Writing Mini Lesson: Summarizing Information Text
Grade: 4th
Common Core State Standard:
Writing Standards Grade 4, Text Type and Purposes, 4.2
Grade 4: CCSS.ELA-LITERACY.W.4.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.
Objective:
Students will be able demonstrate comprehension of paraphrasing facts from informational text about an unusual animal through writing descriptive summaries.
Materials:
Article about the Okapi from San Diego Zoo website (students can use individual computers, if available, to pull up the article or the teacher can print enough copies for each student), writer’s notebooks, projector, chart paper.
Article: http://animals.sandiegozoo.org/animals/okapi
Procedure:
1. Lesson Introduction/ Objective and Purpose
a. “Writers, lately we have been working on summarizing fictional text. Who can tell me what summarizing is? Yes! Summarizing is when you give a brief statement of something that focuses only on the main parts. Summarizing can also be used for non- fiction texts as well. The process is similar, however, we are paying attention to different details when summarizing non-fiction than we do when summarizing fiction texts. Lets look at this chart I made that states the difference between the two. It says, ‘Fiction and non-fiction summaries are similar in that they are both a short or concise description of the most important parts (ideas/events) in a text. The difference between a fiction and non-fiction summary is that in a fiction summary you focus on the events, the characters, etc. and in a non-fiction summary you focus on the important details/facts that help you create a main idea.’ Today, we are going to practice summarizing non-fiction text. We will be summarizing an article as we also learn about the animal okapi."
i. Hand out copies of article to students.
2. Teach and Model (Modeling and Thinking):
a. “Lets look at this section of the article (displayed on overhead). It says, ‘Although the okapi resembles a zebra, it is actually a close cousin to the giraffe. Discovered in 1900, it inhabits the rainforests of the Congo area in Africa. Okapis tend to be solitary animals, secretive in their habits.’ Okay, now that I have read this paragraph, I need to think about it and put it into my own words. That'll help me know that I have understood it, and it will help me remember it. Let's see,
The okapi looks like a zebra, but it is kin to the giraffe. They found it in Africa in 1900, but that was hard because it lives alone and is hard to find.”
“Now, let's check and see if I remembered the information and put it into my own words. The main parts of the paragraph I read were that the okapi resemble a zebra but is a close cousin of the giraffe, it was discovered in 1900 in Africa, they are solitary, and their habitats are secretive. I have taken these main parts and put them all into my own words. Instead of saying ‘the okapi resemble a zebra but is actually a close cousin of the giraffe’ I said, ‘the okapi looks like a zebra, but it is kin to the giraffe.’ Instead of saying exactly what the paragraph said about the okapi being discovered in 1900 in Africa and how okapis are hard to find because they tend to be solitary animals and secretive in their habitats, I said, ‘They found it in Africa in 1900, but that was hard because it lives alone and is hard to find.’ One source that you may find helpful to use while summarizing is a thesaurus. For example, instead of using the word ‘cousin’ I used the word ‘kin’. Kin means someone’s family or related to someone. This can mean the same thing as cousin but still allows my summary to be in my own words.”
3. Guided Practice (Example 1: Extensive Teacher Help):
a. After modeling, I will provide another example. This time students will assist me as I continue to take the lead in teaching. The second example is:
The okapi (pronounced oh-COP-ee) is a beautiful and unusual animal. With its white-and-black striped hindquarters and front legs, it looks like it must be related to zebras! But take a look at an okapi’s head, and you’ll notice a resemblance to giraffes. The okapi is indeed the only living relative of the giraffe. Like a giraffe, the okapi has very large, upright ears, which catch even slight sounds, helping the animal avoid trouble. The okapi also has a long, dark, prehensile tongue, just like a giraffe’s, to help it strip the buds and young leaves from the understory brush of its rain forest home.
"Okay, let's do one together. Look at the first paragraph about okapis from the San Diego Zoo: Animal Bytes handout I gave to you. Let's read it together. (Read as a class). Now, let's think about it and put it into our own words. We need to do this to make sure we have understood it and to help us remember the information. We'll write down our summary of this paragraph here on the whiteboard. What shall we write first? How about ‘the okapi is beautiful'?" Ask students to think about the rest of the information in the passage and put it in their own words. Take suggestions from the students, reminding them if necessary that the summary should be in their own words. Write the shared summaries on the whiteboard (or overhead).
(Example 2: Less Teacher Help)
“Now let’s try another example. This time you are going to use this index card (pass out index cards) to write your own summary of the second paragraph in the article. Read the paragraph under the section called Dodging Danger to yourself then write down your summary. Make sure to pay special attention to the main points and think about how you can change them into your own words.”
The article states:
Okapis are very shy animals. Their reddish brown-black coat camouflages them in the deep forest. In the thick trees and underbrush, okapis rely on their hearing to warn them of danger. Their huge ears pick up even the softest sounds coming from any direction. They listen for leopards, which hunt adult okapis, as well as smaller wild cats, which can attack a young calf.
(Wait for students to finish).
“Would anyone like to share theirs? Great Jane! Go ahead and read it aloud. While she reads it, I want everyone to pay attention to how she put the main points of the paragraph into her own words.”
Okapis are shy animals that have reddish brown fur. Their fur allows them to hide in the thick forest they live in where they depend on the use of their giant ears to hear when danger is near. Their ears can pick up the sounds of various predators that may harm their children.
“Great! How did Jane make this summary in her own words? Did she cover all the main points that were covered in the paragraph? Who can give me an example of where Jane took a main point from the paragraph and used her own words to summarize? Great job Jane! Would anyone else like to share."
- Take two more volunteers.
4. Independent Practice (Example 3: No Teacher Help):
a. Once students are comfortable with summarizing on their own, they will practice summarizing with no help from me at all. They will write summaries from the same article in their writers notebooks. They will summarize the sections of the article called Call Me Bashful, Hide and Seek, and Leafy Buffett.
“Now it is your turn to summarizing all on your own. You will go back to your seats and summarize three sections of the article in your writer’s notebooks. You will summarize the sections called Call Me Bashful, Hide and Seek, and Leafy Buffett. Remember to use the examples on the white board and our chart that states the definition of what it means to summarize informational text to help you. You will have 45 minutes to write and when the time is up we will have a group share. Have fun writers!”
5. Assessment (How will I know the lesson was successful?):
a. I will be able to determine that the lesson was successful if students are able to demonstrate their understanding of summarizing in their writing notebooks. I will be able to assess their work during conferences and the group share.
Grade: 4th
Common Core State Standard:
Writing Standards Grade 4, Text Type and Purposes, 4.2
Grade 4: CCSS.ELA-LITERACY.W.4.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.
Objective:
Students will be able demonstrate comprehension of paraphrasing facts from informational text about an unusual animal through writing descriptive summaries.
Materials:
Article about the Okapi from San Diego Zoo website (students can use individual computers, if available, to pull up the article or the teacher can print enough copies for each student), writer’s notebooks, projector, chart paper.
Article: http://animals.sandiegozoo.org/animals/okapi
Procedure:
1. Lesson Introduction/ Objective and Purpose
a. “Writers, lately we have been working on summarizing fictional text. Who can tell me what summarizing is? Yes! Summarizing is when you give a brief statement of something that focuses only on the main parts. Summarizing can also be used for non- fiction texts as well. The process is similar, however, we are paying attention to different details when summarizing non-fiction than we do when summarizing fiction texts. Lets look at this chart I made that states the difference between the two. It says, ‘Fiction and non-fiction summaries are similar in that they are both a short or concise description of the most important parts (ideas/events) in a text. The difference between a fiction and non-fiction summary is that in a fiction summary you focus on the events, the characters, etc. and in a non-fiction summary you focus on the important details/facts that help you create a main idea.’ Today, we are going to practice summarizing non-fiction text. We will be summarizing an article as we also learn about the animal okapi."
i. Hand out copies of article to students.
2. Teach and Model (Modeling and Thinking):
a. “Lets look at this section of the article (displayed on overhead). It says, ‘Although the okapi resembles a zebra, it is actually a close cousin to the giraffe. Discovered in 1900, it inhabits the rainforests of the Congo area in Africa. Okapis tend to be solitary animals, secretive in their habits.’ Okay, now that I have read this paragraph, I need to think about it and put it into my own words. That'll help me know that I have understood it, and it will help me remember it. Let's see,
The okapi looks like a zebra, but it is kin to the giraffe. They found it in Africa in 1900, but that was hard because it lives alone and is hard to find.”
“Now, let's check and see if I remembered the information and put it into my own words. The main parts of the paragraph I read were that the okapi resemble a zebra but is a close cousin of the giraffe, it was discovered in 1900 in Africa, they are solitary, and their habitats are secretive. I have taken these main parts and put them all into my own words. Instead of saying ‘the okapi resemble a zebra but is actually a close cousin of the giraffe’ I said, ‘the okapi looks like a zebra, but it is kin to the giraffe.’ Instead of saying exactly what the paragraph said about the okapi being discovered in 1900 in Africa and how okapis are hard to find because they tend to be solitary animals and secretive in their habitats, I said, ‘They found it in Africa in 1900, but that was hard because it lives alone and is hard to find.’ One source that you may find helpful to use while summarizing is a thesaurus. For example, instead of using the word ‘cousin’ I used the word ‘kin’. Kin means someone’s family or related to someone. This can mean the same thing as cousin but still allows my summary to be in my own words.”
3. Guided Practice (Example 1: Extensive Teacher Help):
a. After modeling, I will provide another example. This time students will assist me as I continue to take the lead in teaching. The second example is:
The okapi (pronounced oh-COP-ee) is a beautiful and unusual animal. With its white-and-black striped hindquarters and front legs, it looks like it must be related to zebras! But take a look at an okapi’s head, and you’ll notice a resemblance to giraffes. The okapi is indeed the only living relative of the giraffe. Like a giraffe, the okapi has very large, upright ears, which catch even slight sounds, helping the animal avoid trouble. The okapi also has a long, dark, prehensile tongue, just like a giraffe’s, to help it strip the buds and young leaves from the understory brush of its rain forest home.
"Okay, let's do one together. Look at the first paragraph about okapis from the San Diego Zoo: Animal Bytes handout I gave to you. Let's read it together. (Read as a class). Now, let's think about it and put it into our own words. We need to do this to make sure we have understood it and to help us remember the information. We'll write down our summary of this paragraph here on the whiteboard. What shall we write first? How about ‘the okapi is beautiful'?" Ask students to think about the rest of the information in the passage and put it in their own words. Take suggestions from the students, reminding them if necessary that the summary should be in their own words. Write the shared summaries on the whiteboard (or overhead).
(Example 2: Less Teacher Help)
“Now let’s try another example. This time you are going to use this index card (pass out index cards) to write your own summary of the second paragraph in the article. Read the paragraph under the section called Dodging Danger to yourself then write down your summary. Make sure to pay special attention to the main points and think about how you can change them into your own words.”
The article states:
Okapis are very shy animals. Their reddish brown-black coat camouflages them in the deep forest. In the thick trees and underbrush, okapis rely on their hearing to warn them of danger. Their huge ears pick up even the softest sounds coming from any direction. They listen for leopards, which hunt adult okapis, as well as smaller wild cats, which can attack a young calf.
(Wait for students to finish).
“Would anyone like to share theirs? Great Jane! Go ahead and read it aloud. While she reads it, I want everyone to pay attention to how she put the main points of the paragraph into her own words.”
Okapis are shy animals that have reddish brown fur. Their fur allows them to hide in the thick forest they live in where they depend on the use of their giant ears to hear when danger is near. Their ears can pick up the sounds of various predators that may harm their children.
“Great! How did Jane make this summary in her own words? Did she cover all the main points that were covered in the paragraph? Who can give me an example of where Jane took a main point from the paragraph and used her own words to summarize? Great job Jane! Would anyone else like to share."
- Take two more volunteers.
4. Independent Practice (Example 3: No Teacher Help):
a. Once students are comfortable with summarizing on their own, they will practice summarizing with no help from me at all. They will write summaries from the same article in their writers notebooks. They will summarize the sections of the article called Call Me Bashful, Hide and Seek, and Leafy Buffett.
“Now it is your turn to summarizing all on your own. You will go back to your seats and summarize three sections of the article in your writer’s notebooks. You will summarize the sections called Call Me Bashful, Hide and Seek, and Leafy Buffett. Remember to use the examples on the white board and our chart that states the definition of what it means to summarize informational text to help you. You will have 45 minutes to write and when the time is up we will have a group share. Have fun writers!”
5. Assessment (How will I know the lesson was successful?):
a. I will be able to determine that the lesson was successful if students are able to demonstrate their understanding of summarizing in their writing notebooks. I will be able to assess their work during conferences and the group share.