Sequence & Summarize

Summarizing is an important comprehension strategy. Not only does it help us remember what we read, it helps us communicate with others regarding our reading.

Pat Baker
Grade Level 4
Reading
Instructional Strategy: Sequence & Summarize

Day 1 introduction

Objectives: The student will be able to determine a sequence of events and use sequence to summarize.

Links to Standards: LA 4.1.6b&c Identify & analyze elements of narrative text
Anticipatory Set: Ask students to name things the class did yesterday or earlier in the day at school. Write three or four of these activities out of sequence. Then ask students to put the listed events in order from the first thing that happened to the last.
Assessment: Make a graphic organizer (time line) to put the main events in order from the story “Going Batty”.
Learning Connections: “When we think about yesterday, is it easier to remember when events are in order of the day on randomly listed? Sometimes events in a story are told out of sequence. Something that happened earlier might be told after something that happened later. But when we think of the story it’s easier to think about the story if it’s in chronological order. Think about making a peanut butter sandwich…share with your elbow partner the easiest way to receive directions.”
Learning Activities or Tasks: Students will partner read, “Going Batty”, from their reading basal. Students will complete a timeline and from this graphic organizer write a summary including only the main events. The summary will begin, “Kindergarten class goes to Story Hour.”

Teaching Strategies: Teacher modeling, partner sharing

Adaptations/Modifications/: Listen to the story on a CD/teacher reads the story/
Enrichment: The title of the text on p. 19 is an idiom. Before students read "Going Batty," have volunteers tell what it means to "go batty." (act crazy) Discuss the title's humorous play on words, which emphasizes a crazy event involving real bats getting into the library.
Materials & Resources: overhead, reading book, CD & player

Lesson Evaluation & Reflection: To be completed when lesson has concluded.
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Day 2-practice

Objectives: Sequence & Summarize
Links to Standards: LA 4.1.6b Identify & analyze elements of narrative text

Anticipatory Set: Has anyone moved to a new school, town, or state?

Assessment: Student will be able to complete a narrative summary by writing a 5-7 sentence paragraph.

Learning Connections : Together as a class: Create a web about moving to a new place.
* Have students come up with as many things as they can about moving to anew place, such as new people to meet, new places to explore, and relate feelings. Record student responses on the concept web. Add an idea of your own.
* Tell students that, as they read, they should look for other ideas or details from the story to add to the web.

Learning Activities or Tasks: Day 1: Read the story selection Because of Winn-Dixie and complete a timeline.
Day 2: Read the story selection Because of Winn-Dixie. Then write a summary of the story to include:
•Characters
•Setting
•Problem/Prompt
•Central Theme
•Exciting Actions
•Solid Conclusion
Summarizing is an important comprehension strategy. Not only does it help us remember what we read, it helps us communicate with others regarding our reading.

Teaching Strategies: Teacher modeling from the previous lesson, discussion, partner reading

Adaptations/Modifications: Listen to Because of Winn-Dixie as you follow or read along in your book. Listen for the sequence of events that occur in Because of Winn-Dixie. If there is anything you don't understand, you can listen again to any section.
Enrichment: Imagine you’ve been asked to promote the movie Because of Winn-Dixie. Draft a poster to convince people to see the movie.
1. Draw a rough sketch of your favorite part of the story.
2. Under your sketch write three or four sentences to convince people to see the movie. Be sure to include something about the story.
EARLY FINISHERS Use your draft to create a finished poster.

Attempt to take the test at the following website if you've read the whole book.

Research the author. Are there other books she's written with similar themes?

Materials & Resources: overhead, reading basal, classroom supplies as needed
Lesson Evaluation & Reflection : To be completed at the conclusion of the lesson.
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Day 3- review
Objectives: The student will share examples of summaries in everyday life.
Links to Standards: LA 4.1.6b Identify & analyze elements of narrative text
Anticipatory Set: Who wants to summarize a movie they’ve just seen?
Assessment: Students will choose a time in their day when they’ve used the strategy of summarization and orally summarize. The summary is not to be more than 3-7 sentences.

Learning Connections: Group discussion will generate a list where summarizing is needed. The list will include but is not limited to the following…
Daily uses of summarizing strategy
• Phone messages
• Book reports
• Sharing day with parents
• Sharing a movie

Learning Activities or Tasks: From the website Starrmatica.com, the class will complete the introduction, fairytale section, and fiction sections as a review as a whole group activity.

Teaching Strategies: Integrating technology, discussion, review

Adaptations/Modifications/Enrichment: students may complete the practice & test selection under summarizing at starrmatica.com
Materials & Resources: LCD projector and computer, www.strrmatica.com (lesson on summarizing through fiction), book jackets, movie cases

Lesson Evaluation & Reflection: To be completed when lesson concludes