LESSON SIX: Summarizing
LESSON DESCRIPTION
Students write a multi-paragraph summary of a newspaper/magazine article, editorial or news program that includes supporting evidence from the source.
GRADE-LEVEL EXPECTATIONS
W3D Summarize two or more articles and write a brief informational paper integrating supporting information from both sources.
LESSON MATERIALS
§ Source of Literature
o None
§ Supplies
§ Handouts provided
o Lesson Six formative assessment
§ Words to know
o cueing systems
o infer
o multi-paragraph
o predict
o visualize
Students finish writing the summary independently using the Rule-Based Summarization Strategy, the Definition Frame, or Topic-Restriction-Illustration Frame. Scoring guide provided.
LEARNING ACTIVITIES
Option One
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Idea |
The classroom should be arranged to accommodate whole-group direct instruction, cooperative learning groups, and independent practice. In addition, there should be an overhead transparency, handout, and/or poster/bulletin board that illustrates the Steps of Rule-Based Strategy and format of the steps for writing a multi-paragraph summary. |
1. In small groups, students identify times in daily life when summarization occurs. Ask a representative from each group to present ideas to the rest of the class compile a master on the board.
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for Students |
What is the purpose of summarizing? What are some times when it would be important? Why? |
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Ideas |
Pick a very short article. Give students a copy of the article to practice with you. |
2. Students take notes using Marzano’s (2001) Rule-Based Strategy for summarizing (See chapter three, page 32), or other appropriate summarizing strategy. Read an article together as a class. Using an overhead, do a think-aloud of the Rule-Based Strategy on the first paragraph. Have the students assist you with additional paragraph(s). Show how it is easy to write a multi-paragraph summary of the article using this strategy.
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Questions for Students |
What information is not important? Are there any repeated ideas? Can we replace a list of things with one word? What is the topic sentence? |
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Strategy |
The following definition is from the Glossary of Terms: Communications Arts Grade-Level Expectations: Summary: an account of the main ideas in a text, in one’s own words. |
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Strategy |
What is summarizing? Summarizing is taking a larger selection of text and reducing it to the key ideas and main points that are worth noting. Summarizing captures only the main ideas and relevant details that are important for support.
Steps for Rule-Based Summary Strategy § Delete any information that is unnecessary for understanding § Delete any material that is repeated § Substitute general words for lists (e.g., “flowers” for daises, tulips, and roses”) § Select a topic sentence, or create one if it is missing Adapted and modified from Marzano, R., Norford, J., Payner, D., Pickering, D., & Gaddy, B. (2001). Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement (pp. 32-34). Alexander, VA: Association for Supervision and Curriculum Development. |
3. Given a short article, students apply the Rule-Based Strategy. One student reads, another deletes, a third is in charge of replacement, and the fourth finds the topic sentence and/or writes the summary on chart paper. The reader presents one paragraph of summary to the class. Discuss differences, similarities, or anything that needs changing.
Option Two
1a. Only use 1a. if this is your first/only summarization lesson. In small groups, students identify times in daily life when summarization occurs. A representative from each group presents ideas to the rest of the class. Compile a master list on the board.
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Questions for Students |
What is the purpose of summarizing? What are some times when it would be important? Why? |
1b. Only use if you are teaching more than one summarizing strategy and this is a subsequent lesson. Review the Rule-Based Strategy. Explain you will model another strategy, the Definition Frame.
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Questions for Students |
What other types of nonfiction are important to summarize? Why do we need another strategy? |
2. Students take notes using Marzano’s Definition Frame (chapter three, page 37). Using an example of textbook material, model how to use the Definition Frame with the students paragraph by paragraph. Write a summary of each paragraph as you proceed.
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Questions for Students |
What is being defined? To which general category does it belong? What characteristics separate it from other similar things? What are some different types of the items being defined? |
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Strategy |
The Definition Frame The purpose of a definition frame is to describe a particular concept and identify subordinate concepts. Definition patterns contain the following elements.
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3. Given another example of the text, complete a summary using the Definition Frame in groups. One student is responsible for finding the term and defining it. Another student determines the category with which the term belongs and finds what characteristics separate the term from other things in the same category. A third student identifies different types or classes of the item being defined. A fourth student begins to write the summary of each paragraph on chart paper. Discuss differences, similarities or questions.
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Idea |
Consider using examples from the student’s own science or social studies text. A unit the students are currently studying would be appropriate. |
Option Three
1a. (Only use 1a. if this is your first/only summarizing lesson). In small groups, have students identify time in daily life when summarization occurs. Ask a representative from each group to present ideas to the rest of the class. Compile a master list on the board.
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Questions for Students |
What is the purpose of summarizing? What are some times when it is important? Why? |
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Idea |
Pick a very short article. Give students a copy of the article to practice with you. |
1 b. (Only use 1b. if you are teaching more than one summarization strategy and this is a subsequent lesson). Review Rule-Based and Definition Frame Strategies with students. Explain that you will model another strategy, the Topic-Restriction-Illustration (T-R-I) Frame.
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Questions for Students |
What would be the purpose of knowing different summarization strategies? |
2. Take notes using Marzano’s T-R-I Frame (chaper three, page 38). Using the same piece of text from the previous day (if subsequent lesson), model with students the T-R-I Frame for the first paragraph. Write a summary of the fist paragraph together. On the second paragraph, have students assist you.
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Questions for Students |
What is the general statement or topic? What information does the author give that narrows or restricts the topic? What examples does the author give to illustrate the topic or restriction? |
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Strategy |
What is summarizing? Summarizing is taking a larger selection of text and reducing it to the key ideas and main points that are worth noting. Summarizing captures only the main ideas and relevant details that are important for support. |
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Strategy |
T-R-I Topic-Restriction-Illustration Frame (Page 37) This pattern is commonly found in expository material. The T-R-I Frame contains the following elements: Topic (T) general statement about the topic to be discussed Restriction (R) Limits the information in some way Illustration (I) exemplifies the topic or restriction This pattern can have a number of restriction and illustrations. |
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Questions for Students |
(T) what is the general statement or topic? (R) What information narrows or restricts the general statement or topic? (I) What examples illustrate the topic or restrictions? |
3. Given another example of the text, students complete a summary using the Definition Frame in groups. One student is responsible for finding the term and defining it. Another student determines the category with which the term belongs and find what characteristics separate the term from other things in the same category. A third student identifies different types or classes of the item being defined. A fourth student begins to write the summary of each paragraph on chart paper. Discuss differences, similarities or questions.
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Idea |
Consider using examples from the student’s own science or social studies text. A unit the students are currently studying would be appropriate. |