Weekly Lesson Plan (Academic Year 2018/19)

English Department
Subject : English Level: Secondary 3

Term / Week : Term 2 / Week 01 Teacher: Ms. Hiede

Monday, October 1, 2018

Topic / Unit:
- Writing a Summary
SIO:
a. Reading
• R2: demonstrate understanding of implicit meanings and attitudes
• R3: analyse, evaluate, and develop facts, ideas and opinions
• R4: demonstrate understanding of how writers achieve effects

b. Writing
• Apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
They draw on their prior experience, their interactions with other readers and writers, their
knowledge of word meaning and of other texts, their word identification strategies, and their
understanding of textual features (e.g., sound-letter correspondence, sentence structure,
context, graphics).
• Develop an understanding of and respect for diversity in language use, patterns, and
dialects across cultures, ethnic groups, geographic regions, and social roles.

c. Speaking and Listening

• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher led) with diverse partners on grade level topics, text, and issues, building on other’s
ideas and expressing their own clearly.
POU:
 Summarise articles using one’s words
 Understand how to take the key points of information from a text
 Demonstrate understanding of words and phrases within extended texts through skimming
and scanning
 Define and emphasise ‘summarise’ as short way of stating chief points of a longer document
 Listen to texts, make notes as lists, and use notes in a variety of ways
 Stress ‘own words where possible’ means do not copy whole phrases and sentences
 Summarise, paraphrase and re-express points read
 Extract specific information while making notes using own words
 On-going revision on grammatical conventions (spelling, punctuations, sentence structures,
subject-verb agreement and parts of speech)
I. Introduction
A. Task 1
 The students will be given a short quiz about their idea of summarising in IGCSE Exam Papers
and to write a summary of themselves in 90-100 words.

B. Task 2
 For another exercise, the students will work on an article about blob fish.
- Here are some facts about the blob fish.
- You must rewrite them as a paragraph.
- The original contains over 70 words, you are only allowed to write 30 – 35 words.
- You must use as many of your own words as possible!

The blobfish is a deep sea fish of the Psycrolutidae.

Inhabiting the deep waters off the coasts of mainland
Australia and Tasmania, it is rarely seen by humans.

The blobfish is currently facing extinction due to deep-sea

fishing or bottom trawling.
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 Weekly Lesson Plan (Academic Year 2018/19)
English Department
The flesh of the blobfish is primarily a gelatinous mass with a density slightly less than
water; this allows the fish to float above the sea floor without expending energy on
swimming.

II. Main Activities

A. Direct Instruction
Summarising
Summarising is using your own words to shorten a piece of text so that it includes only the
essential information. Summaries have far fewer words than the original, but they still provide a
clear indication of the main points made by the author.

Summary Tips
Summary Question: This question asks you to identify relevant points from the text on a chosen
topic and write about them in your own words.
1. Read the text
2. Underline topic in the question
3. Re-read the text and highlight or underline relevant points– you should be able to find 15
4. Write these as bullet points for part (a). Try to put them in your own words at this point and
make sure they make sense.
5. For part (b), put the points into paragraphs.
6. Use your own words.
7. Write in the third person.
8. Do not give opinions, extra details or quotations.
9. Use connectives to link your ideas.

Summary Tips
- Imagine that the examiner has not read the passage. Will all of your sentences make
sense to them?
- Include an introductory sentence, which mentions the topic in the question.
- Make sure all your points include specific details from the passage.
- Make sure that all your points are relevant.
- Do not repeat yourself.
- Write in the third person.
- Try to use a range of connectives, not just ‘also’.
- Make sure you have answered both parts of the question. Watch out! This question is
about Passage B.
- You may want to answer this question first or second, as it is worth 20 marks (You don’t
want to run out of time and automatically lose all those marks!).

View of the Exam Paper

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 Weekly Lesson Plan (Academic Year 2018/19)
English Department

Mark Scheme

B. Practice
Writing a Summary (Extended) (Please refer to the Teacher’s Guide for the answers.)
Using information from the passage on page 110, make notes on how marriages were arranged
and ended in Ancient Egypt. Include:
- when young people married
- how marriages were arranged
- what was included in a marriage contract.
Write your notes out as a summary.
Write about 200 words.

III. Extended Activity

Are you a cat person or a dog person?
http://www.dailymail.co.uk/news/article-2229258/Is-Britains-meanest-moggy-Oscar-ASBO-cat-
terrorises-village-retired-colonel-hospital-days.html

Oscar the ASBO cat:

- Go through and highlight the key points in the article that tell us about why this cat is
considered to be so threatening.

Oscar the ASBO cat:

- Summarise the article.
- Use your own words as much as possible, only lift words when necessary.
- Include the main points, miss out any unnecessary information.

IV. Closing
To close the lesson, the students will be asked to write a sentence of 35 words incorporating all that
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 Weekly Lesson Plan (Academic Year 2018/19)
English Department
they have learned during the discussion to generalise their understanding of the lesson.

Materials / Resources:
- Study Guide
- PowerPoint
- Worksheets
- Hodder Revision Guide
- IGCSE First Language Oxford

Reflection / Comments on T&L:

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 Weekly Lesson Plan (Academic Year 2018/19)
English Department
Subject : English Level: Secondary 3

Term / Week : Term 2 / Week 01 Teacher: Ms. Hiede

Tuesday, October 3, 2018

Topic / Unit:
- Writing a Summary
SIO:
a. Reading
• R2: demonstrate understanding of implicit meanings and attitudes
• R3: analyse, evaluate, and develop facts, ideas and opinions
• R4: demonstrate understanding of how writers achieve effects

b. Writing
• Apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
They draw on their prior experience, their interactions with other readers and writers, their
knowledge of word meaning and of other texts, their word identification strategies, and their
understanding of textual features (e.g., sound-letter correspondence, sentence structure,
context, graphics).
• Develop an understanding of and respect for diversity in language use, patterns, and
dialects across cultures, ethnic groups, geographic regions, and social roles.

c. Speaking and Listening

• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher led) with diverse partners on grade level topics, text, and issues, building on other’s
ideas and expressing their own clearly.
POU:
 Summarise articles using one’s words
 Understand how to take the key points of information from a text
 Demonstrate understanding of words and phrases within extended texts through skimming
and scanning
 Define and emphasise ‘summarise’ as short way of stating chief points of a longer document
 Listen to texts, make notes as lists, and use notes in a variety of ways
 Stress ‘own words where possible’ means do not copy whole phrases and sentences
 Summarise, paraphrase and re-express points read
 Extract specific information while making notes using own words
 On-going revision on grammatical conventions (spelling, punctuations, sentence structures,
subject-verb agreement and parts of speech)
I. Introduction
A. Review
What is a summary?
- In your GCSE English exam you will be asked to summarise an article.
- Summaries can be one sentence or one paragraph long.
- The most effective ones quickly get to the heart of the matter by focusing on the main ideas
and leaving out small details.
- Summarising what you read can help you remember the important points.

B. Task 1
Short sections of text. Students select the option that they think best sums up what the story is
about.

C. Task 2
Students then choose the statements that they think would be main ideas or smaller ideas from
an article.

Students put the items into categories.

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 Weekly Lesson Plan (Academic Year 2018/19)
English Department
 “The history and future of Boston’s Fenway Park.”
Which statements sound like they are stating a main idea and which seem to be smaller details
that only relate to the main idea?

Which statements sound like they are stating a main

idea and which seem to be smaller details that only
relate to the main idea?


Mayor John Fitzgerald attended
a May 17, 1912 ceremony. Each number in the
hand-operated
Fenway is the oldest and scoreboard weighs
smallest park in major  three pounds.

league baseball.

Popular features of the old

 = main idea park will be kept when it's
= small detail

rebuilt.

 "UK Sees Increase in Number of Children with Asthma."

Which statements sound like they are stating a main idea and which seem to be smaller details
that only relate to the main idea?

Which statements sound like they are stating a main

idea and which seem to be smaller details that only
relate to the main idea?


Asthma is the most common
chronic childhood illness. Scientists study the
role of "Mycoplasma
Diet and more time indoors pneumoniae" in
may contribute to the rise  asthma.

of cases.

About 8-10% of children with

 = main idea asthma also have food
 = small detail

allergies.

 This is from the blurb of a novel.

Which statements sound like they are stating a main idea and which seem to be smaller details
that only relate to the main idea?

Which statements sound like they are stating a main

idea and which seem to be smaller details that only
relate to the main idea?


This is the story of a white
boy's life during the Civil War. He lives in the
South, but supports
He has short curly blond the North.
hair and is tall for his age.  

He is responsible for milking

 = main idea the cows on his family farm. 
 = small detail

II. Main Activities

A. Direct Instruction
Direct students to reconvene with their learning group from last lesson and write a list of the
features of a good summary.

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 Weekly Lesson Plan (Academic Year 2018/19)
English Department
B. Activities
1. Task 1
Students read the Desmond Tutu article.
Students complete the summary tasks:
- How many individual points does he make against the death penalty?
- List the main reasons Tutu has for abolishing (getting rid of) the death penalty?
- What counter argument does Tutu give for keeping the death penalty?
- Summarise in one sentence Tutu’s overall argument.

2. Task 2
Distribute to each group member a copy of the group summary of the Plymouth Article from
last lesson.
Tell students to read their copy of the group summary and to underline the main idea in red
and supporting details in blue.

Use the following pieces of writing to create your summary:

- Jamestown Article
- Jamestown Summary
- Plymouth Article
- Plymouth Summary

Your summary should explain the reasons and goals the English had for colonising these areas
of North America.

III. Closing
Throughout the sessions, when students are working in pairs or independently, the teacher will make
note of whether or not they are using their own words in paraphrasing. The teacher will be ready to
intervene with additional modelling and practice if students are having difficulty paraphrasing.

The quick writes at the end of the sessions should be collected to see whether students are using
their own words, whether they have understood the text they read, and what information they have
learned about the animals. The teacher will then compare the prior knowledge that was assessed at
the beginning of each session with the information included in the quick writes to see what new
information has been learned.

Materials / Resources:
- Study Guide
- PowerPoint
- Worksheets
- Hodder Revision Guide
- IGCSE First Language Oxford

Reflection / Comments on T&L:

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 Weekly Lesson Plan (Academic Year 2018/19)
English Department
Subject : English Level: Secondary 3

Term / Week : Term 2 / Week 01 Teacher: Ms. Hiede

Tuesday, October 3, 2018

Topic / Unit:
- The Hobbit
SIO:
a. Reading
 Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
 Determine a theme or central idea of a text and analyze its development over the
course of the text, including its relationship to the characters, setting, and plot; provide an
objective summary of the text.
 Analyze how particular lines of dialogue or incidents in a story or drama propel the
action, reveal aspects of a character, or provoke a decision.
 Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other texts.
 Analyze how a modern work of fiction draws on themes, patterns of events, or character
types from myths, traditional stories, or religious works such as the Bible, including
describing how the material is rendered new.

b. Writing
 Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two.
 Draw evidence from literary or informational texts to support analysis, reflection, and
research.

c. Speaking and Listening

 Delineate a speaker’s argument and specific claims, evaluating the soundness of the
reasoning and relevance and sufficiency of the evidence and identifying when irrelevant
evidence is introduced.
POU:

 On-going revision on grammatical conventions (spelling, punctuations, sentence structures,
subject-verb agreement and parts of speech)
I. Introduction
A. Review
Recall the development of Bilbo’s character with Gandalf’s absence and Gollum’s presence.

B. Homework Check
Check to see if students finished their essay. Award completion marks.

II. Main Activities

A. Oral Presentation – Chapter 6 (Sydney)
B. Vocabulary
Students are to use these words in sentences to express the same context in the book.
• sorrel (101)
• marjoram (101)
• bracken (102)
• proverb (103)
• larch (104)

C. Comprehension Questions
Write the following questions on the board and have the students answer them in their notes.
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 Weekly Lesson Plan (Academic Year 2018/19)
English Department
1. What is the proverb Bilbo invents?
2. Why does the Lord of the Eagles notice the expedition?
3. Why won’t the eagles fly near where men live?

D. Discussion Questions
Discuss the following questions as a class.
1. Why doesn’t Bilbo tell the dwarves about his ring? Do you consider this lying?
2. Why is it significant that Gandalf must be rescued by the eagles? How does it affect our
opinion of Gandalf and of Bilbo?

E. Independent Task
Bilbo’s Letters Assignment
• Distribute the handout explaining the letter writing assignment.
• Read through it with the class and make sure they understand what is expected.
• Tell them their first letter must be completed for the next class. Though you will not collect
them, you will check to see if they are done and will award completion marks.

III. Closing
Homework: Essay
 Compare the descriptions of Beorn and his house with various classic versions of the story of
Frankenstein. How is Beorn similar to this archetype? How is he different?

Materials / Resources:
- Study Guide
- PowerPoint
- Worksheets
- Hodder Revision Guide
- IGCSE First Language Oxford
Reflection / Comments on T&L:

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