Summary Lessons

Summary Lesson Plans
LESSON PLAN
TEACHER: MS. MAHABIR
DATE:
CLASS: FORM 4
ESTIMATED TIME:
TEACHING POINT: A Summary is a condensed or shortened version (often in written form) in
ones own words that gives an idea of the whole.
You simply report back what the writer has said, without making value judgements.
A summary is shortened version of an original text, it includes the thesis and major supporting
points and should reveal the relationship between the major points and the thesis.
PRE ENTRY PERFORMANCE: Students should already be familiar with summary skills
form previous form. they can also be able to give brief synopsis of movies and other reading
materials.
MATERIALS: Projector/Screen, PowerPoint slides, Video Clips, Handouts and White Board
Markers.
OBJECTIVES:
1. Give an appropriate definition for a summary.

2. Know the characteristic of a good summary.
3. Learn the techniques in summary writing.
4. Learn the steps in summary writing.
5. Practice.
PROCEDURE:
SET INDUCTION: Teacher ask students to give a GIST of what they did for the day: Just give
brief details no judgements. (Guided Discussion.)
Teacher introduces the topic to students.
STEP 1: Teacher and students discuss what is a summary and how it will aid them in the future.
STEP 2: Teacher and students discuss the main features of a summary.
Discuss the uses of a summary.
STEP 3: Teacher Highlights summary writing techniques.
STUDENTS ACTIVITIES:
Students answer key questions:
1. Define summary.
2. List the techniques of summary writing.
CLOSURE: Finish the lesson with a recap of summary writing purposes and techniques.
EVALUATION STRATEGIES: Students are assessed on the ability to refine the summary
they give at the beginning of the class for set induction.
Students summarize what was done in class today.
If time is permitted give students advertisements and brochures and ask them in groups to
summarize the general contents.
WHAT IS A SUMMARY?
Summaries are a condensed or shortened version (often in written form) in ones
own words that gives an idea of the whole.
You simply report back what the writer has said, without making value
judgements.
A summary is shortened version of an original text, it includes the thesis and major
supporting points and should reveal the relationship between the major points and
the thesis.
WHAT ARE THE MAIN FEATURES OF A SUMMARY?

1.
It is shorter than the original.
2.
It reflects the gift or the most important points of the message. it retains the
essential meaning in the fewest words possible.
3.
It uses language different from the original, that is, it expresses the main ideas
in new words.
4.
It can stand on its own. it is coherent and unified.
WHAT ARE THE USES OF A SUMMARY?

1.
To write to someone about an interesting newspaper article or story,

emphasizing the main points.
2.
to transmit information from various sources in condensed form :

advertisements, brochures, official documents, reports, etc.
3.
To report on the contents of a speed, argument, discussion or meeting.
SUMMARY WRITING TECHNIQUES

1.
Selecting the main ideas
2.
Combining the main ideas
3.
Omitting examples
4.
Deleting statistical data
5.
Using concise language
6.
Omitting repetition
7.
Determining the writers intention.
LESSON PLAN
DATE:
CLASS: FORM 4
ESTIMATED TIME:
TEACHING POINT: A Summary is a condensed or shortened version (often in written form) in
ones own words that gives an idea of the whole.
You simply report back what the writer has said, without making value judgements.
A summary is shortened version of an original text, it includes the thesis and major supporting
points and should reveal the relationship between the major points and the thesis.
materials.
Markers.
OBJECTIVES:
1. Give an appropriate definition for a summary.

2. Know the characteristic of a good summary.
3. Learn the techniques in summary writing.
4. Learn the steps in summary writing.
5. Practice.
PROCEDURE:
SET INDUCTION: Teacher and students recap what was done in the previous class and again
students are asked to summarize what they did the night before.
Class lesson is introduced.
STEP 1: Teacher list steps in summary writing. teacher and students discuss the steps.
STEP 2: Teacher distributes handout with a passage to summarize. Teacher and students read the
passage and use the steps highlighted to summarize the passage. (Teacher Modeling).
STEP 3: Teacher Highlights summary writing techniques.
1. Define summary.
3. The ability to summarize passage using the steps given.
CLOSURE: Finish the lesson with a recap of summary writing steps and techniques.
Students write summary of the passage.
The point of a summary is to make a document, be it a story,

an article etc, smaller. It is the process of 'shortening',
therefore omit all details that support the basic facts. Consider
the steps below to be 'training wheels', some of which can be
discarded with practice. The steps to producing a summary
are:
PARTICULAR SUMMARY
Step 1: Read the question that relates to the excerpt to be
summarized carefully.
Step 2: Highlight key words in the question in order to enable
a better understanding of the question.
Step 3: Rewrite the question, using your key words, and write
it in the vicinity of the passage to be summarized.
Step 4: Read the passage carefully with only the question in
mind.
Step 5: Underline ONLY the answers to your question.
Step 6: Jot these points down in point form.
Step 7: Rewrite the points [in the same point form] , in your
own words, while still maintaining the original meaning.
Step 8: Count the words to identify if the word limit is being
observed.

Step 9: Based on the word, either start deleting and
rewording, or move on to step 10.
Step 10: Transform your points into a single paragraph by

using conjunctions to link the ideas.
Step 11: Do a final word count in order to ensure that you are
compliant with the word limit.
Sample Question:
I am staring out the window. The dawn is sweeping stealthily
across the horizon like a cunning leopard hunting its prey. I
sullenly wondered for the millionth time if I really had to
attend the party. Christas last part was a hippo that
swallowed Dora! Can you believe it? How can a thirteen year
old throw a kiddies party and expect teens to want to attend?
I really do not want to go, but my mother is not giving me a
choice. I would rather stay at home and read a book than
attend that party. I want to attend a party that goes off like a
bang! The party should say Attend me because Im the best!
My idea of a great party for teenagers is one that is like a
racing train. The music at a teen party should be an exciting
rollercoaster that is calm and low one minute and exciting and
high the next. Therefore, we should hear music from Justin
Beiber to Miley Cyrus. The food should say eat me and my
chair should groan in protest after Ive finished eating protest.
The decorations should definitely not be Dora paraphernalia,
no no, no. There should be a million sparkly ribbons that

follow a theme, as well as thousands of pictures of the
birthday girl placed at strategic points. This description will
make any party a success. An invitation to this party would
make any girl a bubbly bundle of bursting energy! This is in
direct opposition to the Dora extravaganza that I am forced to
attend. The solution is simple, I must be a slow turtle in
responding to the invitation, despite the fact that I am only
delaying the inevitable.
'The Party' by Leisa Samuels - Thomas
QUESTION: Using the excerpt provided, summarize, in 70
words, the narrator's views on what characterizes a good teen
party.
DEMONSTRATION - *not all the steps are included in
this demonstration. Skip, or utilize the steps based
on your comfort level.
Step 2: Highlight key words in the question in order to
enable a better understanding of the question summarize / 70
words / narrator's views / characterizes / good / teen party
Step 5: Underline ONLY the answers to your question

I am staring out the window. The dawn is sweeping stealthily
across the horizon like a cunning leopard hunting its prey. I
sullenly wondered for the millionth time if I really had to
attend the party. Christas last part was a hippo that
swallowed Dora! Can you believe it? How can a thirteen year
old throw a kiddies party and expect teens to want to attend?
I really do not want to go, but my mother is not giving me a
choice. I would rather stay at home and read a book than

attend that party. I want to attend a party that goes off like a
bang! The party should say Attend me because Im the best!
My idea of a great party for teenagers is (1) one that is like
a racing train. (2) The music at a teen party should be
an exciting rollercoaster that is calm and low one minute
and exciting and high the next. Therefore, we should hear
music from Justin Beiber to Miley Cyrus. (3) The food
should say eat me and my chair should groan in protest
after Ive finished eating protest. (4) The decorations
should definitely not be Dora paraphernalia, no no, no.
There should be a million sparkly ribbons that follow a theme,
as well as thousands of pictures of the birthday girl placed at
strategic points. This description will make any party a
success. An invitation to this party would make any girl a
bubbly bundle of bursting energy! This is in direct opposition
to the Dora extravaganza that I am forced to attend. The
solution is simple, I must be a slow turtle in responding to the
invitation, despite the fact that I am only delaying the
inevitable.
Step 6: Jot these points down in point form
(1) (2) (3) (4)
one that is like a racing train.
the music at a teen party should be an exciting roller coaster
the food should say eat me
the decorations should definitely not be Dora paraphernalia
Step 7: Rewrite the points [in the same point form] , in your
own words, while still maintaining the original meaning
(1) the party should be exciting

(2) the music should be exciting and filled with variety (3) the
food should be delicious
(4) the theme for the party should not be childish
Step 10: Transform your points into a single paragraph by
use conjunctions to link the ideas
The major characteristic of a good teen party is that it should
be exciting. Things that promote this characteristic good
music, good food and an age appropriate theme. The music
should be exciting and filled with variety and the food should
be delicious. Finally, the theme for the party should not be
childish, but rather, it should reflect a teenage sensibility.
[62 words]
BASIC SUMMARY
Step 1: Read the question, that relates to the excerpt to be
summarized, carefully.
Step 2: Underline the topic sentence in each paragraph.
Step 4: Reword the topic sentences, while maintaining the
original meaning, in point form.
Step 5: Count the words for each point that is identified in
order to ascertain that you have not exceeded the word limit,
as well as the amount of spare words that are available for use.
Step 6: Based on your word count, decide on the linking
words that will be used to join the sentences.
Step 7: Use your linking words to construct a rough
paragraph.
Step 8: Do a word count to ensure that you have not

exceeded the word limit, or are significantly under the word
limit. Step 9: Rewrite the final draft.
Sample Question:
Tattoos and piercings are becoming more accepted as a form
of art and expression. They are a big part of the cultural
landscape in cosmopolitan cities like Los Angeles. To give you
an idea of their rise in popularity here are a few figures. Thirty
years ago, 1 in 100 people in this country had tattoos. Now 1 in
10 Americans have them, and one-third of those aged 25 to 30
have tattoos. While society is becoming more liberated and
expressive, and piercings and tattoos become part of
mainstream culture, some employers are still having a hard
time wrapping their heads around body art in the workplace.
If your company tells you that you cant wear piercings or
reveal your tattoos at work, they arent doing anything illegal.
Dont look to the legal system to protect workers who have
body art. The law covers discrimination on the grounds of
race, color, religion, age, nationality, origin and gender. The
one exception may be if youre a Hindu with a nose ring,
which could be a religious observation.
But there are limits. Your company cant use tats or piercings
as an excuse to fire you. A company can, on the flipside, use it
as an excuse not to hire you. Ill cover more reasons for this
later.
Many companies have policies that prohibit tats and piercings
that are generally outlined in their handbook and/or
employee manual. If the policy is new, it may be given out in
memo form (or they may revise the current employee
handbook). An employer may change a dress code at any time,
with or without warning. To cover their derrires legally, the

employer will generally give the new guidelines in written
form. If an employer does change the dress code, it must be
applicable to all employees.
'Tattoos and Piercings in the Workplace: Common Sense
Advice for Workers with Body Art' by Erika
Icon. (http://www.workingworld.com/articles/tattoos-andpiercings-in-the-workplace (http://www.workingworld.com/
articles/tattoos-and-piercings-in-the-workplace))
QUESTION: In 110 words, summarize the following excerpt..
DEMONSTRATION - *not all the steps are included in
this demonstration. Skip, or utilize the steps based
on your comfort level.
Step 2: Underline the topic sentence in each paragraph.
Tattoos and piercings are becoming more accepted as a form
of art and expression. They are a big part of the cultural
landscape in cosmopolitan cities like Los Angeles. To give you
an idea of their rise in popularity here are a few figures. Thirty
years ago, 1 in 100 people in this country had tattoos. Now 1 in
10 Americans have them, and one-third of those aged 25 to 30
have tattoos.
(1) While society is becoming more liberated and
expressive, and piercings and tattoos become part of
mainstream culture, some employers are still having
a hard time wrapping their heads around body art in
the workplace.
If your company tells you that you cant wear piercings or
reveal your tattoos at work, they arent doing anything illegal.
(2) Dont look to the legal system to protect workers
who have body art. The law covers discrimination on the

grounds of race, color, religion, age, nationality, origin and
gender. (3) The one exception may be if youre a Hindu
with a nose ring, which
could be a religious observation.
But there are limits. (4) Your company cant use tats or
piercings as an excuse to fire you. A company can, on
the
flipside, use it as an excuse not to hire you. Ill cover
more reasons for this later.
(5) Many companies have policies that prohibit tats
and piercings that are generally outlined in their
handbook and/or employee manual. If the policy is new,
it may be given out in memo form (or they may revise the
current employee handbook). An employer may change a
dress code at any time, with or without warning. To cover
their derrires legally, the employer will generally give the
new guidelines in written form. If an employer does change
the dress code, it must be applicable to all employees.
(1) While society is becoming more liberated and expressive,
and piercings and tattoos become part of mainstream culture,
some employers are still having a hard time wrapping their
heads around body art in the workplace.
(2) Dont look to the legal system to protect workers who have
body art.
(3) The one exception may be if youre a Hindu with a nose
ring, which could be a religious observation.
(4) Your company cant use tats or piercings as an excuse to

fire you. A company can, on the flipside, use it as an excuse
not to hire you.
(5) Many companies have policies that prohibit tats and
piercings that are generally outlined in their handbook and/or
employee manual.
Step 4: Reword the topic sentences, while maintaining the
original meaning, in point form.
(1) Despite the fact that society is becoming more open
minded, some employers are not accepting of body art. (2)
The legal system will not protect workers with body art.
(3) The only exceptions are people who have body art as a part
of their religious observances.
(4) Tattoos can be used an excuse to not hire you, but they
cannot be used to fire you.
(5) Many companies have handbooks and/ or employee
manuals that outline their prohibitive policies of tattoos in the
work place. Step 9: Rewrite the final draft.
Despite the fact that society is becoming more open minded,
some employers are not accepting of body art. The legal
system has a similar stance because it will not protect workers
with body art. The only exceptions are people who have body
art as a part of their religious observances. Unfortunately,
tattoos can be used as an excuse to not hire you, but they
cannot be used to fire you. Workers can be informed on their
work place's stance on body art, however, because many
companies have handbooks and/ or employee manuals that
outline their prohibitive policies of tattoos in the work place.
[103 words]
GENERAL TIPS:
1. Do NOT exceed the word limit.
2. Ensure that your final product is saying the same thing as
the original, the difference being that it is in your own words.
3. Omit ALL details.
4. Write one, or two paragraphs ONLY. Do NOT exceed two
paragraphs.
5. Ensure that you are NOT very far below the word limit. If
this is the case, then it is probable that you have omitted a
point. A safe number is 10 words below the word limit.
LESSON PLAN
TEACHER:
CLASS:
ESTIMATED DURATION: 2 Periods-80 minutes
DATE:
THEME/TOPIC: Summary Writing-Introducing Magnet Summaries
CURRICULUM STANDARD: Identify main and subordinate ideas and trace their
development.
TEACHING POINT: A Magnet Summary is identifying the key term or concept from the
passage and attracting the supporting details of the term or concept to create a complete
sentence or sentences.
PURPOSE / RATIONALE: Summary writing is a skill that is not only tested on the curriculum
but has many real world applications. Many students will have to utilize this skill in report
writing in the world of work. Many students have difficulty approaching a passage because its
content is something they may not be familiar with. Therefore, it is very important to teach
students effective ways to elicit the main ideas in a passage, as this is the first step in writing a
summary.
PREVIOUS KNOWLEDGE / PERFORMANCE: Reading comprehension, main ideas
ANTICIPATED DIFFICULTY: Identification of Magnet Words vocabulary of technical
jargon used in the passage
TECHNOLOGIES AND RESEARCH RESOURCES:
White board, markers,
Copies of Magnet Summary Template
Passage adapted from: http://www.raisesmartkid.com/10-to-16-years- old/articles/

3-facebook-myspace-twitter-good-or-bad-for-kids-brain
http://northiowareading.wikispaces.com/Magnet+Summaries
https://manleyliteracy.wikispaces.com/Comprehension+Strategies
OBJECTIVES: Students will be able to:

1. Identify the main ideas or Magnet Words in a passage. (cognitive) 14. Select supporting
details for a Magnet Word. (cognitive)
2. Arrange the supporting details in order to create a complete sentence from the Magnet
Word and supporting details. (cognitive)
3. Orally present a plan of main ideas to be used in creating a summary. (affective)
PROCEDURE:
SET INDUCTION: Teacher writes the word Magnet Summary on the board and asks for
five volunteers. Five magnets are placed on a desk. One student is given a magnet labelled
Magnet Word and told to attract any of the other magnets from the desk and read the
label of the magnet (Supporting Detail). Each of the other volunteers is told to do the
same.
STEP 1: The teacher asks the students to formulate a definition for Magnet Summary based on
what they saw in the set induction.
STEP 2: The teacher writes the definition on the board, editing where necessary.
STEP 3: Students are asked to think back to the set induction and work in pairs to list what they
think will be the steps to be taken in the method of Magnet Summaries.
STEP 4: Pairs are to orally present their steps.

STEP 5: Teacher lists the steps given by the students on the board and highlights
to most suitable ones.
STEP 6: Students read the passage individually.
STEP 7: Students are placed into groups to identify the Magnet Words in the passage. Students
must also justify their selection.
STEP 8: The teacher selects the most suitable Magnet Words and distributes the Magnet
Summary Template.
STEP 9: The teacher completes a Magnet Summary Template as an example.
STEP 10: Students continue to work in groups to complete the graphic organiser filling in the
supporting details.
STEP 11: Students individually write a summary sentence for each Magnet
passage.
Word for the
Listening/Responding
Note taking Listening/Responding
Listening/Speaking
Individual reading
Group work/Peer evaluation
Modelling Group work
Writing/Editing
CLOSURE: The teacher recaps the steps in Magnet Summaries and selects the student with the
best summary sentence for each Magnet Word to write his/her response on the board.
LESSON EVALUATION: Students will attach the graphic organiser in their notebooks which
the teacher will collect to determine whether the supporting details were relevant to the Magnet
Word and if the summary sentence/s contained the main idea and supporting detail.
Formative:
Students identify the Magnet Words in a passage and its supporting details Students will
complete the Magnet Summary Template.
Summative:
Students will orally present the main ideas of the text in complete sentences
Facebook, Twitter, Instagram and other social networking sites are a godsend to kids and
teens who want to get in touch and know what is going on with their friends or relatives.
By just opening a website, they can communicate with and learn about all the people who
are important to them (at least those who are signed in to the same network).
The one common bad e6ect of social media is addiction - the constant checking of
Facebook, Twitter, or other social media updates. When technology abusers check their
device very often it triggers the addiction- oriented parts of their brains. For kids and
teens, this addiction could disrupt other worthwhile activities like concentrating in
schoolwork, reading or engaging in sports. Baroness Susan Green;eld, a top
neuroscientist of the Oxford University warns about the lifelong e6ects of too much
social networking. Social networking sites make kids more self-centred. Since Facebook
and other sites give kids their own page which is about them, it leads some vulnerable
kids to think that everything revolves around them, a
precursor for emotional problems in their later life. This might also result in inability to
empathize. Social networks are fertile grounds for bad inSuencers and anonymous
venoms and hunting grounds for deviants and other predators. For kids who crave
attention, Facebook and other social network becomes a venue for them to act out. These
kids may make inappropriate statements, pictures and videos that could ultimately harm
them. Also, posts and materials that are published online tend to be permanent and may
haunt them in the future.
On the other hand, other experts like the MacArthur Foundation see it di6erently. They
claim that kids and teens are developing important technical and social skills online in
ways that adults do not understand or value. Social networking makes kids more peerbased. Young people are motivated to learn from their peers online. They interact and
receive feedback from one another. They are motivated to learn more from each other
than from adults. Teachers and adults are no longer the only sources of knowledge. Social
networks actually make kids more relationship-oriented, considerate, and emphatic. Kids
remember peoples birthday and greet them. They comment on pictures, videos and status
of their friends. They create longer term friendships by being in touch online even when
friends are no longer physically meeting.
How can parents make the most of social media? Tell your kid to spend more time in
real-life friendships and activities - Real face-to-face interaction is deeper and warmer
than online friendships. Your kid learns more social skills in relating to and having faceto-face communication with his friends. Online friendships does not teach your kid to
listen to subtle vocal cues, interpret body language, and adapt to di6erent personalities skills that are often important to survive in the real world. Encourage your child's other
passion or interest - Instead of constantly telling your kid to stop going online, discover
his other interests and nurture them. Examples of these are sports, playing a musical
instrument, writing, crafts, etc. Support him when he is
engaged on non-online activities that he is passionate about. And if possible, supervise

your kids online activity to protect him from online predators and other dangers - Do not
be deceived that your kid is online because of school research and studying. You should
be constantly aware of what your kid does online or what he does in front of the
computer.
Magnet Word/Phrase
Summary Sentence
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
LESSON PLAN
CLASS:
ESTIMATED DURATION: 1 Period-40 minutes
DATE:
THEME/TOPIC: Summary Writing-Applying Magnet Summaries
development.
TEACHING POINT: A Magnet Summary is identifying the key term or concept from the
passage and attracting the supporting details of the term or concept to create a complete
sentence or sentences.
PURPOSE / RATIONALE: Summary writing is a skill that is not only tested on the curriculum
but has many real world applications. Many students will have to utilize this skill in report
writing in the world of work. Many students have difficulty approaching a passage because its
content is something they may not be familiar with. Therefore, it is very important to teach
students effective ways to elicit the main ideas in a passage, as this is the first step in writing a
summary.
PREVIOUS KNOWLEDGE / PERFORMANCE: Reading comprehension, main ideas
ANTICIPATED DIFFICULTY: Identification of Magnet vocabulary of technical jargon used
in the passage
White board, markers,
Copies of Magnet Summary Template
Copies of CSEC past paper: P02 May 2004

1.
Identify the main ideas or Magnet Words in a passage. (cognitive) 18.
2.
Select supporting details for a Magnet Word. (cognitive)
3.
Uses the Magnet Word and supporting details to create complete sentences for use in a
summary. (cognitive/affective)
PROCEDURE:
SET INDUCTION: Teacher draws a Magnet Summary Template and uses the word
Migration as the Magnet Word. Four students are asked to come to the board and &ll in
a supporting detail they would expect to read in a piece of writing on that topic.
STEP 1: The teacher asks the students to formulate a list of steps in Magnet Summaries and
writes it on the board.
STEP 2: The teacher asks students to work in pairs and orally give one sentence on anything
they know about Migration.
STEP 3: The teacher distributes copies of the hand out Migration and assigns four student to
each read one paragraph of the passage.
STEP 4: The class is divided into four groups and each assigned a paragraph form the passage to
STEP 5: Each group selects one member to draw their completed Magnet Summary Template
on the board.
STEP 6: The other three groups are asked whether they can use the information provided in a
summary.
STEP 7: The other group completes 5-6.
STEP 8: The class copies the Magnet Summary Template for each paragraph.
Listening/Responding Note taking

Listening/Responding
Round Robin Reading Group work
Listening/Speaking
Peer evaluation/Jigsaw
CLOSURE: The teacher uses a supporting detail from one of the paragraphs to formulate a
complete sentence that can be used in a summary. One member from each group is asked to do
the same.
LESSON EVALUATION: Students will re-read the passage at home and write a summary to be
marked according to the rubric provided.
Formative:
Students identify the Magnet Words in a passage and its supporting details Students will
Summative:
Students will individually write a summary of the passage Migration from English A P02
May 2004.
LESSON PLAN
DATE:
CLASS: FORM 4
ESTIMATED TIME:
TEACHING POINT: Summary Techniques - MAIN IDEA:
The main idea of a paragraph is the point of the passage, minus all the details. It's the big picture.
Sometimes, a reader will get lucky and the main idea will be a stated main idea, which is the
easiest to find in a passage. It is written directly in the text.
If the author doesn't directly state the main idea of the text, it's up to you to infer what the main
idea is.
materials.
The student should be able to:
identify the reoccurring idea in a paragraph.
identify unimportant details in a passage.
write a paragraph on topic.
Markers.
OBJECTIVES:
The student will be able to:
Identify the main idea and supporting detail of an informational text at their independent reading
level.
Comprehend and read fluently an informational text at their independent reading level.
Write a paragraph summarizing the informational text using the main idea and the supporting
details.
Answer multiple choice questions based on an informational text at their independent reading
level.
PROCEDURE:
SET INDUCTION: Teacher Ask students what they think is a main idea. Teacher jots down
students answer on the board and both teacher and students have a guided discussion to arrive at
a definition of main idea.
STEP 1: Teacher and students discuss what is the main idea.
STEP 2: How To Find the Stated Main Idea
1
Read the passage of text
Ask this question to yourself: "What is this passage mostly about?"
3
In your own words, explain the answer in one short sentence. Do not includes
details or examples from the text. Do not extend your idea beyond what is written in the text,
even if you know a ton about the topic. It does not matter for this exercise.
4 Look for a sentence in the text that most closely fits with your brief summary.
Stated Main Idea Example:
Because the Internet exists in a world that is already regulated with policies and laws,
government officials, upholders of current laws and the voice of the people, should be ultimately
responsible for the regulation of the Internet. With this responsibility comes the enormous task of
managing the protection of First Amendment rights along with honoring social and public
interests across the world. That being said, the ultimate responsibility still rests in the hands of
Internet users who vote they, along with the officials elected to serve them, make up the global
community. Voters have the ability to elect responsible individuals to the appropriate posts, and
the elected officials have the responsibility to act on the will of the people..
The main idea here is "government officialsshould be ultimately responsible for the
regulation of the Internet." That is a stated main idea because it is directly written in the text. The
sentence fully encapsulates the passage's meaning as a whole. It does not go beyond the text
making inferences outside the scope of the passage, nor does it use the specifics of the passage
inside it, either.
STEP 3: How To Find the Implied Main Idea
1. Read the passage of text
2. Ask this question to yourself: "What do each of the details of the passage have in
common?"
3. In your own words, find the common bond among all the details of the passage and the
author's point about this bond.
4. Compose a short sentence stating the bond and what the author says about the bond.
Step 1: Read the Implied Main Idea Example:
When you're with your friends, it's okay to be loud and use slang. They'll expect it and they aren't
grading you on your grammar. When you're standing in a boardroom or sitting for an interview,
you should use your best English possible, and keep your tone suitable to the working
environment. Try to gauge the personality of the interviewer and the setting of the workplace
before cracking jokes or speaking out of turn. If you're ever in a position to speak publicly,
always ask about your audience, and modify your language, tone, pitch and topic based on what
you think the audience's preferences would be. You'd never give a lecture about atoms to thirdgraders!
Step 2: What's the Common Thread?
In this case, the author is writing about hanging out with friends, going on an interview, and
speaking publicly, which, at first glance, don't seem to relate to each other that much. If you find
a common bond among all them, though, you'll see that the author is giving you different
situations and then telling us to speak differently in each setting (use slang with friends, be
respectful and quiet in an interview, modify your tone publicly). The common bond is speaking,
which will have to be part of the implied main idea.
Step 3. Summarize the Passage
A sentence like "Different situations requires different kinds of speech" would fit perfectly as the
implied main idea of that passage. We had to infer that because the sentence doesn't appear
anywhere in the paragraph. But it was easy enough to find this implied main idea when you
looked at the common bond uniting each idea.
STEP 4: Guided Practice: What activities or exercises will the students complete with
teacher guidance?
1. The students will be grouped by reading levels. There should be no more than four students in
a group.
2. Give each student in the group the same passage. Please see Further Recommendations section
for informational texts for each guided reading group.
3. Each student gets a blank Main Idea graphic organizer. There are several to choose from in the
uploaded attachments.
4. Students will read the passage quietly.
5. Once everyone is done reading the passage, the teacher will ask the students what idea keeps
occurring in the passage. Remind students that the main idea may be in the title or the first
sentence of a passage. The main idea also keeps being repeated in the text. Allow time for
students to discuss their answer in their groups. The teacher should circulate and provide
feedback as needed to individual groups.
6. Next the teacher will ask the students to underline the supporting details. Give students time to
underline the details and then talk about what they underlined with the rest of their group. The
teacher should circulate and provide feedback as needed to individual groups.
7. The students will then fill out their graphic organizer.
8. The students will work together to answer the questions following the passage. They can
discus their answers and give reasons why they chose that answer.
9. Finally, as a group, they will create one summary based on their graphic organizers and follow
the writing rubric as they write their summary. Student groups can share their summary with the
rest of the class and the teacher can provide correction and feedback as needed.
Independent Practice: What activities or exercises will students complete to

reinforce the concepts and skills developed in the lesson?
Use passages from text.
1. The students will receive an informational text at their reading level and a Main Idea graphic
organizer. Please see Further Recommendations section for articles to use.
2. The students will go back to their seats and read the text on their own.
3. They will circle the main idea and underline the supporting details.
4. They will write this information on the Main Idea graphic organizer.
5. The student will answer the multiple choice and written response questions related to each
passage. Students should be reminded to use evidence from the text in their written response.
6. They will write a paragraph summarizing the passage using the main idea and supporting
details.
7. The teacher will collect the passage, the summary, and the graphic organizer for each student
and assess their work.
(SEE TEXTBOOK ENGLISH FOR ALL).
1. Define summary.
3. How can we determine the main idea of a text?
4. What topic keeps occurring in the text?
5. What details in the passage are related to the main idea?
6. Can you eliminate the sentences that do not support the main idea?
7. How can you organize the main idea and supporting details into a paragraph summarizing
the text?
Summative Assessment
There will be two assessments at the end of this lesson. First, each student
will be asked to write a summary based on the main idea and the three supporting details
of the informational text they read. The teacher can use the attached Writing Rubric to
assess students' work.
Second, they will also be asked to answer multiple choice and written response questions
for an informational text at their independent reading level. They will use evidence from
the text when responding to the written response questions.
Please see the Further Recommendations section for links to specific informational texts
at a variety of Lexile levels provided by ReadWorks.org.
Formative Assessment
The target goal for this lesson is for the students in all levels of a guided
reading group to be able to summarize an informational text by identifying the main idea
and at least three supporting details. Small Group: In guided reading groups, the students
will be given an informational passage at their reading level and they will need to identify
the main idea and three supporting details using a graphic organizer. The students will be
reading the passage quietly on their own and highlighting the main idea and underlining
the supporting details. The students will then share with their group what they have
identified as the main idea and supporting details. At this time the teacher will be taking
anecdotal notes on the students who are struggling with this and the students who can
easily find the main idea and supporting details. For those that are struggling, the teacher
can provide more modeling on these concepts and give the students additional practice
before students complete the summative assessment activity.
LESSON PLAN

DATE:
CLASS: FORM 4
ESTIMATED TIME:
TEACHING POINT: Summary Technique: Combining Main Ideas.
development- Structure seen through sequence of topics of individual paragraphs. Themes of
longer works.
TEACHING POINT: The main ideas can be linked together when referring to the same idea in
the passage.
PURPOSE / RATIONALE: When students identify the main ideas in a passage, they will
notice that several main ideas are related to the same point in the expository piece. By linking
these main ideas according to theme, students are able to combine repeated ideas and identify the
relationships between them e.g. comparison and contrast, cause and effect.
PREVIOUS KNOWLEDGE / PERFORMANCE: Reading comprehension, identifying main
ideas
ANTICIPATED DIFFICULTY: Students may repeat main ideas that are worded differently
and unable to identify themes that link different ideas in a passage.
Markers.
OBJECTIVES: The student will be able to:
1. Identify the main ideas the passage. (cognitive)
2. Select supporting details for the main ideas chosen. (cognitive)
3. Selects main ideas with similar themes to create a summary of the passage (affective)
4. Arrange the main ideas in a logical sequence. (cognitive)
PROCEDURE:
SET INDUCTION: Students are shown a trailer for the movie 12 Years a Slave. They are
asked to take note of the events in the movie that are mentioned in the trailer. Students are asked
how is a movie trailer similar to a summary.
STEP 1:The teacher divides the story into 6 sections and assigns a student to read each part.
STEP 2:While reading students are asked to underline in their texts the important parts of the
plot.
STEP3: The class is divided into 3 groups and tasked with identifying the main events in an
assigned section of the story.
STEP4: Each group is given copies of the Short Story Summary Chart to complete.
STEP 5: Each group sends one student to the board to write their findings.
STEP 6: The teacher uses the findings to formulate some sample sentences for the students to
use to start their individual summary of the story. 26. Students write a summary of the story
Shabine.
Round Robin
Note taking
Group work/Reading
Listening/Speaking Jigsaw
Modelling
Writing/Editing
CLOSURE: The teacher asks one person from each group to read their completed summary of
the story Shabine for the class.
EVALUATION STRATEGIES: Students write summaries. The student summaries will be
collected and assessed based on the prepared rubric.
Students complete exercises in the text book for homework (English For All Bk 4-5).
LESSON PLAN

DATE:
CLASS: FORM 4
ESTIMATED TIME:
TEACHING POINT: Summary Technique: Transitional Devices
CURRICULUM STANDARD: Expression-Grammar and Mechanics- Paragraphing: logical
division of continuous writing into coherent paragraphs.
TEACHING POINT: A transitional device joins different sentence in a paragraph. It indicates
an upcoming event, supporting details or introduces a contrasting idea.
PURPOSE / RATIONALE: The summary is to be written in continuous prose. Often students
string together main ideas, resulting in an incoherent and disjointed paragraph. The effective and
appropriate use of transitional devices in writing allows the reader to see the links between ideas,
the introduction of a new event or idea and the relationship between different ideas in the
paragraph.
PREVIOUS KNOWLEDGE / PERFORMANCE: Identifying and combining main ideas
ANTICIPATED DIFFICULTY: There are several types of transitional devices, students may
limit themselves to a few that may link ideas but not necessarily show relationships
Markers.
1. Identify the di6erent transitional devices. (cognitive)
2. Select an appropriate transitional device to be used in given sentences or paragraphs.
(cognitive)
3. Write a paragraph using appropriate transitional devices. (cognitive)
PROCEDURE:
SET INDUCTION: Teacher shows a short video of famous bridges across the world and asks
the students to think of two things that bridges do. Teacher sentences that are related sometime
need to be connected and transitional devices are the bridges used to achieve this.
STEP 1: The teacher shows the passage Studying to the students that is missing
transitional devices and asks students whether they think it is well written and what do they think
it needs.
STEP 2: Teacher brings up the First type of transitional device, explains and provides
examples.
STEP 3: Class is divided into groups and each is tasked with orally providing a sentence
using the transitional device.
STEP 4: This is done for each type of transitional device.
STEP 5: Teacher shows the students the passage Studying again and inserts suitable
transitional devices in the First three sentences.
STEP 6: Students are given copies of the passage Studying and instructed to
individually edit it by inserting appropriate transitional devices.
Questioning and responding
Listening
Modelling
Group work
Speaking Writing/Editing
CLOSURE: The teacher gives each of the groups formed a piece of paper with a di6erent
transitional device. Each group is to orally give an example of a sentence using an example of
the given type of transitional device.
EVALUATION STRATEGIES: Completed copies of the passage Studying will be collected

and read by the teacher.
Formative:
Students will orally create sentences with the six types of transitional devices.
Summative:
Students will insert appropriate transitional devices into a given passage entitled Studying.
LESSON PLAN

DATE:
CLASS: FORM 4
ESTIMATED TIME:
TEACHING POINT: Summary Technique: Paraphrasing
CURRICULUM STANDARD: Extract specific information from what is said or heard.
TEACHING POINT: Paraphrasing is rewriting a sentence but keeping the same meaning.
PURPOSE / RATIONALE: Summary writing involves the rewriting of many of the sentences
while maintaining the authors intended meaning. This skill is important as students will be able
to condense longer sentences into shorter ones that mean the same. In addition, additional marks
are awarded to students who paraphrase from the extract as opposed to lifting entire phrases.
PREVIOUS KNOWLEDGE / PERFORMANCE: Identification of main ideas
ANTICIPATED DIFFICULTY: Students may not have the vocabulary stock to substitute
words when paraphrasing. Students may make grammatical errors or use the incorrect
derivation of a word when paraphrasing. This skill is also useful in identifying equivalent
sentences in multiple choice exercises.
Whiteboard, markers
Copies of Paraphrasing Worksheet
Copies of Equivalent Sentences Worksheet
https://owl.english.purdue.edu/owl/owlprint/930/
English for All: Examination Level (CSEC) by Roy Narinesingh and

Bhadase Seetahal-Maraj
A Comprehensive English Course by Uriel Narinesingh and Cli6ord

Narinesingh

1. Select appropriate synonyms to use in sentences. (cognitive)
2. Write paraphrased sentences, keeping the original meaning. (cognitive)
3. Create shorter equivalent sentences. (cognitive)

4. Appreciate the use of paraphrasing as a tool in summarizing and note taking. (affective)
PROCEDURE:
SET INDUCTION: Teacher instructs the students to pay very close attention to what is going to
be said. The teacher in no more than 5 sentences described what he/she did before the class. The
students are asked to write what the teacher did before class in their books. The teacher reads
some responses and points out that instead of writing exactly what was said the students gave the
information and that is called paraphrasing.
STEP 1: The teacher asks the students to think about the set induction and formulate some steps
that could be taken in paraphrased.
STEP 2: The teacher after listening to the students places three rules on the board: 1. Read the
sentence carefully, 2. Replace words with synonyms and 3. Re read to make sure the meaning is
the same.
STEP 3: The teacher writes a sentence on the board and demonstrates under it how to paraphrase
it.
STEP 4: The teacher distributes Equivalent Sentences Worksheet and asks the class to select
the sentence that is closest to the original and give justify their answer.
STEP 5: The teacher selects individual students and asks them to paraphrase a sentence given.
STEP 6: Teacher then asks students to paraphrase in writing 3 sentences provided.
STEP 7: Students are asked to exchange books and peers are asked to determine if the meaning
remains the same in the responses given to them.
STEP 8: Students are divided into groups of 5 and the game: Tell me again is played. Students
are given a series of sentences on the board. Each group is given 1 minute to orally paraphrase
the sentence. The group with the most sentences correctly paraphrased will be the winner.
STEP 9: Students are given three sentences to paraphrase in writing for the teacher to review.
Thinking and responding
Modelling
Speaking/ Thinking and responding
Speaking
Writing
Peer Editing/ Peer Review
Group work/Game/Speaking
Writing
CLOSURE: Three students are randomly selected from the class and asked to each give one of
the steps in paraphrasing.
EVALUATION STRATEGIES: he Paraphrasing Worksheet will be distributed and collected

in the following class for review and assessment by the teacher.
Formative
Students will orally paraphrase sentences given by teacher and other students.
Summative
Students will complete the Paraphrasing Worksheet.
Students complete exercises in the text book for homework (English For All Bk 4-5 pgs. 132,
223, 350, 368).
Paraphrasing Worksheet
Paraphrase the following sentences in the space given.
1. The new law governing landowners and tenants is designed not
only to relieve tenants but to stop the greedy exploitation now
practiced by the landowners.
______________________________________________________
______________________________________________________
___________________________________
2. I was warned to use the appliance carefully in order to prevent
damage and I did as I was told.
______________________________________________________
______________________________________________________
___________________________________
3. Money spent on the construction of new schools is an investment
which will bene;t the entire country.
______________________________________________________
______________________________________________________
__________________________________
4. Although we spoke to him about being responsible and keen in his
job, he ignored our advice.
______________________________________________________
______________________________________________________
__________________________________
5. He told me that his chance for admission to university did not

appear to be bright.
______________________________________________________
______________________________________________________
LESSON PLAN
CLASS:
ESTIMATED DURATION: 1 Period: 40 minutes
DATE:
THEME/TOPIC: Summary Writing-Omitting Repetition
CURRICULUM STANDARD: Extract specific information from what is read or heard;
TEACHING POINT: Repetition is when the author restates main ideas throughout the
passage. In summary writing, repetition is removed, leaving only the main idea.
PURPOSE / RATIONALE: The author repeats key points throughout the text to keep the
reader focussed on the message to be given. In summary writing, the student is required to
recognize the repeated ideas and not simply restate them. Understanding of how repetition works
also aids in argumentative writing as it is a persuasive strategy as well. Identifying and omitting
repetition is also useful in multiple choice questions where students are asked to determine if a
sentence contains redundancies or is too wordy.
PREVIOUS KNOWLEDGE / PERFORMANCE: identifying main ideas, paraphrasing
ANTICIPATED DIFFICULTY: Students may interpret repetition as different main ideas
in the passage
Markers, whiteboard
http://www.englishdaily626.com/summary.php?024
A Comprehensive English Course by Uriel Narinesingh and Cli6ord

Narinesingh
Copies of the passage Thai Food

1. Identify redundancies in a passage. (cognitive)
2. Select redundancies to be omitted in summary (cognitive)
3. Rephrase sentences to reflect the main idea, without repetition. (cognitive)
PROCEDURE:
SET INDUCTION: Teacher will write a sentence that has redundancies on the board and
ask students volunteer to come up and underline words in the sentence that are repeating
the same meaning.
STEP 1:Teacher explains that redundancies are just like repetition. However, repetition
helps the reader understand the passage better and it reinforces an important point. In
summary writing repletion is omitted as long as the main idea has already been mentioned.
STEP 2: The teacher places another sentence on the board with redundancies and identi;es
the repetition and rewrites the sentence.
STEP 3: Students are given 3 sentences to rewrite individually, removing the redundancies
form the sentences.
STEP 4: The teacher distributes copies of the passage Thai Food to students.
STEP 5: Students are instructed to work in pairs to identify the instances of repetition in
the passage.
STEP 6: Students are asked to present their responses to the class. The class gives feedback
as to the accuracy of the responses.
STEP 7: Students are instructed to ensure that each person has all the repetitions
highlighted in their worksheet.
Listening/Thinking and responding
Modelling
Writing
Pair work
Speaking/Peer review
CLOSURE: A student is asked to remind the class of the purpose of repetition and why it is
omitted in summary writing.
EVALUATION STRATEGIES: Students will write a summary of the passage Thai Food and
return to the teacher for assessment according to a prepared rubric.
Formative
Students will change rewrite sentences that contain redundancies.
Summative
Students will identify repetition in the passage Thai Food and re write the passage as a
summary.
Sentences Containing Redundancies

1. The spectators at the cricket match were few in number.
2. Young people today make decisions without assistance and help from
anybody else.
3. There was much injustice in the unfair treatment to him.

4. They all agreed and unanimously decided to take part in the cycling
competition.
5. The army retreated back to the hills in order to prolong the long battle.
Instructions: Write a summary of the passage below in no

more than 120 words. Pay attention to omitting
repetition.
Thais give a great deal of thought and time to the planning
and preparation of their meals. There is an in;nite variety of
recipes
from which they can choose, and rarely would a household
repeat the same dish within a fortnight.
The staple food is rice which is the base for most meals. The
most commonly-used meats are pork and chicken, with a
little beef. Fresh fish and other seafood are plentiful and very
popular. Fish can be eaten fresh, salted, dried, fermented and
in many other ways. Vegetables too come in profuse variety
and are unbelievably cheap. Green leafy vegetables, shoots,
roots and young leaves are popular in salads and soups. Even
pumpkins and watermelons are used in soups.
Normally, breakfast in a Thai household would probably
consist of a lightly boiled egg or rice soup, followed by 'ba
ton ko' which are crisp, hollow, fried roots, often dipped in
condensed milk. Lunch is likely to feature one of many
different sorts of noodles available; and perhaps, dumplings
made from Sour and sago with a savory filling. The main
meal of the day is usually taken early in the evening, with
rice as the base for the accompanying dishes such as curried
meat, ;sh, vegetables and noodles. Other savory concoctions
generally called 'kap khoa' are prepared with great care and
add to the main course. Sweet meats and dishes and fresh
fruits, complete the meal. A glass of water is the usual drink
taken with the meal.
In Thailand, people virtually eat all day long as it is very
convenient to buy snacks. Food vendors station themselves
outside offices during the day and outside cinemas at night.
Other vendors ride bicycles or motorcycles peddling their
wares. When traveling by train, the most outstanding feature
of the journey is the rush of food vendors every time the train
stops at a station. They o6er drinks, sweets and even hot
dishes like rice and chicken. However, these vendors are
slowly disappearing as commuters are more careful about the
food they eat.
Thais do not customarily mix everything into one plate, but
take one serving at a time, to be eaten before proceeding to
the next. Meals are eaten with a fork and spoon. Noodles are
often taken in Chinese fashion with chopsticks.
LESSON PLAN
TEACHER:
CLASS:
ESTIMATED DURATION: 2 Periods-80 minutes
DATE:
THEME/TOPIC: Summary Writing-Omitting Statistical Data and Examples
CURRICULUM STANDARD: extract specific information from what is read or heard; draw
valid conclusions and inferences from information presented
TEACHING POINT: Statistics and examples are used to persuade the reader of the
authors point of view. In summary writing, statistics and examples are omitted or
paraphrased.
PURPOSE / RATIONALE: Statistics and examples are very common in expository pieces used
for summary writing. Students need to omit the examples and if needed, paraphrase the statistics
given into prose.
PREVIOUS KNOWLEDGE / PERFORMANCE: identifying main ideas, paraphrasing,
omitting repetitions
ANTICIPATED DIFFICULTY: Students may and it difficult to paraphrase sentences using
quantifiers instead of statistics
White board, markers
Laptop, projector
Copies of CSEC English A January 2010 Section A
Copies of Using Quanti;ers worksheet
OBJECTIVES: Students should be able to:

1. Identify examples used in expository writing. (cognitive)
2. Select examples to be omitted in summary writing. (cognitive)
3. Identify the use of statistics in a passage. (cognitive)
4. Select appropriate quantifiers to use in replacing statistics. (cognitive)
PROCEDURE
SET INDUCTION: The teacher asks the students to carefully read the following sentences
on the board: The amount of students passing English was 62% this term and 50% last
term. They did well in exams, for example in story writing, summary writing and
comprehension. The teacher then asks the students to rewrite the sentences without the
statistics and in the shortest way possible while preserving the meaning.
STEP 1: The teacher reads some of the responses from the set induction and asks the students
to explain why they choose to omit or change certain parts of the sentences.
STEP 2: The teacher provides a word list of some words that will indicate the use of examples
in writing: For example, like, to illustrate, etc.
STEP 3: The teacher provides some examples of sentences with examples on the board and re
writes the first one.
STEP 4: Students are told to work in pairs and complete the remaining sentences. When
completed each pair reads their response aloud to the class.
STEP 5: The teacher provides another word list of words that can be used to substitute
statistics in a passage.
STEP 6: The teacher distributes copies of the Using Quanti;ers handout and told to work in
groups to complete it. The teacher will complete the ;rst sentence in the worksheet as an
example.
STEP 7: The teacher goes to each group and provides feedback to their responses.
STEP 8: The teacher shows the passage from CSEC English A January 2010 on the projector
on the whiteboard and distributes copies of the passage.
STEP 9: Individual students are asked to come and circle examples in the passage and
underline statistics.
STEP 10: Each students is given time to ensure that they have all the examples
Listening and responding
Modelling
Pair work
Word List
Group work/Modelling
CLOSURE: The students are asked to list the things that are omitted when writing a summary.
EVALUATION STRATEGIES: Students will complete CSEC English A January 2010 at home
and return to the teacher to assess according to a prepared rubric.
Formative
Students will paraphrase sentences containing statistics in the Using Quanti;ers worksheet.
Students will identify examples use din CSEC English A January 2010
Summative
Students will complete the summary from CSEC English A January 2010
Sentences Containing Examples

1. The schools bazaar had many stall, like drinks, BBQ, corn soup
and doubles.
2. Most of the class was suspended last week for infractions of the
schools code of conduct, namely, destruction of school property,
fighting and tardiness.
3. Jeromes poor work ethic, as seen in his late coming, disrespect
and poor customer service, resulted in him being fired.
Using Quantifiers
Use quantifiers from the list below to rewrite the passage.
MORE THAN, LESS THAN, DOUBLED, REDUCED,
INCREASED, HALVED
The amount of murders in Trinidad and Tobago for the year 2011 was
342. For the year 2012, the number was 4500. Police sources said that
the amount of persons convicted for serious crimes in the country was
50 for the year 2011, compared to 25 in the year 2012. The amount of
robberies is also a cause of serious concern in Trinidad and Tobago.
During the year 2011, there were 570 reported cases. For the year, 2012
there are 1020 cases reported to the police. However, there has been
some improvement when it comes to car thefts. For the year 2011, 460
vehicles are stolen and in 2012 there were 320 reports.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
LESSON PLAN

DATE:
CLASS: FORM 4
ESTIMATED TIME:
TEACHING POINT: Summary Technique: Omitting Examples
PRE ENTRY PERFORMANCE: Students are familiar with identifying the main idea in a
passage, this knowledge provides them with ability eliminate unnecessary information.
Markers.
1. Identify the main idea and supporting detail of an informational text at their independent
reading level.
2. Comprehend and read fluently an informational text at their independent reading level.
3. Write a paragraph summarizing the informational text eliminating examples.
4. Answer multiple choice questions based on an informational text at their independent reading
level.
PROCEDURE:
SET INDUCTION: Teacher ask students to define social media. the discussion is geared in
such a way that students provide examples. Students response is written on the board and then
teacher and students proceed to highlight the examples.
STEP 1: Teacher and students discuss why is it necessary to give examples when writing.
STEP 2: Guided Practice: What activities or exercises will the students complete with teacher
guidance?
a group.
4. Once everyone is done reading the passage, the teacher will ask the students what examples
are seen in the passage. Allow time for students to discuss their answer in their groups. The
teacher should circulate and provide feedback as needed to individual groups.
6. Finally, as a group, they will create one summary. Student groups can share their summary
with the rest of the class and the teacher can provide correction and feedback as needed.
STEP 3: Independent Practice: What activities or exercises will students complete to reinforce
the concepts and skills developed in the lesson?
1. The students will receive an informational text at their reading level.
3. They will circle the main idea and underline the supporting details and examples.
4. They will write this information on the Main Idea graphic organizer.
details by omitting all the examples.
Students reading of passage.
Students identifying examples.
Students ability to read, and write a summary using the skills taught.
LESSON PLAN

DATE:
CLASS: FORM 4
ESTIMATED TIME:
TEACHING POINT: Summary Technique: Omitting Unnecessary Repetition
Repetition is used as a functional technique to place emphasis on a particular idea to reinforce
this idea.
PRE ENTRY PERFORMANCE: Students are familiar with identifying the main idea,
supporting details and are also able to identify examples in a passage. This knowledge provides
them with ability eliminate unnecessary information.
Markers.
1. Identify the main idea and supporting detail of an informational text at their independent
reading level.
2. Comprehend and read fluently an informational text at their independent reading level.
3. Write a paragraph summarizing the informational text eliminating examples and unnecessary
repetition and redundancy.
4. Answer multiple choice questions based on an informational text at their independent reading
level.
PROCEDURE:
SET INDUCTION: Teacher writes on the board:
The crowds cheering grew louder and louder and louder.
The pathway got darker and darker and darker as I proceeded through the musty old house.
Students are then asked to looked and the statements on the board and explain what it implies.
Teacher gears students in the direction of identifying the repetition.
STEP 1: Repetition is defined. Students take notes.
The forms of writing in which repetition is mostly like to seen are discussed:
1. Descriptive Writing
2. Explanatory writing.
Teacher then ask students why do think repetition is mostly used?
- Repetition is most likely used to bring out effectiveness in an essay.
Teacher then ask students: Should repetition be used in summary writing?
ANS: NO! NO! its best to avoid in summary writing.
Students are asked to briefly define summary writing again
Summary writing is to shorten or make a brief overview on a particular topic. Therefore
repetition is irrelevant and lengthens the summary. Repetition should therefore be omitted
in summary writing to paragraphs shorter.
STEP 2: Teacher then introduces students to redundancy in writing.
Questions are placed on the board :
I seldom go to the movies only going once in while.
Teacher ask students to again state what they notice about the statement. Students response are
highlighted on the board and discussed.
Teacher then defines Redundancies for students: Redundancies involves unnecessary
repetition of a word or phrase in a different form than it was first used.
Redundancies are errors and should be avoided especially in summary writing.
STEP 3: Guided Practice: What activities or exercises will the students complete with teacher
guidance?
a group.
4. Once everyone is done reading the passage, the teacher will ask the students what repetition
and redundancies are seen in the passage. Allow time for students to discuss their answer in their
groups. The teacher should circulate and provide feedback as needed to individual groups.
6. Finally, as a group, they will create one summary. Student groups can share their summary
with the rest of the class and the teacher can provide correction and feedback as needed.
STEP 3: Independent Practice: What activities or exercises will students complete to reinforce
the concepts and skills developed in the lesson?
1. The students will receive an informational text at their reading level.
3. They will circle the main idea and underline the supporting details. They will then identify all
examples, repetition and redundancies.
4. They will write this information in their notebooks.
details by omitting all the examples, repetition,and redundancies.
Students reading of passage.
Students identification of repetition and redundancies.
Students ability to read, and write a summary using the skills taught.
Students complete exercises in the text book
254-258).
for homework (English For All Bk 4-5 Pgs.
LESSON PLAN
CLASS:
ESTIMATED DURATION: 1 Period-40 minutes
DATE:
THEME/TOPIC: Summary Writing: Determining the Writers Intention
CURRICULUM STANDARD: extract implied information
TEACHING POINT: The writers intention is the purpose is the reason why the text was
written. There are four main purposes to an authors passage: to persuade, to inform, to
entertain and to explain.
PURPOSE / RATIONALE: Writers have different intentions when writing an expository piece.
It is very important in both summary writing and comprehension that students can clearly
identify the purpose. Ability to do this will allow students to arrive at the intended meaning that
the author has when employing various literary techniques.
PREVIOUS KNOWLEDGE / PERFORMANCE: identifying main ideas, paraphrasing,
omitting repetitions, omitting examples and statistics
ANTICIPATED DIFFICULTY: Literary techniques such as exaggeration and sarcasm may
be understood literally by the students.
White board, markers
Copies CSEC English A Past Papers: P02 Section A-Jan. 2013
Authors Purpose Graphic Organiser
Authors Purpose Worksheet
http://worksheets.teachnology.com/language_arts/authors/ver1/index.h
tml
1. Identify the authors purpose in text (to persuade, to inform, to entertain and to explain)
(cognitive)
2. Differentiate the authors purpose from persuasive techniques used in the text. (cognitive)
3. Understand how the authors purpose affects the content of the text. (affective)
PROCEDURE:
SET INDUCTION: The teacher writes the following words on the board: entertain,
persuade, inform and asks the students to explain the difference between them.
STEP 1: The teacher uses the students responses from the set induction and tabulates the
differences between the terms. The students take down the table in their notebooks.
STEP 2: The teacher asks the students to formulate some questions that they would ask
themselves to and out if a piece of writing is entertaining, informative or persuasive.
STEP 3: Students are given the Authors Purpose Graphic Organizer and their attention is
drawn to the questions on the graphic organizer.
STEP 4: The teacher divides the class into 3 groups and distributes the Authors Purpose
Worksheet. Students are instructed to complete the activity and prepare reasons for their
answers.
STEP 5: Students present their answers and reasons for their selection.
STEP 6: The teacher distributes CSEC English A P02 January 2013 to the students. Students are
told to use the Authors Purpose Graphic Organizer to individually determine the writers
intention and write down reasons to support their answer.
STEP 7: The teacher visits individual students and provides feedback.
EVALUATION STRATEGIES:
Graphic organiser
Word list
Speaking Writing
CLOSURE: Three students are given a slip of paper with one of the writers purposes, the
student must explain what the term given means and how it is different from the others.
LESSON EVALUATION: Students will complete CSEC English A January 2010 at home and
return to the teacher to assess according to a prepared rubric.
Formative
Students will complete the Authors Purpose graphic organiser and activity
Summative
Students will complete the summary from CSEC English A P02 January 2013
Authors Purpose
Instructions: Write the authors purpose (to inform, to persuade, to
entertain) for the extracts below.
1. It was a glorious morning in Alabama. The sun was shining through

the trees. Alan couldn't wait to find his fishing pole and call his friend
Sam to go fishing. They had a great time on these early morning fishing
trips. They took their dogs with them and the dogs would swim in the
lake while they fished. It was so funny to watch those dogs paddle
around the lake.
What is the author's purpose of this writing?
____________________________
2. The Underground Railroad was a secret organization which helped

slaves escape to freedom. Many slaves were able to escape because of
the conductors and station masters. The northern states were free states
and slaves were free once they arrived in the north. Secret codes and
signals were used to identify the conductors and station masters.

____________________________
3. The Slim-O-Matic will cause you to lose pounds and inches from your
body in one month. This amazing machine helps you to exercise
correctly and provides an easy video to show you the proper way to
exercise. Send $75.99 and begin exercising today.
___________________________
Teaching Video Summary Technique
Technique: to teach students how to summarize a short CNN/BBC video report in 5

sentences
Student level: High intermediate and above
Materials: A CNN/BBC video report, between 2-3 minutes ideally
Class time: One hour or more
Why Use Video in the Classroom?

Many students at this level have had years of textbooks. They are usually much more interested
in watching videos. In particular, news videos have one major advantage over textbooks: they are
up-to-the-minute.
Why Summarize a Video Report?
Because this is a very useful thinking skill. Students must select the essential points only from all
the information they have, and fit that information together so that it flows logically and connects
appropriately.
Why Summarize a Video Report in 5 Sentences?
Obviously, this number of sentences is not set in stone, but this length does help students work
on being very selective with content and on writing very concisely.
What is a Summary?
A summary provides the essential points of a story (report, presentation etc.) in a general, logical,
and connected way.
Summaries do NOT include these areas (these belong in a retelling):
Background to the issue
Minor details
The student's own opinion
Statistics (e.g. 72% of people)
Detailed explanations
Direct quotes
If students are not sure of the difference between a summary and a retelling, tell them to consider
how we might talk about a movie we've just seen.
This is a plot summary (general, essential points only):
"It's a love story based in a New York hospital. A middle-aged doctor meets a nurse who ."
This is a retelling (specific points, data, background etc):
"It's a love story based in a New York hospital. It's the biggest hospital in the city with over 50
doctors, 17 nurses, and about 200 beds, but even so there usually aren't enough doctors to deal
with all the cases. Anyway, one day, a 57 year old surgeon
Teaching the 5-sentence Summary
The Week Before
Ideally, teach a listening class on the video itself the week before. This is so that students
understand fully the video content before attempting the summary (summary skills are difficult:
the first time you teach it, you will probably need at least an hour). Students should then be
instructed to review their notes on the video for homework, especially any new vocabulary.
On the Day: Step 1: Warm-up Discussion
At the start of the summary class, show the video one more time to refresh the students' memory.
Next, write the task on the whiteboard (to summarize the report in 5 sentences). Last, put
students into pairs. Ask them to discuss with their partner these questions:
Q1: What is a good summary? (general, essential, logical, connected, concise)
Q2: Which of these might be included in a summary?
Essential information (yes)
Minor information (no)
Background information (no)
The main topic and why it's news (yes)
Long explanations (no)
Statistics (no)
Direct quotes (no)
A conclusion (yes)
Your personal opinion (no)
The opinion of people in the video (yes)

Q3: How should you write the summary? Think about these points:
Type of language (formal)
5 separate sentences or 1 complete paragraph (the latter)
Language to connect sentences together ( As a result; In addition; In conclusion etc.)

Step 2: Writing Sentence 1
In their pairs, students should work together to discuss their ideas for the first sentence. Tell them
this should start with the sentence head: 'This report focuses on' and go on to include the main
focus of the report (what, where) and why the topic is news now.
From my experience, the main focus is usually not difficult for students (e.g. teenage crime in
Japan; AIDS battle in South Africa etc.) What is difficult is why it is news now -- AIDS in South
Africa is not a new issue, so why has it been on TV recently?
Technique: The teacher will need to help students here by writing on the whiteboard media
phrases that indicate that something new is happening (these are sometimes called topicality
focusers). Examples include: 'a new challenge/ plan/ policy (etc.) to'; 'a new controversy
over...'; 'growing concerns over'; 'new efforts to'). Impose a time limit. Remember, keep the
task communicative by having students discuss their ideas first before writing it down. Then
elicit answers and give feedback.
Step 2: Writing Sentences 2, 3 and 4
These sentences are the most difficult to write because students are trying to encapsulate the
body of the report by selecting from all the pieces of information the 3 most significant.
Tell them that CNN/BBC video reports usually follow logical stages. Below are some popular
examples of report organization with the body sections in bold. Write these on the whiteboard.
(Since most news is bad news, the most common type of reports deals with problems).
Introduction
Background
Problem
Cause
Solution
Opinions
Conclusion
Introduction
Problem
Cause
Effect
Consequence
Opinions
Conclusion
Tell students that sentences 2, 3 and 4 from their summary should be selected from the body
sections of the report. Which ones the students select depends on the content of the report,
obviously. Tell them there is no perfect summary: several versions can all be acceptable. If
students decide to include the opinions sections of the report, tell them that direct quotes are not
to be used; instead, they should write, for example: 'According to the government,' or 'The
government believes' etc.
Have students discuss in pairs first which three body categories they will choose from the video
report to produce their three body sentences of the summary. Then, have them discuss how they
should write them. Finally, have them write out the sentences, encouraging them to connect the
sentences together logically. Set a time limit for this. Finally, elicit from the pairs and give
feedback.
Step 3: Writing Sentence 5
This is usually the easiest sentence to write for students. The conclusion to most reports talks
about the future, either optimistically or not, and gives the reason for this view, often as an
adjective. The students' sentence 5 should do the same.
Step 4: Appraising the Summaries

Now it is time to hear the whole summary from each pairing, and to see which ones are best.
Appraisal style depends on student level, class size, lesson duration, classroom equipment level
etc. These are some suggestions:
Student pairs write out their summary, working together on grammatical accuracy. Then each
pair reads it out (student A reads sentence 1, then student B reads sentence 2 etc.). The class pairs
listen and grade each one out of 10 as they hear it. Ask why the summary with the highest score
sounded so good.
For small classes, have students write out the summary on magnetic whiteboards placed on the
wall. Instead of pairs, at the start of class you could group students into threes or fours. Again,
the groups help each other with grammar. When finished, arrange the boards near each other;
have students compare and vote. Give feedback.
If there is no class time, have students write out their summary for homework. Next class,
distribute photocopies of your own 5-sentence summary for students to compare theirs to.

Summary Lessons

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Summary Lesson Plans

1. Give an appropriate definition for a summary.

WHAT ARE THE MAIN FEATURES OF A SUMMARY?

It is shorter than the original.

It can stand on its own. it is coherent and unified.

WHAT ARE THE USES OF A SUMMARY?

To write to someone about an interesting newspaper article or story,

to transmit information from various sources in condensed form :

To report on the contents of a speed, argument, discussion or meeting.

SUMMARY WRITING TECHNIQUES

Selecting the main ideas

Combining the main ideas

Deleting statistical data

Using concise language

Determining the writers intention.

1. Give an appropriate definition for a summary.

The point of a summary is to make a document, be it a story,

Step 5: Underline ONLY the answers to your question.

Step 6: Jot these points down in point form.

Step 10: Transform your points into a single paragraph by

no no, no. There should be a million sparkly ribbons that

Step 5: Underline ONLY the answers to your question

choice. I would rather stay at home and read a book than

(1) the party should be exciting

Step 8: Do a word count to ensure that you have not

with or without warning. To cover their derrires legally, the

who have body art. The law covers discrimination on the

(4) Your company cant use tats or piercings as an excuse to

White board, markers,

Copies of Magnet Summary Template

Passage adapted from: http://www.raisesmartkid.com/10-to-16-years- old/articles/

OBJECTIVES: Students will be able to:

STEP 4: Pairs are to orally present their steps.

STEP 6: Students read the passage individually.

STEP 9: The teacher completes a Magnet Summary Template as an example.

Word for the

engaged on non-online activities that he is passionate about. And if possible, supervise

White board, markers,

Copies of Magnet Summary Template

Copies of CSEC past paper: P02 May 2004

OBJECTIVES: Students will be able to:

Identify the main ideas or Magnet Words in a passage. (cognitive) 18.

Select supporting details for a Magnet Word. (cognitive)

Listening/Responding Note taking

identify the reoccurring idea in a paragraph.

identify unimportant details in a passage.

write a paragraph on topic.

Read the passage of text

Ask this question to yourself: "What is this passage mostly about?"

Independent Practice: What activities or exercises will students complete to

TEACHER: MS. MAHABIR

TEACHER: MS. MAHABIR

EVALUATION STRATEGIES: Completed copies of the passage Studying will be collected

TEACHER: MS. MAHABIR

Copies of Paraphrasing Worksheet

Copies of Equivalent Sentences Worksheet

English for All: Examination Level (CSEC) by Roy Narinesingh and

A Comprehensive English Course by Uriel Narinesingh and Cli6ord

OBJECTIVES: The student will be able to:

3. Create shorter equivalent sentences. (cognitive)

EVALUATION STRATEGIES: he Paraphrasing Worksheet will be distributed and collected

5. He told me that his chance for admission to university did not

A Comprehensive English Course by Uriel Narinesingh and Cli6ord