Summary Lesson Plan [PDF]

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DAILY LESSON PLAN Class/Period: 7th Grade English

Teacher’s Name: Unit/ Lesson Plan Topic: Summary Writing

Date: 10/8/08

Agenda: 

What is a Summary? Why do we summarize?



Summarizing Expository Text

California Content Standards: Writing Applications 2.5 Write summaries of reading materials: a. Include the main ideas and most significant details b. Use the student’s own words, except for quotations c. Reflect underlying meaning, not just the superficial details. Objectives: When asked to summarize passages from expository texts, students will be able to use a scaffolding technique to correctly identify main ideas and other essential information to include in a concise manner. Students will be able to determine what information should be excluded and the rationale for this. Additionally, with the completion of the lesson (and following day’s lesson), students will be able to evaluate the effectiveness of a majority of summaries in terms of brevity and main ideas presented. Materials Needed: Handouts, overhead, paper and pen. Activities: Time 5 mins.

5 mins.

Teacher Procedures 1) Begin with a discussion of what a

Student Responsibilities 1) Students are responsible for taking notes as they see

summary is and why we summarize.

fit, as well as contributing to the discussion to show

Students and teacher openly discuss

whether or not they have an understanding of the topic

topic together and teacher will

about to be discussed in detail. This will help the teacher

encourage student ideas and thoughts.

determine the extent of scaffolding needed for this topic.

2) Distribute Handout 1 “Summarizing

2) Students are responsible for contributing in shared

Expository Text.” Inform them that

reading exercise and asking questions when information

handout should be kept in binders, as

is unclear. Students are also responsible for

they will use these as a reference/guide

understanding the scaffolding process explained in the

when summarizing later passages. Use

handout, and should take an active role in answering

handout as shared reading exercise.

questions regarding its contents.

Discuss scaffolding on handout and ask questions regarding scaffolding just discussed to ensure comprehension. 1

10 mins.

20 mins.

3) Post overhead transparency/pass out

3) Students are to follow along with passage on

Handout 2 and pass out Handout 2.1

overhead, as well as help teacher determine main idea

“Summary of ___”. Teacher will read

and important points. Once there is overall agreement

aloud Handout 2 to class from overhead,

that meets teacher’s approval, students are to record

then ask class to come up with main

group findings on Handout 2.2 in “Paragraph 1” (first

idea and important points. This will be a

section only). Teacher is to walk around and ensure

group effort.

students are filling in first section.

4) Ask students to quickly get into

4) Have students summarize the next paragraph of the

groups of 3-4. Pass out Handout 2.2

article (paragraph 1 was covered on overhead as sample

“Global Warning Alert!” to each student

paragraph) using Handout 2.2, and fill in information

in group. Read together as class, where

gathered. Once completed, students are to discuss with

both teacher and student read parts of

class and teacher their findings. They are then to repeat

article. Discuss any confusion and

the process with paragraph 3. There will be a class

clarify any vocabulary or content that

discussion on this paragraph when completed as well.

may be confusing. Then, have groups

Groups will finish worksheet with writing the summary

fill out next section on their own using

collaboratively. Volunteer from each group will read

Handout 2.2 and Handout 2.1 (the

summary aloud. Finish individually for homework if not

article). When groups are finished, have

completed.

class discussion of findings. Ensure students are on right track. Have groups repeat process for paragraph 3 and then discuss. Teacher walks around room during this activity.

3 mins.

3 mins.

Review activity and rules for

Class offers answers about summary review to show

summarizing by questioning class.

knowledge gained via exercises today.

Teacher will explain homework, as well

Students are to copy down homework in agendas and

as note further review of summary

ask questions if unclear.

writing the following day.

2

Homework: 1) Cut out or print a relatively brief article from a newspaper or magazine (Internet articles acceptable from valid sources (i.e. Time, Newsweek, New York Times, etc.) which you will read, annotating and highlighting important information from the article. 2) On a separate piece of paper, staple the article to this paper and write a summary of what you have read. Include the main idea and other important/relevant information. (Responses should be a few sentences, ¼ page maximum.) Evaluation: Assignments: Handout 2.1 “Summary of ____”

Points: 10

Note: Completion of Handout gets full credit. Future summaries will be graded. Homework- Find article and summarize

Points: 15

Note: Completion of HW gets full credit. Summaries will be rewritten and put into final draft form next day in class. Lesson Plan Commentary/Reflection: This lesson is designed in order that students begin to grasp the concept of summarizing expository texts, understand how to find main ideas and include important points into summaries. They will understand the importance of brevity and conciseness in summaries, how to exclude unnecessary details and how to scaffold their learning, understanding that summarizing needs to start as a step-by-step process. The homework is designed so that students not only take their summarizing skills and apply them, but also interact with expository texts about today’s topics and events. This should familiarize students with where to find current event articles and get them to interact with sources. Summarizing is an extremely important skill and will not be overlooked or skimmed through briefly. The class should continually revisit summarizing in every writing, or reading, assignment so the skills are kept fresh in their minds and eventually ingrained in their brains. My hope is that this lesson will be a sufficient introduction but that following lessons will touch on this life long skill.

Student Handout 1 3

Summarizing Expository Text A summary: a short restatement of the main idea and important details in a piece of writing or another work. Steps in Summarizing: 1. Read the selection carefully, more than once. Before you begin to write, make sure you understand what the selection says. 2. Highlight or make a list of the most important information in the first paragraph, including the main idea. 3. Try to rewrite one or two sentences that include all of the important information in the paragraph.  Use your own words.  Do not include your own opinion.  Do not change the author’s meaning. 4. Repeat steps 2 and 3 for each subsequent paragraph, keeping them in the same order in which the information appears in the reading selection. 5. Copy your summary sentences into a paragraph, keeping them in the same order in which the information appears in the reading selection. 6. Read your paragraph. Can someone who has not read the selection understand the main points? Summary should be no more than one-fourth to one-third the length of the original passage.

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Overhead/ Student Handout 2

Summarizing a Single Paragraph (from “Global Warming Alert!”) Global warming is caused when carbon dioxide (CO2) gets into the atmosphere. The carbon dioxide acts like the glass walls and ceiling of a greenhouse. It lets sunlight in to warm things up, but it doesn't let the heat escape. Scientists say the same thing is happening to our planet, making it a dangerously warmer place. As many as one million species of land plants and animals are in danger of becoming extinct if global warming continues. According to a recent study, the warming of the Earth could destroy as many as 37 percent of the world’s living species by the year 2050!

WORLD NEWS http://www.timeforkids.com/TFK/kids/news/story/0,28277,576304,00.html

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Student Handout 2.1

Summary of (Title of Reading Passage) Paragraph 1 1. Main Idea (what is this paragraph about?) ____________________________________________________________________________________ ________________________________________________ 2. Other important information: 

__________________________________________________________________



__________________________________________________________________



__________________________________________________________________

3. Combine 1 and 2 into one or two sentences. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________ Paragraph 2 4. Main Idea (what is this paragraph about?) ____________________________________________________________________________________ ________________________________________________ 5. Other important information: 

__________________________________________________________________



__________________________________________________________________



__________________________________________________________________

6. Combine 4 and 5 into one or two sentences. 6

____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________ Paragraph 3 7. Main Idea (what is this paragraph about?) ____________________________________________________________________________________ ________________________________________________ 8. Other important information: 

__________________________________________________________________



__________________________________________________________________



__________________________________________________________________

9. Combine 7 and 8 into one or two sentences. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________

Copy your summary sentences into a paragraph. Leave them in the same order (paragraph 1 summary, paragraph 2 summary, etc.) __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ ____________________________________ 7

Read the above paragraph again. Does this make sense? Does it cover essential information? Did you leave out unnecessary details? Below, write you paragraph into final form. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ ____________________________________

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Student Handout 2.2

Global Warming Alert! If global warming continues, 1 million kinds of plants and animals could be extinct by the year 2050 January 13, 2004 BY JILL EGAN

What is Global Warming? 
Global 
warming 
is 
caused 
when 
carbon 
dioxide 
(CO2) 
gets 


into 
the 
atmosphere. 
The 
carbon 
dioxide 
acts 
like 
the 
glass 
walls 
and 
ceiling 
of 
a 
greenhouse. It 
lets 
sunlight 
in 
to 
warm 
things 
up, 
but 
it 
doesn't 
let 
the 
heat 
escape. 
Scientists 
say 
the 
 same 
thing 
is 
happening 
to 
our 
planet, 
making 
it 
a 
dangerously 
warmer 
place. 
As 
many 
as 
 one 
million 
species 
of 
land 
plants 
and 
animals 
are 
in 
danger 
of 
becoming 
extinct 
if 
global 
 warming 
continues. 
According 
to 
a 
recent 
study, 
the 
warming 
of 
the 
Earth 
could 
destroy 
as 
 many 
as 
37 
percent 
of 
the 
world’s 
living 
species 
by 
the 
year 
2050!

Alarming Findings 
The 
study 
was 
conducted 
by 
researchers 
in 
England 
who 
used 


computer 
models 
to 
predict 
what 
would 
happen 
to 
certain 
species 
if 
global 
warming 
 continues. 
The 
team 
studied 
1,103 
species 
in 
Australia, 
Brazil, 
Costa 
Rica, 
Europe, 
Mexico 
 and 
South 
Africa. 
These 
regions 
represent 
about 
20 
percent 
of 
the 
Earth’s 
land 
area. 
The 
 study 
predicted 
that 
Australia 
would 
lose 
over 
half 
of 
its 
more 
than 
400 
butterfly 
species 
by 
 2050. "We're 
already 
seeing 
biological 
communities 
respond 
very 
rapidly 
to 
climate 
warming," 
said 
 Chris 
Thomas, 
a 
biologist 
at 
the 
University 
of 
Leeds 
in 
England, 
and 
the 
head 
of 
the 
study. 
 The 
study 
found 
that 
between 
15 
and 
37 
percent 
of 
the 
studied 
species 
could 
be 
extinct 
or 
 nearly 
extinct 
by 
2050. 
There 
are 
about 
14 
million 
plant 
and 
animal 
species 
on 
Earth.

What Should be Done? 
Researchers 
say 
businesses 
and 
governments 
must 
create 
new technology 
that 
limits 
the 
production 
of 
greenhouse 
gases. 
These 
gases, 
such 
as 
carbon 
 dioxide, 
pollute 
the 
environment. 
Researchers 
also 
say 
that 
limiting 
carbon 
dioxide 
emissions could 
save 
15-20 
percent 
of 
species 
from 
extinction. 
The 
U.S. 
is 
a 
big 
part 
of 
the 
problem. 
 Although 
the 
U.S. 
has 
about 
4 
percent 
of 
the 
world’s 
people, 
it 
produces 
about 
25 
percent 
of 
 the 
pollution 
that 
leads 
to 
global 
warming. 
A 
special 
agreement 
called 
the 
United 
Nations’ 
 Kyoto 
Protocol 
would 
limit, 
or 
cut 
down 
on, 
the 
amount 
of 
harmful 
gases 
that 
countries 
are 
 allowed 
to 
produce. 
But 
President 
Bush 
has 
refused 
to 
sign 
the 
treaty, 
saying 
it 
would 
hurt 


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America’s 
businesses. Plants 
and 
animals 
aren’t 
the 
only 
creatures 
that 
are 
in 
danger. 
Humans 
are 
at 
risk, 
too. 
 Many 
scientists 
believe 
the 
Earth's 
rising 
temperatures 
could 
eventually 
melt 
polar 
ice 
caps, 
 cause 
sea 
levels 
to 
rise 
and 
worsen 
flooding. BACK TO ALL HEADLINES ADVERTISEMENT WORLD NEWS http://www.timeforkids.com/TFK/kids/news/story/0,28277,576304,00.html 


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