DAILY LESSON PLAN
Teacher’s Name:
Class/Period: 7th Grade English
Unit/ Lesson Plan Topic: Summary Writing
Date: 10/8/08
Agenda:

What is a Summary? Why do we summarize?

Summarizing Expository Text
California Content Standards: Writing Applications 2.5 Write summaries of reading materials:
a. Include the main ideas and most significant details
b. Use the student’s own words, except for quotations
c. Reflect underlying meaning, not just the superficial details.
Objectives: When asked to summarize passages from expository texts, students will be able to use a scaffolding
technique to correctly identify main ideas and other essential information to include in a concise manner.
Students will be able to determine what information should be excluded and the rationale for this. Additionally,
with the completion of the lesson (and following day’s lesson), students will be able to evaluate the
effectiveness of a majority of summaries in terms of brevity and main ideas presented.
Materials Needed: Handouts, overhead, paper and pen.
Activities:
Time
5 mins.
5 mins.
Teacher Procedures
Student Responsibilities
1) Begin with a discussion of what a
1) Students are responsible for taking notes as they see
summary is and why we summarize.
fit, as well as contributing to the discussion to show
Students and teacher openly discuss
whether or not they have an understanding of the topic
topic together and teacher will
about to be discussed in detail. This will help the teacher
encourage student ideas and thoughts.
determine the extent of scaffolding needed for this topic.
2) Distribute Handout 1 “Summarizing
2) Students are responsible for contributing in shared
Expository Text.” Inform them that
reading exercise and asking questions when information
handout should be kept in binders, as
is unclear. Students are also responsible for
they will use these as a reference/guide
understanding the scaffolding process explained in the
when summarizing later passages. Use
handout, and should take an active role in answering
handout as shared reading exercise.
questions regarding its contents.
Discuss scaffolding on handout and ask
questions regarding scaffolding just
discussed to ensure comprehension.
1
10 mins.
20 mins.
3) Post overhead transparency/pass out
3) Students are to follow along with passage on
Handout 2 and pass out Handout 2.1
overhead, as well as help teacher determine main idea
“Summary of ___”. Teacher will read
and important points. Once there is overall agreement
aloud Handout 2 to class from overhead,
that meets teacher’s approval, students are to record
then ask class to come up with main
group findings on Handout 2.2 in “Paragraph 1” (first
idea and important points. This will be a
section only). Teacher is to walk around and ensure
group effort.
students are filling in first section.
4) Ask students to quickly get into
4) Have students summarize the next paragraph of the
groups of 3-4. Pass out Handout 2.2
article (paragraph 1 was covered on overhead as sample
“Global Warning Alert!” to each student
paragraph) using Handout 2.2, and fill in information
in group. Read together as class, where
gathered. Once completed, students are to discuss with
both teacher and student read parts of
class and teacher their findings. They are then to repeat
article. Discuss any confusion and
the process with paragraph 3. There will be a class
clarify any vocabulary or content that
discussion on this paragraph when completed as well.
may be confusing. Then, have groups
Groups will finish worksheet with writing the summary
fill out next section on their own using
collaboratively. Volunteer from each group will read
Handout 2.2 and Handout 2.1 (the
summary aloud. Finish individually for homework if not
article). When groups are finished, have
completed.
class discussion of findings. Ensure
students are on right track. Have groups
repeat process for paragraph 3 and then
discuss. Teacher walks around room
during this activity.
3 mins.
Review activity and rules for
Class offers answers about summary review to show
summarizing by questioning class.
knowledge gained via exercises today.
Teacher will explain homework, as well
Students are to copy down homework in agendas and
as note further review of summary
ask questions if unclear.
3 mins.
writing the following day.
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Homework:
1) Cut out or print a relatively brief article from a newspaper or magazine (Internet articles acceptable
from valid sources (i.e. Time, Newsweek, New York Times, etc.) which you will read, annotating
and highlighting important information from the article.
2) On a separate piece of paper, staple the article to this paper and write a summary of what you have
read. Include the main idea and other important/relevant information. (Responses should be a few
sentences, ¼ page maximum.)
Evaluation: Assignments:
Handout 2.1 “Summary of ____”
Points: 10
Note: Completion of Handout gets full credit. Future summaries will be graded.
Homework- Find article and summarize
Points: 15
Note: Completion of HW gets full credit. Summaries will be rewritten and put into final
draft form next day in class.
Lesson Plan Commentary/Reflection:
This lesson is designed in order that students begin to grasp the concept of summarizing expository
texts, understand how to find main ideas and include important points into summaries. They will understand the
importance of brevity and conciseness in summaries, how to exclude unnecessary details and how to scaffold
their learning, understanding that summarizing needs to start as a step-by-step process. The homework is
designed so that students not only take their summarizing skills and apply them, but also interact with
expository texts about today’s topics and events. This should familiarize students with where to find current
event articles and get them to interact with sources. Summarizing is an extremely important skill and will not be
overlooked or skimmed through briefly. The class should continually revisit summarizing in every writing, or
reading, assignment so the skills are kept fresh in their minds and eventually ingrained in their brains. My hope
is that this lesson will be a sufficient introduction but that following lessons will touch on this life long skill.
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Student Handout 1
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Summarizing Expository Text
A summary: a short restatement of the main idea and important details in a
piece of writing or another work.
Steps in Summarizing:
1. Read the selection carefully, more than once. Before you begin to
write, make sure you understand what the selection says.
2. Highlight or make a list of the most important information in the
first paragraph, including the main idea.
3. Try to rewrite one or two sentences that include all of the important
information in the paragraph.
 Use your own words.
 Do not include your own opinion.
 Do not change the author’s meaning.
4. Repeat steps 2 and 3 for each subsequent paragraph, keeping them in
the same order in which the information appears in the reading
selection.
5. Copy your summary sentences into a paragraph, keeping them in the
same order in which the information appears in the reading selection.
6. Read your paragraph. Can someone who has not read the selection
understand the main points? Summary should be no more than one-fourth
to one-third the length of the original passage.
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Overhead/ Student
Handout 2
Summarizing a Single Paragraph
(from “Global Warming Alert!”)
Global warming is caused when carbon dioxide (CO2) gets into the atmosphere. The carbon dioxide acts
like the glass walls and ceiling of a greenhouse. It lets sunlight in to warm things up, but it doesn't let the heat
escape. Scientists say the same thing is happening to our planet, making it a dangerously warmer place. As
many as one million species of land plants and animals are in danger of becoming extinct if global warming
continues. According to a recent study, the warming of the Earth could destroy as many as 37 percent of the
world’s living species by the year 2050!
WORLD NEWS
http://www.timeforkids.com/TFK/kids/news/story/0,28277,576304,00.html
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Student Handout 2.1
Summary of
(Title of Reading Passage)
Paragraph 1
1. Main Idea (what is this paragraph about?)
____________________________________________________________________________________
________________________________________________
2. Other important information:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________
3. Combine 1 and 2 into one or two sentences.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________
Paragraph 2
4. Main Idea (what is this paragraph about?)
____________________________________________________________________________________
________________________________________________
5. Other important information:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________
6. Combine 4 and 5 into one or two sentences.
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____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________
Paragraph 3
7. Main Idea (what is this paragraph about?)
____________________________________________________________________________________
________________________________________________
8. Other important information:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________
9. Combine 7 and 8 into one or two sentences.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________
Copy your summary sentences into a paragraph. Leave them in the same order (paragraph 1 summary,
paragraph 2 summary, etc.)
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
____________________________________
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Read the above paragraph again. Does this make sense? Does it cover essential information? Did you leave out
unnecessary details? Below, write you paragraph into final form.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
____________________________________
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Student Handout 2.2
Global Warming Alert!
If global warming continues, 1 million kinds of plants and
animals could be extinct by the year 2050
January 13, 2004
BY JILL EGAN
What is Global Warming? Global warming is caused when carbon dioxide (CO2)
gets into the atmosphere. The carbon dioxide acts like the glass walls and ceiling of a
greenhouse. It lets sunlight in to warm things up, but it doesn't let the heat escape.
Scientists say the same thing is happening to our planet, making it a dangerously warmer
place. As many as one million species of land plants and animals are in danger of becoming
extinct if global warming continues. According to a recent study, the warming of the Earth
could destroy as many as 37 percent of the world’s living species by the year 2050!
Alarming Findings The study was conducted by researchers in England who used
computer models to predict what would happen to certain species if global warming
continues. The team studied 1,103 species in Australia, Brazil, Costa Rica, Europe, Mexico
and South Africa. These regions represent about 20 percent of the Earth’s land area. The
study predicted that Australia would lose over half of its more than 400 butterfly species by
2050.
"We're already seeing biological communities respond very rapidly to climate warming," said
Chris Thomas, a biologist at the University of Leeds in England, and the head of the study.
The study found that between 15 and 37 percent of the studied species could be extinct or
nearly extinct by 2050. There are about 14 million plant and animal species on Earth.
What Should be Done? Researchers say businesses and governments must create new
technology that limits the production of greenhouse gases. These gases, such as carbon
dioxide, pollute the environment. Researchers also say that limiting carbon dioxide emissions
could save 15-20 percent of species from extinction. The U.S. is a big part of the problem.
Although the U.S. has about 4 percent of the world’s people, it produces about 25 percent of
the pollution that leads to global warming. A special agreement called the United Nations’
Kyoto Protocol would limit, or cut down on, the amount of harmful gases that countries are
allowed to produce. But President Bush has refused to sign the treaty, saying it would hurt
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America’s businesses.
Plants and animals aren’t the only creatures that are in danger. Humans are at risk, too.
Many scientists believe the Earth's rising temperatures could eventually melt polar ice caps,
cause sea levels to rise and worsen flooding.
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WORLD NEWS
http://www.timeforkids.com/TFK/kids/news/story/0,28277,576304,00.html
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