End Presentation Lesson Objective Students will write a summary paragraph for a fiction story by identifying the most important events in the story. Students will write a summary paragraph for a fiction story by identifying the most important events in the story. DO NOW 10 minutes: How would that have changed the story??
An essential part of a summary is that it needs to be expressed to an audience. In life, we purposefully craft summaries for a specific audience directions for the out-of-towner, computer how-to for the technophobe. In school, the tacit audience for most summaries is the teacher.
Imagine how a student feels when asked to summarize a textbook passage for the teacher. I projected a digital image on the screen and asked student to talk about the people, things and activities they could identify.
They replied, a train, native Americans, a village, people digging, steam from the train, houses, trees, a lake, maybe a harbor, a road, dry grass, covered wagons, poles, mountains, a school house, people working, people waiting for the train, a train track, etc ….
Give students a chance to tell what they think is important.
I managed this aspect by asking each student to draw a picture of what they saw in the projected image. The details they included were what they thought was important. Give students a chance to frame their summary into a narrative explanation for another audience.
Here are some of their captions: You could get fish and drink water. Water is very important People were moving west. They moved by wagon at first, then but train, which is faster. People had to do everything for themselves. It maybe was lonely because people missed their friends back home.
The people were building a town. They could get wood from the trees. It was a small town at first. The Indian see the people coming. They knew things were changing.
They got sick from the smoke. The school was different from our school.
People had different clothes than us. The train split the old life from the new life. Instead of simply testing them for factual knowledge, students can be asked: What did I think was important?
How did I share that with my audience?
Did my summary match audience and purpose? Is my summary accurate? Did I use my own words and style? What did I learn from the activity?Students in 4th grade are expected to: Students in 4th grade are supporting details of fables, legends, myths, or stories; 3(A) summarize.
and explain the lesson or message of a work of fiction as its theme; 3(L3) summarize. uses the information to write a summary of the text.
3. Students analyze what makes it a summary and discuss as a. Covering the Common Core Standards for literacy, this 3rd grade lesson works with students on finding the main idea of a story. Watch and get teaching tips from one teacher to use in your 3rd grade .
Summary Lesson Plans Summary: In this lesson plan, students practice identifying elements of a good summary, and then create a summary in small groups and independently. Using Important Events to Summarize Literary Text: This lesson plan allows students to practice writing .
Plan your lesson in Creative and Narrative Writing and English / Language Arts with helpful tips from teachers like you. Students will write a summary paragraph for a fiction story by identifying the most important events in the story. Title – Alaskan Unit Lesson #2 By – Debbie Haren Primary Subject – Social Studies Secondary Subjects – Language Arts Grade Level – K-3rd grade Review the first lesson that you did with the students.
Jul 09, · Support: Give more leeway to students that have trouble writing a summary containing exactly 10 words. For example, ask them to write an summary containing words instead. For example, ask them to write an summary containing words instead/5(12).