Writing a Summary Using Key Words and Phrases Lesson Plan – Day 2
Name: L. Breach
Subject: Social Studies /ELA
Grade: 7/8
Lesson Title
Summarizing Understanding the Contribution of Chinese Immigrants
Newsela Article
Chinese-Americans learning more about ancestors who built railroad
(Lexile 820)
Learning
Objective
A statement(s) about
what students will learn
from this particular
activity
Learning
Standard Include
the standard that this
activity helps teach (ie.
a state standard, a
school standard, a
common core standard,
etc.).
Today I am learning … to use key words and phrases to write a summary.
So I can … summarize an article authentically and avoid plagiarism.
I know I understand when … I can write a 1-2 paragraph summary of the article.
Students will be able to … write a summary of an article using key words and phrases in the
text.
CCSS – ELA RL.2
Determine a theme or central idea of a text and how it is conveyed through particular details;
provide a summary of the text distinct from personal opinions or judgments.
CCSS – RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.
Lesson Content
How will you introduce
the lesson to your
students? How will you
teach them the skills
they need to be
successful? How will
you allow students to
practice the skilled they
learned with Newsela’s
Write feature? How will
you assess mastery?
Direct Instruction:
●
Yesterday we expanded our understanding of the Chinese immigrant experience.
We identified the key words and phrases which supported the central idea of the text.
●
Why did we use key words and phrases as opposed to highlighting whole
sentences? It saved time as we will only be highlighting the most important information.
Today it will also make it easier to use this information to write a summary. When we use
key words and phrases, we avoid plagiarism (explain this concept). If we copy or highlight
complete sentences from the text, these complete sentences will wind up in our summary.
When we use key words and phrases we need to then construct our own sentences which
will help insure that it is in our own words.
●
We will return to our highlighted article: Chinese Americans learning more about
ancestors who built railroad (820L)
Modeling:
●
Today we will be writing about the central idea of this text, US officials did not
understand the history of the Chinese immigrants.
●
You are going to use your highlighted information to write a 1-2 paragraph
summary about this article.
●
I will return to my highlighted words in the first two paragraphs:
Like thousands of Chinese-Americans, Yu's forefathers helped
build the U.S.'s first coast-to-coast railway. The two attended
ceremonies /hundredth anniversary/ during the ceremonies/
Volpe ignored the Chinese migrant contribution.”
●
I will use this to create my summary:
Today, many Chinese-Americans do not fully understand the
contributions of their ancestors. Many Chinese immigrants came to
this country to help build the transcontinental railroads. For those who
attended the hundredth anniversary celebration ceremony, they saw
that the contributions of these workers was not discussed.
●
How did I make this summary my own? I used synonyms (forefathers –
ancestors, ignored – not discussed). I changed the order of how the information was
presented. I left out specific information (Yu/Volpe) and made it more general.
Student Practice:
●
Now you will take the next section of highlighted text and create a 1-2 sentence
summary. Try the strategies of using synonyms and changing the order.
In the years since, Yu and others / flesh out the stories / longanonymous Chinese migrants
●
Have students share their examples.
●
Directions:
○
Now return to the words you highlighted yesterday and continue writing
your summary.
●
Options: Provide a Google doc with the all key words and phrases from
article (prior day’s lesson) and have students work directly on the document or
teacher can anticipate student need and share sample annotations on student
Newsela article
Guided Questions:
●
Why are the challenges to writing this summary?
●
What strategies are most helpful for you?
●
Why is this evidence important to the central idea?
Assessment:
●
Students will be able to write a unique sentence for each of the highlighted
sections.
●
Students will share their examples.
Accommodations
What scaffolds can be
included to support
learners? Can you
anticipate different
reading level for
students?
Extensions
How can you support
high level learners?
Can you anticipate
●
Work with small groups and share synonyms. Ask students to verbalize their ideas
before writing them down.
●
Prompts: How else can I say/write this?
●
Provide Google document with all key words and phrases already typed. Divide into
sections and have students write one sentence at a time. Share annotations based on
anticipated student errors
●
Increase Reading Level (1130 and higher based on Student Performance Reading
Levels in Binder).
●
Have students expand their writing by adding appositives and higher level synonyms.
●
Assign second article:
reading level and
Writing Prompt to
challenge?
Chinese-Americans remember a time when U.S. law excluded most Chinese
○
Have students continue to practice writing a summary from key words and phrases
using the additional article they highlighted.