Let's Sum it Up! Summarizing Nonfiction Text Day 2
Lesson 12 of 12
Objective: SWBAT extend using summary frames to summarize a text with multiple structures
Today I'm going to show students to write a summary for a piece that has a few different sections or structures.
To start out, I'm just going to place my modeled reading on the board. I'm only going to show the first two pages up side by side.
Yesterday we learned to use some summary frames to summarize nonfiction text. What would you do with something like this? Just do a quick skim of the text because we'll be reading the whole text together soon. Then chat with your partner about how we would summarize this. We'l share your ideas on the board in a few minutes.
Here are a few of my students' ideas.
Today I'll begin by reading aloud the "How To Say What You're Really Feeling" article. Like yesterday, I'll call attention to the key words that help me figure out the structure. This passage has different sections, but is really just sequence. I wanted to start here to show students that if we read through the whole thing, the multi-section pieces aren't as scary as they seem.
After reading aloud, I'll model how to craft the summary using the frames. This is a longer text that requires the synthesis of more information, so I wanted to show them how to do this.
We'll repeat this whole sequence for the next text, "Cool To Be Kind." This one really does have quite a few sections, so it's important to model this before letting them try this on their own. This text starts by describing empathy, moves to cause and effect, and finishes with problem and solution. Definitely a tough text for the kids to try out. I thought about letting the kids take this on first to see what they would come up with, but with constraints to finish up the unit, I've decided to model this first to give them the basics, and then let them try one in groups.
Both of these texts are on the lower end of the 5th grade lexile range. I made that decision so that the kids weren't learning a new skill with difficult text. I also didn't want to do the read aloud solo, so when the kids jump in with their thoughts, I wanted this piece to be slightly easier. They will try out their skills with grade appropriate text in the next section. The texts I chose for the whole day also follow a theme of relationships and conflict resolution since we work a lot with the 7 Habits of Highly Effective People.
Once I've finished the modeling, the students will work with a partner to read "Peer Pressure Power." This is a slightly higher lexile range, but the multiple sections and structures makes it more complex. I know many of my students are going to struggle here, so I won't meet with one small struggling group. I want to move to each pair of students to check in throughout this process and then stop the class when I see that a majority of them are struggling.
This part of the lesson will definitely take some time as the students need to first read and identify the structures being used and then write a summary. I'm going to do a whole class check in after about 20 minutes so that I can help them get on the right path in regards to the structures. If they have those right, then using the summary frames will be a whole lot easier.
The kids will work pretty hard today, so I wanted to give them a fun closure activity for the summarizing lessons. We'll do some summary metaphors today. I want to have the kids think about what summaries really are and how they are helpful. My summary model was how a summary is an umbrella. I like these opportunities because it stretches the kids' thinking and gives them some time to "create" something.