Cerdá, 1 Lesson Plans: Summary Writing Goals and Objectives: SWBAT evaluate a mentor summary in order to identify elements of a summary and how writers craft them. SWBAT evaluate expository articles in order to determine purpose for writing, which will aid in writing his/her own IVF topic sentence. SWBAT evaluate mentor IVF topic sentences to build the framework for summary topic sentences. SWBAT create an IVF topic sentence for his/her own summary. SWBAT evaluate a sentence for proper writing conventions and sentence structure; combine several simple sentences into one sentence. SWBAT use the mentor summary in order to identify where information for the summary comes from within a text. SWBAT compose one-sentence summaries for each paragraph or chunk within text in order to create the supporting details for his/her own summary. SWBAT compose a summary of an article using summary chart as a guide. Standards: Content: S3/C6/PO1; S1/C1/PO1-4 S1/C1/PO1-4; S1/C1/PO2-4; S2/C2/PO2 S2/C2/PO1-6; S1/C1/PO1; S1/C2/PO1-2; S2/C3/PO1-4 EL Listening & Speaking Standards: IV: Standard English Conventions- Language Skill 1. Use various verb tenses EL Writing Standards: IV: Writing Elements Ll-1: Writing clearly focused text that incorporates relevant details. Materials: Handouts attached: Extras incorporated in lesson plans: LINK Organizer (Pre/Post assessment) Sponge packet Mentor Text (Bug article) Visual Sentence Homework Mentor Summary (Bugs) Composition book for Writing workshop/circles Cheat Sheet/Quadrant paper-for charting Mentor Text (Article packet) Mentor IVF sentences Content frame/IVF graphic organizer Summary cuing chart (Rubric) Metalog form Description: The following lesson plans are based off of Reading Apprenticeship routines & procedures. The days included are the days summary writing lessons were implemented. The days that are missing were focused on something else or were breaks. Note: Fridays are solely for Writing Circles except for the Friday before Fall Break. Wednesday: September 21 (The day we started Summary Material)
Transcript
Cerdá, 1
Lesson Plans: Summary Writing
Goals and Objectives:
SWBAT evaluate a mentor summary in order to identify elements of a summary and how
writers craft them.
SWBAT evaluate expository articles in order to determine purpose for writing, which
will aid in writing his/her own IVF topic sentence.
SWBAT evaluate mentor IVF topic sentences to build the framework for summary topic
sentences.
SWBAT create an IVF topic sentence for his/her own summary.
SWBAT evaluate a sentence for proper writing conventions and sentence structure;
combine several simple sentences into one sentence.
SWBAT use the mentor summary in order to identify where information for the summary
comes from within a text.
SWBAT compose one-sentence summaries for each paragraph or chunk within text in
order to create the supporting details for his/her own summary.
SWBAT compose a summary of an article using summary chart as a guide.
Standards:
Content:
S3/C6/PO1; S1/C1/PO1-4
S1/C1/PO1-4; S1/C1/PO2-4; S2/C2/PO2
S2/C2/PO1-6; S1/C1/PO1; S1/C2/PO1-2; S2/C3/PO1-4
EL Listening & Speaking Standards:
IV: Standard English Conventions- Language Skill 1. Use various verb tenses
EL Writing Standards:
IV: Writing Elements Ll-1: Writing clearly focused text that incorporates relevant details.
Materials:
Handouts attached: Extras incorporated in lesson plans:
LINK Organizer (Pre/Post assessment) Sponge packet
Mentor Text (Bug article) Visual Sentence Homework
Mentor Summary (Bugs) Composition book for Writing workshop/circles
Cheat Sheet/Quadrant paper-for charting
Mentor Text (Article packet)
Mentor IVF sentences
Content frame/IVF graphic organizer
Summary cuing chart (Rubric)
Metalog form
Description: The following lesson plans are based off of Reading Apprenticeship routines &
procedures. The days included are the days summary writing lessons were implemented. The
days that are missing were focused on something else or were breaks. Note: Fridays are solely
for Writing Circles except for the Friday before Fall Break.
Wednesday: September 21 (The day we started Summary Material)
Cerdá, 2
Run down: After the category game and writing for 10 minutes, students will list all the items
they think they know about summary writing on the LINK organizer. Using Talk to the Text,
they will then read the informative piece of text that the mentor text was based off of for
comprehension. Students will share with shoulder partners and small group before sharing out
large group. If time permits, they will then read the mentor summary for comprehension as well.
To do:
*Note to self- Pass out papers & collect homework.
1. Category Game
-We are stepping it up a bit. We are now giving that the details are along with the subtopic, but
we are not saying what the topic is.
2. Writing Workshop
-Students will write for 10 minutes on a topic of their choosing.
*At this time, pass out LINK organizer.
3. LINK Organizer
-Going back to prior knowledge; before we move on, we need to know how much you know
about writing a summary.
a. Take 5 minutes to write down as much as you can about “Things I think I already know
about writing a summary”.
b. Pink chair starts the sharing. Share out 1 thing you think you know.
*While they share, pass out articles.
4. Mentor Text (Bugs) [Honors has a different text than Gen Ed]
Talk to the text with the focus: questions, connections, and unknown/survival words.
-We do this so we can comprehend the content
^Model: “Insects That Are Good To Eat”
Homework: TttT if it is not finished in class
Assessment: Monitoring, group sharing
Thursday: September 22
Run down: After the sponge, they will then share out issues that created a roadblock in terms of
comprehension and then read the mentor summary for writer’s craft. Students will use Talk to
the Text to surface observations about writer’s craft. Once finished, students, in groups, will
categorize their annotations by content, organization, style, and writing conventions. These
annotations will aid in charting elements of a summary, so the students have a starting point for
writing their own summaries. If time permits, we will begin charting the elements and revisiting
their LINK organizer.
To do:
1. Sponge packet.
-10 minutes to do 3 parts.
They started off easy but now it is getting harder; more challenging.
-15 minutes to go over answers as a class.
2. Mentor Text (Bugs)
-Pull out the mentor bug text from yesterday. It was homework to finish the Talk to the Text if
you did not finish it in class.
-Share with shoulder partners for 2-3 minutes.
-Go over as a class what they found.
3. Mentor Summary
Cerdá, 3
-Pull out different colored highlighters/pens/pencils
-Two different focuses
First= read like a reader (keep annotations on the left)
^Model
4. Sharing
-Share with shoulder partners.
-Share out with large group (whole class)
Homework: Visual sentences
Assessment: TttT annotations on organizer, group sharing
Monday: September 26
Run Down: After the Category game and writing for 10 minutes, students will use Talk to the
Text to surface observations about writer’s craft. Once finished, students, in groups, will
categorize their annotations by content, organization, style, and writing conventions. These
annotations will aid in charting elements of a summary, so the students have a starting point for
writing their own summaries. If time permits, we will begin charting the elements and revisiting
their LINK organizer.
To do:
[For A2 back up to Thursdays lesson]
*Pass back homework
-Visual Sentences & Think backs.
*Moving the writing
*Explain the new protocol for Fridays writing circle.
1. Category game
2. Mentor Text & Mentor Summary (Bugs)
Second Focus: General observations from writer’s perspective.
^Model
3. Talk to the Text for 5 minutes
-Share with shoulder partners for 3 minutes
*As they share pass out the cheat sheet.
4. Go over cheat sheet.
-Read the information
5. 3 minutes to go back in and Talk to the Text with the new information from the cheat sheet.
6. Work as a group.
-How do you create a summary?
-What do we need to have on a chart?
*Groups will have the last 3 minutes of class to write.
Homework: None
Assessment: TttT annotations on organizer, group discussions
Tuesday: September 27
Run down: After sponge, students, in groups will categorize their annotations by, content,
organization, style, and writing conventions, if not finished on Monday. These annotations will
aid in charting elements of a summary, so the students have a starting point for writing their own
summaries. We will chart the elements of a summary and revisit their LINK organizer.
To do:
Cerdá, 4
*New seating chart/pass back papers/hand out new visual homework.
1. Writing Workshop
-Students will write for 10 minutes
*Walk around and give points for writing entries.
2. Quadrants
-Pull out mentor text, mentor summary, quadrants & cheat sheets
-Students have 5 minutes to finish their work from yesterday.
*Last minute remind them to think of what they think should go into creating a rubric on what
belongs in a summary & how each member of the group should be writing down what they come
up with because one person, which ever color is chosen, will be responsible for talking.
3. Chart
*Spokesperson=red chair
-As we go over what each group had, the rest of the students should be writing on their papers
anything that they did not have.
Homework: Visual sentences
Assessment: TttT annotations on organizer, group discussion, chart, LINK organizer
Wednesday: September 28
Run down: After the category game and writing for 10 minutes, students will each be given an
article to read for comprehension using Talk to the Text. The focus for the Talk to the Text will
be connections, questions, predictions, and unknown words. Once finished, each student shares
with shoulder partners and large group. After sharing, students will summarize the text into one
sentence and identify the purpose for writing. Each item will be shared with small groups and the
small group will nominate one purpose to identify the main idea and purpose of the article. Next,
students will Think Aloud in order to support the writer’s purpose with specific details from the
article. Think Aloud partners will share with small groups and then large groups.
To do:
*Remind the student’s that the Visual sentence homework is due tomorrow.
1. Writing Workshop [taken out for time management]
-Students have 10 minutes to write about a topic of their choosing.
#1 substitution= Students have 10 minutes to copy quadrant notes, which are the requirements of
writing a summary.
*For students who finish early, they will help pass back papers.
Think backs
Sponge packets
Visual homework
LINK & Quadrants
2. Popcorn’s Dark Secret
-Students will Talk to the Text for unknown words and questions.
3. Identify the author’s purpose
-Why do writers write? What is their purpose? To persuade, inform, or entertain?
This is really important to know what the purpose is for when you begin writing your own.
*Go over other 3 articles for comprehension & Author’s purpose.
4. One-sentence summary
-Students will write a one-sentence summary for the entire article
Cerdá, 5
Ex. If a group member misses class how would you fill them in? You wouldn’t go step by step
would you?
a. They will write their own.
b. Green chairs will share the sentences with the whole class.
c. Write a class sentence summary.
d. They can make any changes to their original sentence if they want to.
5. Purpose: to inform
-Just because you were persuaded while reading doesn’t make it persuasive. Pay close attention
to the information/details/word choice used.
Discussion-What were some key parts that lend itself to prove the purpose was
informative? Give examples from the text.
6. Here’s where we are going with this.
You need to know what steps to use when writing a summary.
*Read the chart information to them. “Steps We Use When Writing a Summary”
-Read for comprehension.
-Identify the author’s purpose
-Know the main ideas to get you started
7. Chose an article [Honor’s has 3 different articles than the Gen Ed]
-Choose 1 article from the packet to write your summary on.
-Read for comprehension
Talk to the text with the focus on questions, connections, and unknown words.
Share with shoulder partners
Share with whole group
-Find the purpose. Why is the writer writing?
-Create a one-sentence summary for your article.
For the last 2 minutes of class share with your shoulder partner.
[A2 didn’t get to 4-7]
Homework: None
Assessment: One-sentence summary of article, evidence from TttT relating to purpose
Thursday: September 29
Run down: Using Talk to the Text or Think Aloud, students will make observations about IVF
topic sentences. The focus will be structure and comparisons. Students will share out with small
groups and then large group; I will be recording observations on text for students. We will then
predict parts of the IVF topic sentence and then identify each part. Once finished, we will break
the mentor summaries into three parts.
To do:
[A2 Backtrack]
Backtrack= a. Write a 1 sentence summary; b. create 1 as a group; c. 2 minutes to share with
partners.
1. A1 will use Think Aloud; A2-A5 will use Talk to the Text and make observations about IVF
summary topic sentences.
-The IVF mentor text will be broken up, three sentences for each partner, to save time.
*For groups that only have 3 people in them, the sentences will be broken up two sentences per
person.
^Model- I will do part of one sentence to show them what is expected.
Cerdá, 6
2. Sharing
-Students will share in the small group what each pair came up with.
-Green chair students will share observations in large group discussion.
*Chart what the students share, anything that they do not have on their paper, they should be
writing down what I write.
3. Discussion
-What do all of them have in common?
Title w/an author
Verbs
Main ideas
Do all of them have an author? No, but if the text has one you need to put it in.
What do the verbs do for the text? Identifies the author’s purpose.
What comes after the verb? The main idea.
[Did not get to predicting IVF parts]
Homework: IVF observation sheet if not finished in class, visual sentences
Run down: Using Talk to the Text, students will make observations about IVF topic sentences.
The focus will be structure and comparisons. Students will share out with small groups and then
large group; I will be recording observations on text for students. We will then predict parts of
the IVF topic sentence and then identify each part. Once finished, we will break the mentor
summaries into three parts in order to write an IVF topic sentence for it. After, students will
create an IVF topic sentence for the text they will be summarizing tomorrow.
To do:
1. Students will Talk to the Text and make observations about IVF summary topic sentences.
2. Sharing
-Students will share in the small group what each pair came up with.
-Yellow chair students will share observations in large group discussion.
*Chart what the students share, anything that they do not have on their paper, they should be
writing down what I write.
3. IVF parts identifying
-For examples 1 & 2
I= Identify the Item (text).
V= Verb (author’s purpose).
F= Finish the thought (main idea).
4. IVF group work
-For examples 3 & 4
Work as a group to break up the sentences into their appropriate parts of the IVF
5. Summary Verbs
These are to be part of your notes. It is an alphabetical list of verbs we thought you could use.
-Mark which verb goes with which purpose.
-Work as a group and discuss why you think they belong there.
^Model 1st
verb.
*A5 didn’t get to highlighting verbs.
[A4 lost talking privileges-group work became individual.]
Cerdá, 7
Homework: IVF observation sheet, original IVF topic sentence
Assessment: Monitoring groups, IVF observation sheets, written IVF topic sentence
Tuesday: October 4
Run down: After the sponge and modeling, students will highlight each summary sentence in a
color and then highlight where the information from that sentence came from within the text.
Goal: I want students to notice that each sentence in the summary is a one-sentence summary of
a paragraph/chunk of the text and that it follows the order of the text. Next, as a class, we will
practice creating one-sentence summaries for the class text on “Popcorn’s Dark Secret” article
using the content frame organizer and TttT. Students will TttT and then work with shoulder
partner and small group to determine what parts of the paragraph/chunk should be included in
the one-sentence summary and what parts are extra information. They will then create a one-
sentence summary together for the class text. If time permits, students will begin chunking their
text and composing one-sentence summaries for their text.
To do:
1. Summary verbs
-Two minutes to finish individually (except for A5)
2. IVF summary #1
-For “Popcorn’s Dark Secret” students will, individually, write a full topic sentence. They cannot
use “inform” as their verb.
3. Group discussion
-Red chair starts by sharing their sentence; their group offers help if they sort of miss the mark.
4. Group summary
-Students have 2-3 minutes to come up with the best parts of each member’s sentences and use
them to create a new sentence summary.
5. IVF Topic Sentence
-For their chosen article students will write a complete sentence. If they are done, it is a ticket out
the door; if it is not done, it is homework.
6. Explain steps 5 & 6 for “Steps We Use When Writing a Summary”
Step 5= chunk the information if it is not already done
^Model chunking
Step 6= compose a one-sentence summary for each chunk
^Model sentence summary for chunk
7. Group Chunking Composition
Students will work as a group to create a sentence summary for chunk #2 to share with the class.
[A2-A5 did not get to 7]
[A4- still not allowed to talk.]
Homework: Visual sentences
Assessment: IVF content frame, group observations, one-sentence summaries
Wednesday: October 5
Run down: After writing for ten minutes, students will review yesterday’s objectives and
start/finish chunking their text and composing one-sentence summaries for their text. Once
finished, students will combine all the elements (IVF topic sentence and one-sentence
summaries) into a complete summary of their text. During the writing time, students will stop
and metalog on their progress, successes, and/or roadblocks. Students will discuss their metalogs
Cerdá, 8
with their groups in order to help students along the way. At the end of the class, students will
metalog again on the same topic and discuss with groups.
To do:
*Collect IVF Topic sentences
*Students need to pull out Mentor text, IVF sentences, and a blank piece of paper.
1. Writing Workshop
Students will write for 10 minutes on a topic of their choosing.
2.Group Chunking Composition
Students will work as a group to create a sentence summary for chunk #2 to share with the class.
3. Chunking
Students will chunk the information on the article that they chose to summarize.
4. Sentence summaries
Students will begin their one-sentence summaries for each chunk once the chunking is done.
Homework: None
Assessment: IVF content frame, chunking, drafts of summaries
Thursday: October 6 [1/2 day due to parent/teacher conferences]
Run down: Students will finish combining all the elements (IVF topic sentence and one-sentence
summaries) into a complete summary of their text. During the writing time, students will stop
and metalog on their progress, successes, and/or roadblocks. Students will discuss their metalogs
with their groups in order to help students along the way. At the end of the class, students will
metalog again on the same topic and discuss with groups.
To do:
*Hand back IVF Topic Sentences
-Collect IVF Topic sentences Redos at any time throughout the class period
*Students need to pull out Mentor text, IVF sentences, and a blank piece of paper.
1. Chunking (if individuals are not done)
Students will chunk the information on the article that they chose to summarize.
-Today we are finishing up the one-sentence summaries for each chunk. Remember to number
each chunk. When you are done you will combine the IVF Topic sentence with the one-sentence
summary from each chunk to turn it into a paragraph.
-This is why we are having you number the chunking, so you know what order to put them in to
form the paragraph.
2. Sentence summaries
Students will work on their one-sentence summaries for each chunk.
*Stop 20 minutes in to have the students share anything they are struggling with; if they are not
struggling, have them share a success with their partners.
Homework: Visual sentences
Assessment: Chunking, one-sentence summaries
Friday: October 7 [1/2 day due to parent/teacher conferences] Run down: Students will finish combining all the elements (IVF topic sentence and one-sentence
summaries) into a complete summary of their text. During the writing time, students will stop
and metalog on their progress, successes, and/or roadblocks. Students will discuss their metalogs
with their groups in order to help students along the way. At the end of the class, students will
metalog again on the same topic and discuss with groups.
Cerdá, 9
To do:
1. Finish one-sentence summaries for each chunk.
2. Combine IVF topic sentence with one-sentence summaries.
*Once finished students will
- Hand in their summary rough drafts
- Complete and hand in the orange metalog section of their personal writing goals
- Complete and hand in Visual sentence homework
- Work on 2.1 reading homework for Miss. Rodeffer (A5 will do the post test)
