Summarizing Strategy Objective: The student will be able to explain the summarizing process. Standard: CC.1.2.9-10.

A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Materials: Copies of Number the Stars, overheard projector, Little Red Riding Hood, Jamestown articles, colored pencils Procedure: Anticipatory Set: Class, I want you to turn to the person next to you, and tell your partner about a television show or movie you watched last night or within the past few days. (Class does this). Would anyone like to share with the class his/her example? (Few do) Okay, great. I have a question for you: what parts of the show did you leave out? Which did you include? Why was that? How did you know which was important and which was not? (Class responds) Great, today, we are going to talk about the importance of summarizing in literature today, and the process is very similar! Can you think of any instances in school where we would need to summarize something? (Reviewing for a test, remembering parts of a novel, giving short answers in writing) Activity: Introduction: Today we are going to be focusing on how to summarize information we read. Sometimes summarizing can be a little difficult because the reader needs to identify what is a main idea and what is a supporting detail. Good summarizers recognize the main ideas of a passage and can retell those ideas in just a few sentences. Summaries will usually have four defining features: it will be short, it will tell what is most important to the author, it will be written in students own words and it will state the big ideas of the passage. Im going to model how to create a summary and then we will practice together! Modeling: Lets take a look at the chapter we were supposed to read from last nights homework. Please pull out your Number the Stars books and follow along as I read.
Ill race you to the corner, Ellen! Annemarie adjusted the thick leather pack on her back so that her school books balanced evenly. Ready? She looked at her best friend. Ellen made a face. No, she said, laughing. You know I cant beat you-my legs arent as long. Cant we just walk, like civilized people? She was a stocky ten year-old, unlike lanky Annemarie. We have to practice for the athletic meet on Friday- I know Im going to win the girls race this week. I was second last week, but Ive been practicing every day. Come on, Ellen, Annmarie pleaded, eyeing the distance to the next corner of the Copenhagen street Oh! Copenhagen is a place in Denmark, so that must be my WHERE. Please? Okay, so my WHO is Annemarie and her best friend Ellen. Ellen hesitated, then nodded and shifted her own rucksack of books against her shoulders. Oh, all right. Ready, she said. Go! shouted Annemarie, and the two girls were off, racing along the residential sidewalk. Annemaries silvery blond hair flew behind her, and Ellens dark pigtails bounced against her shoulders. Wait for me! wailed little Kirsti, left behind, but the two older girls werent listening. Okay, so Ellen and Annemarie decide to race home, thats my WHAT. Annemarie outdistanced her friend quickly, even though one of her shoes came untied as she sped along the street called osterbrograde, past the small shops and cafs of her neighborhood here in northeast Copenhagen. Laughing, she skirted an elderly lady in black who carried a shopping bag made of string. A young woman pushing a baby in a carriage moved aside to make way. The corner was just ahead. Annemarie looked up, panting, just as she reached the corner. Her laughter stopped. Her heart seemed to skip a beat. Halte! the solider ordered in a stern voice. The German word was

familiar as it was frightening. Annemarie had heard it often enough before, but it had never been directed at her until now. Annemarie stared up. There was two of them. That meant two helmets, two sets of cold eyes glaring at her, and four shiny boots planted firmly on the sidewalk, blocking her path home. And it meant two rifles, gripped in the hands of the soldiers. She stared at the rifles first. Then, finally, she looked into the face of the soldier who had ordered her to halt. Why are you running? the harsh voice asked. His Danish was very poor. Oh! A question! The soldier who is on guard wants to know WHY the girls are running! Three years, Annemarie thought with contempt. Three years theyve been in our country, and still they cant speak our language. This is my WHEN, I know from previous discussions that this book is set during World War II, in the 1940s.

So, now Im going to put my answers together: Annemarie and her best friend, Ellen, are racing each other on the way home from school in Copenhagen, Denmark during World War II. The soldier sees them and wants to know why they are running. Thats my summary of this particular excerpt. Why did I leave out other parts of the text? (Because theyre not main ideas or as important) Guided Practice: Im going to read you a familiar story, called Little Red Riding Hood. As I read to you, I want you to think about the 5 Ws of a story (who, what, where, when, why) that will help us keep the important details of the story straight. (SEE ATTACHMENT AT END OF LESSON PLAN FOR STORY TEXT) Ask students the WHO, WHAT, WHERE, WHEN, and WHY of the story. Im going to create a graphic organizer and five words which will help me make a summary for the story I just read. Please copy this example down into your notebooks.
Somebody Wanted But So Then

Can I please have a volunteer to fill in the who/somebody category? Okay, good, Little Red Riding Hood! Little Red Riding Hood what/wantedanother volunteer please? Wanted to see her grandmother, great job! So, Little Red Riding Hood wanted to see her grandmother but what, what happened? Another volunteer please? A big, bad wolf tricked her. Excellent! Can I have another volunteer for so, please? So she screamed in fright then, A woodsman came to save her! Now, take all of your answers from the boxes and put them together to write your summary.
Somebody Little Red Riding Hood Wanted Went to see her grandmother. But So Then A woodsman came to save her.

A big, bad wolf tried She screamed in to trick her. fright.

Little Red Riding Hood wanted to go see her grandmother, but a big, bad wolf tried to trick her. So she screamed in fright and a woodsman came to save her. Independent Practice: You all did a great job helping me make a summary for Little Red Riding Hood. I think you are ready for to try this alone! I am going to give you an article to read about Jamestown. While you are reading, I want you to take your colored pencil and either circle or box the 5 Ws of the text as you read. Then, you should put the information into the graphic organizer at the bottom of the page, just like we did for Little Red Riding Hood. You want to be as detailed as possible. Lastly, take your information from the organizer and make your summary. You should write this on the back of the article. I will post those directions on the board in case you forget. You will be responsible for sharing with your partner and also handing this

in to me before you leave. (SEE ATTACHED JAMESTOWN ARTICLE) Differentiation: -Students can use a graphic organizer to outline main ideas and supporting details. -Vary text selections according to learner needs. -Allow students to work in pairs or small groups to process the material before leading the class discussion. Closure: What questions do you have about summarizing? How can summarizing be useful or helpful to you? Assessment: Formative: Observe students as they read the article. Have all students underlined five elements? Are they sharing with partners (when applicable)? Summative: Collect and evaluate students individual summaries at the conclusion of the class.

Number the Stars

Ill race you to the corner, Ellen! Annemarie adjusted the thick leather pack on her back so that her school books balanced evenly. Ready? She looked at her best friend. Ellen made a face. No, she said, laughing. You know I cant beat you-my legs arent as long. Cant we just walk, like civilized people? She was a stocky ten year-old, unlike lanky Annemarie. We have to practice for the athletic meet on Friday- I know Im going to win the girls race this week. I was second last week, but Ive been practicing every day. Come on, Ellen, Annmarie pleaded, eyeing the distance to the next corner of the Copenhagen street. Please? Ellen hesitated, then nodded and shifted her own rucksack of books against her shoulders. Oh, all right. Ready, she said. Go! shouted Annemarie, and the two girls were off, racing along the residential sidewalk. Annemaries silvery blond hair flew behind her, and Ellens dark pigtails bounced against her shoulders. Wait for me! wailed little Kirsti, left behind, but the two older girls werent listening. Annemarie outdistanced her friend quickly, even though one of her shoes came untied as she sped along the street called osterbrograde, past the small shops and cafs of her neighborhood here in northeast Copenhagen. Laughing, she skirted an elderly lady in black who carried a shopping bag made of string. A young woman pushing a baby in a carriage moved aside to make way. The corner was just ahead. Annemarie looked up, panting, just as she reached the corner. Her laughter stopped. Her heart seemed to skip a beat. Halte! the solider ordered in a stern voice. The German word was familiar as it was frightening. Annemarie had heard it often enough before, but it had never been directed at her until now. Annemarie stared up. There was two of them. That meant two helmets, two sets of cold eyes glaring at her, and four shiny boots planted firmly on the sidewalk, blocking her path home. And it meant two rifles, gripped in the hands of the soldiers. She stared at the rifles first. Then, finally, she looked into the face of the soldier who had ordered her to halt. Why are you running? the harsh voice asked. His Danish was very poor. Three years, Annemarie thought with contempt. Three years theyve been in our country, and still they cant speak our language. I was racing my friend, she answered politely. We have races at scho ol every Friday, and I want to do well, so I Her voice trailed away, the sentence unfinished. Dont talk so much, she told herself. Just answer them, thats all.

Little Red Riding Hood There was once a sweet little maid who lived with her father and mother in a pretty little cottage at the edge of the village. At the further end of the wood was another pretty cottage and in it lived her grandmother. Everybody loved this little girl, her grandmother perhaps loved her most of all and gave her a great many pretty things. Once she gave her a red cloak with a hood which she always wore, so people called her Little Red Riding Hood. One morning Little Red Riding Hood's mother said, "Put on your things and go to see your grandmother. She has been ill; take along this basket for her. I have put in it eggs, butter and cake, and other dainties." It was a bright and sunny morning. Red Riding Hood was so happy that at first she wanted to dance through the wood. All around her grew pretty wild flowers which she loved so well and she stopped to pick a bunch for her grandmother. Little Red Riding Hood wandered from her path and was stooping to pick a flower when from behind her a gruff voice said, "Good morning, Little Red Riding Hood." Little Red Riding Hood turned around and saw a great big wolf, but Little Red Riding Hood did not know what a wicked beast the wolf was, so she was not afraid. "What have you in that basket, Little Red Riding Hood?" "Eggs and butter and cake, Mr. Wolf." "Where are you going with them, Little Red Riding Hood?" "I am going to my grandmother, who is ill, Mr. Wolf." "Where does your grandmother live, Little Red Riding Hood?" "Along that path, past the wild rose bushes, then through the gate at the end of the wood, Mr. Wolf." Then Mr. Wolf again said "Good morning" and set off, and Little Red Riding Hood again went in search of wild flowers. At last he reached the porch covered with flowers and knocked at the door of the cottage. "Who is there?" called the grandmother. "Little Red Riding Hood," said the wicked wolf. "Press the latch, open the door, and walk in," said the grandmother. The wolf pressed the latch, and walked in where the grandmother lay in bed. He made one jump at her, but she jumped out of bed into a closet. Then the wolf put on the cap which she had dropped and crept under the bedclothes. In a short while Little Red Riding Hood knocked at the door, and walked in, saying, "Good morning, Grandmother, I have brought you eggs, butter and cake, and here is a bunch of flowers I gathered in the wood." As she came nearer the bed she said, "What big ears you have, Grandmother." "All the better to hear you with, my dear." "What big eyes you have, Grandmother."

"All the better to see you with, my dear." "But, Grandmother, what a big nose you have." "All the better to smell with, my dear." "But, Grandmother, what a big mouth you have." "All the better to eat you up with, my dear," he said as he sprang at Little Red Riding Hood.

Jamestown After hearing of the success of the Spanish, the English were eager to seek their share of riches in the New World. Since the English government could not support such a venture, private merchants formed a plan to establish a colony on the new continent in hopes of striking it rich. According to the plan, a group of London merchants formed two joint-support stock companies called the Virginia Company of Plymouth and the Virginia Company of London. The companies sold shares to many individual investors to raise money to establish a colony. If the colony was successful, all the investors would share in the rewards. The first settlers arrived at Chesapeake Bay in 1617 and sailed up a wide river. They named the river the James River after their king in England. The location they selected for their colony had many advantages and disadvantages. The main advantage was that the settlers should keep watch for any Spanish ships patrolling the coast. They were also well situated for trade with the native peoples. Unfortunately, the land was swampy and filled with mosquitoes. It also lacked good drinking water. Another major disadvantage was that the settlers had joined the company for profit and adventure but new little about surviving in the wilderness.

Somebody

Wanted

But

So

Then