Lesson plan - Study Island



|Reading Lesson: Summarization |Grade Level: 7 |

|Lesson Summary: Students learn the importance of summarization and how to make sure that only facts are represented in a summary. The teacher will clarify the |

|distinction between fact and opinion, eliciting examples from students. The teacher will break students into pairs and challenge each student to write a commentary|

|of the previous day’s events. Students will revise commentaries into summaries based upon partner comments. The teacher will then point out that when writing a |

|summary, students need to use their judgment in identifying key events. For Guided Practice, students will read the selection on Cesar Chavez, identify key events,|

|and then write a summary of his life. For Independent Practice, students will complete the Activity Worksheet. Advanced learners will summarize a selection from a |

|designated nonfiction text. Struggling learners will summarize the events of the day thus far. |

|Lesson Objectives: |

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|The students will know… |

|that summarization can add to the understanding of a literary or informational text. |

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|The students will be able to… |

|accurately summarize a text without a personal opinion. |

|Learning Styles Targeted: |

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|Visual |

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|Auditory |

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|Kinesthetic/Tactile |

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|Pre-Assessment: |

|Review with students the difference between fact and personal opinion, providing examples such as “It is seventy two degrees outside” and “It is seventy two |

|degrees outside, and it is a lovely day.” Challenge students to provide examples of their own. |

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|Stress to students that a summary should accurately summarize a text without including their personal opinion. Using examples provided, ask students what effect |

|adding personal opinion has on a summary. Elicit that adding personal opinion makes a summary longer and more confusing. |

|Whole-Class Instruction |

|Materials Needed: Cesar Chavez*, other texts in the classroom, paper, and pencils |

|Procedure: |

|Presentation |

|Break students into pairs and have each write a commentary of the previous day’s events. Have students swap papers and have each partner circle what he or she sees|

|as personal opinion or commentary. |

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|Have students swap papers back and have each writer distill the previous draft to a summary. |

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|Have gifted writers read both versions of their papers and discuss differences. |

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|Guided Practice |

|Distribute copies of the selection* and ask a gifted reader to read it while the rest of the class reads along silently. |

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|Ask for students’ reaction to the selection. Elicit that Chavez led an event-filled life that impacted others and might inspire commentary or opinion. Remind |

|students that when writing a summary, they need to use their judgment to identify what is important information. |

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|Point out to students that, when writing summaries, it is important to identify key events or accomplishments. Work with students to identify the major events or |

|accomplishments of Chavez’s life |

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|Challenge students to write a three to five sentence summary of the selection based upon their identification of key events and accomplishments. |

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|Have students read their summaries aloud and invite discussion. Point out any extraneous or unnecessary material. Allow time for revision if necessary. |

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|Independent Practice |

|Distribute copies of the Worksheet* and have students complete it |

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|Review student responses and clarify as necessary. |

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|Closing Activity |

|Ask students a series of questions based on one of the summaries above. Then ask students how the summary reinforced concepts introduced in the longer nonfiction |

|piece. |

|Advanced Learner |

|Materials Needed: various sources, paper, and pencils or pens |

|Procedure: |

|Have students work in pairs to write a summary of a text—a piece from their history books, their science book, or another text that needs summarization. |

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|Have students compare summaries and decide which was more concise. |

|Struggling Learner |

|Materials Needed: paper, and pencils or pens |

|Procedure: |

|Struggling learners may have to be reminded about how to determine key events. Work with students to identify key events of the day. Based upon their |

|identification, work with students to summarize their day thus far. |

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|Guide students in providing examples of fact and opinion. Clarify as needed. |

*see supplemental resources

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