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Students will be able to write a simple summary after reading a fiction text.
- Ask students to turn and talk to a partner about what they know about summaries. Have partnerships share out and record student answers on the board.
- Tell students that today they are going to learn how to write a simple summary.
- Review the definition of a summary: When you write a summary, you are retelling a story in your own words. A summary should be short, about three sentences, and should include the main ideas of the story, not details.
- Explain to students that they will listen to a story and you will model how to write a simple summary. Read a short story aloud, like The Paper Bag Princess by Robert Munsch.
- Ask students to talk to a partner about the definition of the word summary using English or their home language (L1).
- Provide a student-friendly definition of the word main ideas and details.
- Show an example of a summary of a text that the class recently read.
- Have ELs rephrase the definition and qualities of a summary. Provide a sentence stem for student conversation, such as "A good summary __."
Explicit Instruction/Teacher modeling(10 minutes)
- Display the Write a Simple Summary worksheet using a document camera.
- Model how to write a summary using the worksheet and the book you read aloud as a mentor text (i.e., The Paper Bag Princess).
- Have ELs turn and talk to a partner about the important information from the text, using English or L1.
- Give learners a partially completed graphic organizer to fill in during the teacher modeling.
- Define any unfamiliar words in the text by providing a student-friendly definition and image.
- Give learners a copy of the graphic organizer and have them record information from the teacher modeling.
Guided Practice(10 minutes)
- Show a short video, like Pixar’s "Lava" (or read a story aloud).
- Display a blank copy of the Write a Simple Summary worksheet and ask the students who the main character was. Allow students to turn to an elbow partner to discuss, then call on a student volunteer to provide the answer. Write the answer in the "somebody" box on the worksheet (i.e., the volcano).
- Repeat with each box on the worksheet (i.e., What did the volcano want? What was the problem?).
- Have students turn to their elbow partner and verbally come up with a summary using the completed worksheet as a guide. Keep the completed worksheet displayed as students discuss.
- Call on three volunteers to provide examples of a summary. Point out that even if the exact wording of the summaries are different, they all expressed the same key information.
- Provide sentence frames for student conversation, such as "The main character was ____. The main character wanted ___."
- Give learners a partially completed graphic organizer to accompany the text.
- Provide a copy of the graphic organizer for students.
- Encourage partnerships to write their summaries on paper or whiteboards.
Independent working time(10 minutes)
- Hand out the Hot Cross Buns: Read to Remember worksheet and instruct students to complete it independently.
- Circulate and offer support as needed.
- Supply a word bank for students to use as they complete the graphic organizer.
- Allow ELs to work with a small, teacher led group.
- Accept a verbal summary from ELs and allow them to utilize the graphic organizer.
- Allow ELs to work with a partner.
- Provide a dictionary or glossary in English or L1.
- Provide additional examples during guided practice.
- Provide partially complete graphic organizers (i.e., somebody and so are filled in) and allow students to complete the missing parts.
Enrichment: Have students apply the skills learned to write a summary about a book of their choice.
- Write the names of several familiar stories on the board (i.e., "The Three Little Pigs," "Goldilocks and the Three Bears").
- Hand out a half sheet of the Simple Summary Reading Log worksheet and instruct students to choose a story that they are familiar with from the list on the board.
- Have students complete the graphic organizer and write a summary about the story they chose. Then, collect and check for understanding.
- Allow ELs to listen to an audio version of a familiar text, in English or L1.
- Provide a partially completed graphic organizer and a paragraph frame for students to use.
Intermediate: Provide a copy of the familiar text for students to reference.
Review and closing(5 minutes)
- Hold up index cards with a word (e.g., "somebody") and ask students to identify the question that is associated with the word (e.g., "Who is the main character?").
- Ask ELs to orally explain their thinking to a partner in English or L1.
- Provide index cards with the different words from the graphic organizer (e.g., "somebody") and the questions that are associated with the words (e.g., "Who is the main character?") and allow students to match them.
Intermediate: Ask learners to share with a partner before sharing with the class. Allow them to use English or L1.