Building Reading Endurance: Outlining, Summarizing and Analyzing

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SWBAT build reading endurance and close reading skills by outlining, summarizing and analyzing a fractured fairy tale

Big Idea

Reviewing skills helps us to build toward analysis

Warm Up

5 minutes

Today's lesson builds on the yesterday's close reading lesson.  To prepare students for today's tasks, I ask them to respond on their warm up sheet to the following prompt:

Today we are going to continue building reading endurance.  We are going to outline, summarize and analyze your fractured fairy tale.  Please take three minutes and write a definition for each of those words.  

I ask students to do this because it builds on prior knowledge and shows me what students already know.  Each of these terms are important for students to know to be able to read, write, speak and listen at the college and career readiness level (L.9-10.6)

Mini Lesson

15 minutes


Students retrieve the Harvard University "Six Habits to Discover in your First Year" document from their binder.  I explain today we are moving into habit 3: outline, summarize, analyze.  We read habit three section from the handout.  

I explain I am going to model these three skills using my mentor text, A Unicorn Named Beaulah Mae."  I explain to students that we are working toward analysis by drawing evidence from this literary text (RL.9-10.1, W.9-10.9).  Using the doc camera to project my work, I start writing an outline.  As I write, I talk through my writing so students can hear my thinking.  I want them to understand that we often share our thinking and writing in this room, me included.  

Next, I distribute the Rules for literary 3x3 document and explain to students that it will be organized in the resource section of their binder because we will use it often.  Under the doc camera, I write a normal summary and then I write a literary 3x3 summary.  I choose to have students focus on the literary 3x3 summary because it helps students write concisely and to think about the plot in conceptual ways.  

Finally, I tell students we are now going to analyze.  I think aloud and write to support my analysis (W.9-10.2) of the text's central ideas and inferences from the text (RL.9-10.2).  

Here is the modeled outline, summary and analysis document I created as I modeled this process.  

This why I model skills video explains why I model in my classroom. 


Student Work Time

20 minutes

During student work time I will catch and release students often.  I anticipate them rushing through each step and I really want them to take their time to reinforce analysis as a skill we build to.  (Please view this reflection video discussing the instructional strategy "catch and release" during today's lesson).  I will stop students every six-seven minutes to quickly reteach a concept or put examples of student work under the doc cam.  


5 minutes

To end class, I ask students to rate their comfort level with the reading strategy we practiced today. Students use an index card to rate 1. Looking Around and, 2.  Annotating.  Students write a 1-I'm not comfortablee

2-I did well, but need some additional practice

3-I rocked this process today and could teach it to someone else.  


I ask students to do this because I want to know where they are.  Tomorrow's lesson practices additional reading strategies.