ࡱ> 5@ 0Abjbj22 ,XX8!!!8!\L"n0,#,#,#,#,#?$?$?$mmmmmmm$CpRrm';$?$''m,#,#m * * *'.8,#,#m *'m * *>*~di,# # S[!':Nf4jm0nfpis,(ishi,d@isi ?$ % *%t &?$?$?$mmD!)"!Focus Plan Texarkana Independent School District GRADING PERIOD:1st 6 WeeksPLAN CODE:R6.1.6Teacher: AblesCourse/subject:English Language ArtsGrade(s):6Time allotted for instruction:2 class sessions  Title: Using the Paragraph Summary StrategyLesson TOPIC:Paraphrase and Summary (paragraph)TAKS Objective: Objective 1 The student will demonstrate a basic understanding of culturally diverse written texts.FoCUS TEKS and Student Expectation: 6.10 Reading/comprehension. The student uses a variety of strategies to comprehend a wide range of texts of increasing levels of difficulty. The student is expected to: (G) paraphrase and summarize text to recall, inform, or organize ideas (4-8).Supporting TEKS and Student Expectation: 6.10 Reading/comprehension. The student uses a variety of strategies to comprehend a wide range of texts of increasing levels of difficulty. The student is expected to: (F) determine a texts main (or major) ideas and how those ideas are supported with details (4-8). (H) draw inferences such as conclusions or generalizations and support them with text evidence [and experience] (4-8).   ConceptsEnduring Understandings/Generalizations/Principles The student will understand thatSummarizingSummarizing is how we take larger selections of text and reduce them to their bare essentials: the key ideas and the main points that are worth noting and remembering.SummaryA summary consists of the main idea and the crucial details of a paragraph or selection.ParaphraseParaphrasing is when you use your own words to tell what youve read, heard, or seen.Main IdeaThe most important idea in a paragraph or passage is the main idea.  I. Sequence of Activities (Instructional Strategies) A. Focus/connections At the beginning of class, give each student a copy of 4 short newspaper articles with the headlines removed. (See handout for Activity 1.) Ask students to skim the newspaper articles and identify the headlines for each article. Explain that this is the first step in summarizing. Summarizing is the ability to produce a condensed version of information. The summary includes only important elements and retains the order of the original information. Identifying the main idea of a paragraph or a passage is the first step in summarizing. Using the handout for Activity 2, ask students to create their own headlines for the remaining two newspaper articles. Students should underline all words and phrases in the articles that help them to write the headlines. After a discussion of the student-created headlines and their decision-making, explain that they are going to learn a strategy to help them summarize. B. Instructional activities (demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, modeling, discussion, reading, listening, viewing, etc.) Before you start asking students to summarize a paragraph level passage, explain to them the purpose of learning a paragraph summarization strategy. Focus your rationale on the idea that it helps the reader to really think about and remember what the writer wants to communicate. Describe the strategy and make a list of the steps on the overhead. (See Transparency Packet: Paragraph Summary Strategy.) Ask students to write the steps and what to do in each step and keep this information in their notes. The critical steps of the strategy are described in the packet. Modeling: After describing the paragraph summarization strategy, model how the strategy should be used on a paragraph. First, introduce I Join the Texas Cowboys, from the autobiography of Nat Love (Glencoe, page TX20). Paragraphs from this reading selection will be used for the next three activities. Use the handout for Activity 3: Modeling the Strategy along with the reading passage. Say each step of the strategy as you model it, so students see where you are as you start and complete each step. Think aloud as you model and explain how you made each decision. Using the second paragraph, model the strategy again, and this time begin to ask students to participate in following the steps of paragraph summarizing. Guided Activity or Strategies Once students see how the strategy works, instruct students to partner with another student and have them practice describing the steps to one another as you walk around the class and listen to their practice. (See Activity 4: Guided Practice.) Tell them to refer to their notes to help them describe each step. After the partner practice, move into a group review and ask students questions about the purpose of each step of the strategy. The goal of this activity is to make sure each student understands each step of the strategy and how to use it. II. STUDENT PERFORMANCE A. Description After the discussion and checking for understanding, have students use the strategy independently. (See Activity 5: Using the Strategy.) B. Accommodations/modifications Select paragraph summarization as the best strategy to start with if a significant number of your students struggle with pulling together what they have read after they read a paragraph. Students who have difficulty with paragraph summarization may need more individualized attention than what can be provided via large group instruction. C. Enrichment Good readers may have developed the skill of fluent paragraph level summarization. Students who are or who become fluent with paragraph summarization should either move to section summarization or be asked to summarize paragraphs in more difficult materials. Continued practice in the steps of paragraph summarization by students who comprehend the paragraph without going through the steps will result in low motivation. iii. Assessment of Activities A. Description Students will be assessed based on the questions from the paragraph summary strategy in Activity 5. B. Rubrics/grading criteria Suggested grading for Activity 5: Questions 110 = 8 points each (80 total points) Question 11 = 20 points C. Sample discussion questions 1. What is the difference between main idea and summary? 2. How would you paraphrase this sentence? 3. How would you paraphrase this passage? 4. Why do you think this is the best summary? 5. What is this summary statement missing? 6. What is the main idea of this passage? 7. Which supporting details are crucial to the selection? IV. TAKS Preparation A. Transition to TAKS context Collect student-created summaries and use these summaries in TAKS-simulated questions. Choose four different summaries as follows: One summary that includes the beginning, middle, and end of the selection One summary that is missing the beginning One summary that is missing the middle One summary that is missing the end Have students identify the best summary. B. Sample TAKS questions 1. Read the first sentence of a summary of the story. Summary of Riding to Win  Tacy is racing her horse Stubby in the Ranger County Rodeo JuniorBarrel Racing Championship. Which set of sentences best completes the summary? F Tacy is a little scared as she waits for the gate to open to begin her first ride. She looks over at her sister, who gives her the thumbs-up sign. G Tacy rides carefully during her first ride. After her ride she is in fourth place with one more ride to go. H Tacy watches her sister Sheri and Sheris horse Beetle. Tacy thinks Sheri is riding too fast and wants her to slow down. J Tacy rides cautiously during her first ride. After watching her sister Sheris ride, she lets Stubby run full speed in her second ride and wins. From Spring 2004 Grade 6 Reading TAKS 2. Read the first part of the summary about the article. Summary of Mattie Stepanek, Poet-Hero Despite having a rare form of muscular dystrophy, Mattie Stepanek enjoys many of the same things as other kids, such as learning a martial art and attending summer camp. However, Mattie is unique in many ways. Which information best completes the summary? F He has many difficulties because of his disease. He cant walk, but he has a motorized wheelchair he calls Slick. He has to take an oxygen tank everywhere he goes to help him breathe. He has many daily medical treatments. G He speaks at conferences and other places to try to spread his message of peace. He also appeared on Oprah Winfreys talk show. Oprah Winfrey read some of his poems on television. H His wish to talk with former president Carter came true. He spoke to Carter about the need for peace in particular countries around the world. Mattie hopes to be a peacemaker when he grows up. J He has had poems published, been on television, and spoken with a former president. Mattie also speaks on behalf of other sick children and about world peace. From Spring 2004 Grade 6 Reading TAKS 3. Which is the best summary of this story? A Someone is leaving trash in the courtyard of a new school. No one knows who is doing it, but a boy named Joel is angry that students may lose the use of the area. Joel and his father keep watch at night. They find out who is scattering the trash. B Joel hears an announcement by the principal of the school. He and his friend Aidan feel the principal is being unfair. Joels father is a policeman, so Joel asks him to help with the situation. C Trash is being left in the courtyard of a new school. The principal tells the students that the courtyard will be closed. A boy named Joel is upset by this. He decides to do something about it. D The principal of a school announces that some of the students are leaving trash in the courtyard. Later she realizes the students at her school are not responsible, but she still doesnt know who is making the mess. She asks the students for information about the situation. From Spring 2006 Grade 6 Reading TAKS V. Key Vocabulary Summarizing, paraphrasing, gist , main idea, trivial, theme VI. Resources A. Textbook Reading selection: Glencoe Literature, Course 1, pp. TX20-23 I Join the Texas Cowboys, from The Life and Adventures of Nat Love Summarization notes: Glencoe, Reading Handbook, p. R81 Supplementary materials Activities 1 and 2: Whats the Headline? Transparency Packet: Paragraph Summary Strategy Activity 3: Modeling the Strategy Activity 4: Guided Practice Activity 5: Using the Strategy Summary Strategy Posters vii. FOLLOW UP ACTIVITIES (reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.) After the paragraph summary strategy has been presented, post the steps of the strategy in a place in the classroom where you and the students can refer to it when needed. (See Summary Strategy Posters.) Several times each week identify a critical paragraph and model how you would summarize it. As a class, work through several paragraphs of critical information and summarize each one. VIII. Teacher Notes Summarization strategies Following are strategies that may be implemented throughout the year. Students should practice summarization often in order to master the skill. Selective underlining (or highlighting): The way to make underlining useful as a tool for comprehension is for it to be strategic, selective, and purposeful. The underlining must be undertaken toward particular ends. With selective underlining, the idea is to underline ONLY the key words, phrases, vocabulary, and ideas that are central to understanding the piece. Students should be taught this strategy explicitly, should be given time and means to practice, and should be reinforced for successful performance. Paring it down: Have students write successively shorter summaries, constantly refining and reducing their written piece until only the most essential and relevant information remains. They can start off with half a page; then try to get it down to two paragraphs; then one paragraph; then two or three sentences; and ultimately a single sentence. The Paragraph Summarization Strategy: This strategy focuses on students reading one paragraph at a time, stopping at the end of each paragraph, and then asking some questions to find the main idea and supporting details. Students can tell someone what they think the paragraph is about, or they can write it. The Section Summarization Strategy. This strategy focuses on students reading a multi-paragraph section that covers a topic. The student begins by raising questions about what the section might be about. As the students read, they are prompted to make one important summary statement about each paragraph; at the end, they answer the questions they raised as the beginning of the section, state or write a connected summary using the important statements recorded during reading, and then describe how this section relates to the preceding and following sections. The emphasis of this level of instruction and practice is on the integration on multiple main ideas to identify the significance of the set of ideas as a whole. If the student has difficulty with making paragraph level important statements as part of section summarization, the student is not ready for section summarization. More instruction and practice in paragraph summarization should be provided. The Multi-Section Summarization Strategy: This strategy focuses on the type of summarization that is required for report writing. As the student reads each section in a chapter or chapter of a book, he/she makes at least three summarizing important statements. This may not cover all the information in the section or chapter, but it should be enough to help the student remember what the section or chapter was about when the summary report needs to be written. If the report is based on chapters in a narrative text, the statements might focus on what happened at the beginning, middle, or end of the chapter. When the student has finished reading the text, a summary is created using the three importance statements. A paragraph with a topic sentence, at least three supporting sentences, and a closing sentence are created. If the student has trouble with summarizing for report writing, then more instruction and practice in section summarization is provided.     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