Writing a Summary
To provide product and process writing practice of a summary.
Provide the necessary tools for students to produce a summary.
Procedure (43-45 minutes)
To start the lesson, students will discuss these to two questions: What is a summary? to make sure they know the concept, by asking "What is a summary?" I'm making sure the lead-in is more student-centered by getting the answers from the students as guided discovery, students will also discuss the second question When are summaries used?. Students will discuss these questions in peers in a breakout room S-S.
In this section, students will answer some multiple questions analyzing the layout of a summary for example "A summary should include: (*Main ideas. *Images. * Only the ideas of the original text. *Evidence supporting that idea). Students will choose the correct answers, they will also analyze the forms of phrases like paraphrasing, using synonyms, commonly used phrases in summaries, and appropriacy analyzing if they are formal or informal. To end I will ask who had 10 points (all answers correct) or less than 8/10. Students will see their incorrect answers and the correct ones. The aim here is to make these two sections into one, more student-centered, and obtaining the answers from the students as a guided discovery lesson.
After analysis of layout and language, students will put into practice what they learned in a brief way. Students will answer/write with a small summary in a google form what the paragraph is about using the given prompts. They will do this task in peers in a breakout room.
Students will be able to complete this task after being in contact with Layout and Language Analysis and after they have practiced in the Controlled Writing section. In this section, students will write a summary (7-8 lines long) in a google doc. of a small text, they will have 15 min to write and 5 min to write comments on their partners summary answering these following questions: 1. Did she/he cover the main ideas? 2. Did she/he use her/his own words? 3. Did she/he include evidence supporting that idea? With these questions, students will also give feedback apart from me.
Here, I will write on the google doc. the feedback of the Freer Writing task, below students' feedback/comments.