Summarizing the Facts
Lesson 7 of 11
Objective: SWBAT write summaries about their research.
We have been working on identifying main idea and supporting details all year long. However, upon working with claims, evidence, and argumentative writing, I realized they needed a refresher. I first wanted them to recall what they know on it, so I am going to ask them to provide me with the definitions of main idea and supporting details.
I will ask them to write the definition in their spirals and title it Recall and Review. I will give them a few minutes to struggle through and recall as much as they can. Finally, I will have them turn and talk with their shoulder partner. At this point, I want them to share whatever they remembered about the definition. This is also beneficial for other students, who are struggling to recall at all. It can provide them a scaffold.
Once they have discussed, I will bring the class back together and share out their thoughts. I will, at this time, link main idea to claims and supporting details to evidence. I want to bridge those terms and that learning to help us ease into the process of argumentative writing. If they are already familiar with main idea and supporting details, the transition to claims and evidence will be that much easier...I hope
Now that we have recalled the information, I want to model article Breakfast with the students how I pull out main idea and the supporting details and then use them to write the summary of the information. When doing our research for the argumentative piece, the students will be sorting through a lot of research and it will be important for them to know and be able to summarize the information.
Using the Should there be zoos power point, I will first display passage about breakfast and then read it aloud to the students. Once I am done, I will inform the students my task is to locate the main idea and the supporting details. So, I will model thinking about text, looking for main idea, and then using that to help me identify and pull out the supporting details.
I will display the graphic organizer and go through discussing the main idea and graphic organizer. I will ask students for their help with completing the graphic organizer. Breakfast G.O. Student Sample
Next, I will display the summary graphic organizer and model how to completely fill that out-and then turn it into a summary. Summary Student Sample
I will have the students working along with me, using my modeling as their notes. They can tape these materials into their student interactive notebook to use as a reference.
Now that I have modeled and determined readiness, I will have the students practice this skill with a text as well.
I will pass out the text The Plight of the Penguins and read it aloud with the students. I will encourage annotations as we are reading the article. Our focus for our reading is main idea and supporting details. I will ask the students to identify the author's purpose as that can help us identify the main idea.
Then, using the The Plight of the Penguins GO Main Idea, I will have the students pull out the main idea and supporting details. I will have them work within their groups to complete this step. As they are working, I will circulate through the room to check for understanding and provide reteaching or modifications as necessary.
Then, I will bring the class back together and as a class, we will check out answers for The Plight of the Penguin. I want to make sure we have the correct main idea and supporting details before we write our summary. I also find it important at this point to remind the students that not all main ideas are stated word for word, some writers have you draw a conclusion about their main idea and at times, that can be difficult.
Once we have checked our answers and agreed we are sure, we will work to complete the Summary Graphic Organizer together.
I will have them do most of the work, but I like to build a collaborative piece. I find it very helpful for struggling writers to see how a piece is constructed.
I want the students to be prepared for tomorrow's lesson and task. It requires a lot of what we did today.
I want them to reflect on what was hard about today's work? What came easy to them? What is one thing they learned about reading, summarizing, or annotating?
I will have them reflect on a Closure Slip that I will collect and use as an assessment.