Activity Template



Mini Lesson Planning Tool for Integrating Technology

Title of Lesson: “FAB 5 SUMMARIZING”

Curriculum / Content Area: READING

Grade Level: 4TH GRADE

|PURPOSE / OBJECTIVES: |

| |

|When given a previously read text, the students will accurately summarize the text by using the “Fab 5” model with 80% |

|accuracy, according to the teacher’s rubric. |

| |

|CURRICULUM STANDARDS: |

|CCRS- 4th Grade Reading: “Key Ideas & Details”( Determine a theme of a story, drama, or poem from details in the text; |

|summarize the text. [RL.4.2] |

| |

|ACTIVITIES: |

|Engagement: In order to engage the students into this lesson, the teacher will ask the students to give their own definition of|

|the word “summary”. The teacher will create a semantic map on the Promethean Board with all of the words. This will allow the |

|teacher to activate the students’ prior knowledge on this key comprehension skill in order to help them identify the |

|significance of summarizing after reading a passage. |

|Teaching [I Do]: During the teaching portion of this lesson, the teacher will demonstrate how to use the “Fab 5” model to |

|summarize The Three Little Pigs. She will begin by listing and explicitly explaining each of the aspects of the “Fab 5” |

|summarizing model to the students on the Promethean Board; then, she will map out the story by filling in the correct |

|information in each box on the Promethean Board. After all of the boxes are filled, the teacher will read the summary aloud and|

|explain why using this model helps students comprehend stories and identify key elements. |

|Opportunity for Practice [We Do/You All Do]: During the practice portion of the lesson, the teacher will allow the students to |

|practice summarizing while using the “Fab 5” model on the Promethean Board and with a scaffolded worksheet based on the story |

|that the students have been previously reading in class. The worksheet will give the students an outline of the “Fab 5” model |

|on which they will fill in the correct information. The teacher will help the students fill in the model on the Promethean |

|Board but will encourage the students to fill in as much as possible without her assistance. She will allow each student to |

|have a turn filling in a box on the board. Once they have completed the worksheet, the teacher will ask the students to read |

|their summary outlines aloud as she follows along on the Promethean Board. |

|Assessment: In order to assess the students’ mastery of the skill of summarizing, the teacher will have the students write a |

|summarizing paragraph about Art. The “Fab 5 Summary Paragraph” worksheet will be worth 20 points in all, with each aspect |

|having a value of 3 possible points. Each of the 5 aspects of the worksheet will be graded by a rubric with a scale ranging |

|from 3 to 1. The rubric will assess the following: 1.) the child’s ability to correctly identify the main character(s), 2.) |

|what the main character(s) wanted, 3.) the conflicts that arose throughout the story, 4.) what the main character(s) did to |

|resolve the issue, and 5.) what occurred at the end of the story. The students must earn at least an 80% to pass the |

|assessment. |

|Closure: In order to close the lesson, the teacher will ask the students to list the five parts of the “Fab 5”summarizing |

|model. This will allow the teacher to ensure that the students understood the concept and retained the information that was |

|taught throughout the lesson. |

Answer the following questions:

1. Do I know how to use the technology tool(s) that will be used by my students?

Yes, I feel very comfortable with using a Promethean Board.

2. What technology skills do my students already have that are needed for this lesson?

The students need to know how to properly hold and use the pen for the Promethean Board, how to choose different colors to write with, and how to erase any annotations.

3. What technology skills will they need to learn to complete this lesson successfully?

If the students do not know how to properly hold and use the pen for the Promethean Board, how to choose different colors to write with, or how to erase any annotations they make, I will briefly go over that with them before the practice portion of the lesson.

4. What is the appropriate setting for this lesson (classroom, lab, library, home)? Is this setting available for my students to use?

Any classroom with access to a Promethean Board is the appropriate setting for this lesson, which is definitely a setting that is available for each of my students if they are present the day of the lesson.

5. What tools and resources will I need? (List of all Web sites, specific software and hardware, and other needs.)

• Promethean Board and pen

• ActivInspire

• Internet access

• “Fab 5” Flipchart (Brainstorming Map & “Fab 5” Template)

6. How much time do I need to allow for this lesson?

This lesson should take no longer than 30 minutes to complete.

7. Who can help me with the planning and/or implementation of this lesson?

My cooperating teacher or my supervisor could help me with planning and/or implementing this lesson.

8. How will I assess the students’ learning?

In order to assess the students’ mastery of the skill of summarizing, the teacher will have the students write a summarizing paragraph about Art, a character in the story that the students have been reading over the past three weeks. The students will complete a “Fab 5 Summarizing Paragraph” worksheet that will be worth 15 points, with each aspect having a value of 3 possible points. Each of the 5 aspects of the “Fab 5” model must be included in the paragraph and will be graded by a rubric. The rubric will assess the following: the child’s ability to correctly identify the main character(s), what the main character(s) wanted, the conflicts that arose throughout the story, what the main character(s) did to resolve the issue, and what occurred at the end of the story. The students must earn at least an 80% to pass the assessment. I will also use a 5-point “Technology Use” rubric to assess the students’ use of technology. I will assess their use of the technology, their respect towards others using the technology, and their on task behavior while using the technology.

Technology Use Rubric

|Category |3pts.-Low |4pts.-Medium |5pts.-High |

| |(Needs Improvement) |(Progressing) |(Satisfactory) |

|Technology Usage |The student’s use of the technology|The student was somewhat |The student was extremely |

| |used was considered novice and/or |comfortable with using the |comfortable with using the |

| |the student abused the technology |technology, but struggled at times.|technology and was very careful |

| |while using it (reckless handling).| |with the device. |

|Respect Towards Others Using the |The student was not courteous to |The student was courteous during |He/she was able to offer help to |

|Technology |his/her peers. |most of the assignment. |peers and was extremely courteous. |

|On Task Behavior |The student failed to stay on task |The student stayed on task most of |The student never caused a |

| |while working with the technology |the time while working with the |disruption while working with the |

| |and/or was disruptive to other |technology. |technology and stayed on task. |

| |students. | | |

Name: Student C

Score: 12/15

Technology Use Rubric

|Category |3pts.-Low |4pts.-Medium |5pts.-High |

| |(Needs Improvement) |(Progressing) |(Satisfactory) |

|Technology Usage |The student’s use of the technology|The student was somewhat |The student was extremely |

| |used was considered novice and/or |comfortable with using the |comfortable with using the |

| |the student abused the technology |technology, but struggled at times.|technology and was very careful |

| |while using it (reckless handling).| |with the device. |

|Respect Towards Others Using the |The student was not courteous to |The student was courteous during |He/she was able to offer help to |

|Technology |his/her peers. |most of the assignment. |peers and was extremely courteous. |

|On Task Behavior |The student failed to stay on task |The student stayed on task most of |The student never caused a |

| |while working with the technology |the time while working with the |disruption while working with the |

| |and/or was disruptive to other |technology. |technology and stayed on task. |

| |students. | | |

Name: Student D

Score: 13/15

Technology Use Rubric

|Category |3pts.-Low |4pts.-Medium |5pts.-High |

| |(Needs Improvement) |(Progressing) |(Satisfactory) |

|Technology Usage |The student’s use of the technology|The student was somewhat |The student was extremely |

| |used was considered novice and/or |comfortable with using the |comfortable with using the |

| |the student abused the technology |technology, but struggled at times.|technology and was very careful |

| |while using it (reckless handling).| |with the device. |

|Respect Towards Others Using the |The student was not courteous to |The student was courteous during |He/she was able to offer help to |

|Technology |his/her peers. |most of the assignment. |peers and was extremely courteous. |

|On Task Behavior |The student failed to stay on task |The student stayed on task most of |The student never caused a |

| |while working with the technology |the time while working with the |disruption while working with the |

| |and/or was disruptive to other |technology. |technology and stayed on task. |

| |students. | | |

Name: Student K

Score: 15/15

Technology Use Rubric

|Category |3pts.-Low |4pts.-Medium |5pts.-High |

| |(Needs Improvement) |(Progressing) |(Satisfactory) |

|Technology Usage |The student’s use of the technology|The student was somewhat |The student was extremely |

| |used was considered novice and/or |comfortable with using the |comfortable with using the |

| |the student abused the technology |technology, but struggled at times.|technology and was very careful |

| |while using it (reckless handling).| |with the device. |

|Respect Towards Others Using the |The student was not courteous to |The student was courteous during |He/she was able to offer help to |

|Technology |his/her peers. |most of the assignment. |peers and was extremely courteous. |

|On Task Behavior |The student failed to stay on task |The student stayed on task most of |The student never caused a |

| |while working with the technology |the time while working with the |disruption while working with the |

| |and/or was disruptive to other |technology. |technology and stayed on task. |

| |students. | | |

Name: Student T

Score: 13/15

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|  | |Score 1: BEFORE the |Score 2: | |Comments |

| |Please score 0-4, with 4 being highest |lesson | | | |

|  | | |AFTER the lesson | |  |

|Creativity |The student(s) are thinking creatively, constructing knowledge,|2 |3 | |The students were able to follow along with |

|and Innovation |and developing an innovative product or process by using | | | |the lesson a whole lot better than they |

| |technology to facilitate this process. | | | |normally do. The Promethean Board really |

| | | | | |helped them be able to check their work and |

| | | | | |monitor their comprehension. |

|Communication |The student(s) is using technology to communicate and |1 |3 | |  |

|and Collaboration |collaborate in a way that improves the typical methods of | | | | |

| |communication. | | | | |

|Research |The student(s) are using technology to significantly improve |2 |3 | |  |

|and |the typical methods of research and information in the | | | | |

|Information Fluency |classroom. | | | | |

|Critical Thinking, |The student(s) are using technology to change the way |2 |4 | |The students really seemed to enjoy having |

|Problem-Solving, |student(s) are thinking, problem solving, and making decisions.| | | |their thoughts displayed on the board in the |

|Decision-Making | | | | |semantic map and the Fab 5 model. |

|Digital Citizenship |The student(s) practice legal and ethical behavior in the use |4 |4 | |  |

| |of technology tools and content. | | | | |

|Technology Operations |The student(s) understand and use technology tools competently.|2 |3 | |Some of the students were very comfortable |

|and Concepts | | | | |with using the technology, but I had to guide |

| | | | | |one or two of them. |

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