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Abstract and paraphrasing activities - Top Rated Essay Service - Best Essay and Resume Writing Services

Set structures for summarizing

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Materials and Preparation

  • Class set of summary by keywords
  • Class set by Hot Cross Buns: Read to remember
  • a copy of the three little pigs
  • vocabulary cards
  • glossary
  • an index card per student
  • Personal Size Whiteboards for Students
  • Teacher Copy of the Teach Background Knowledge Template
  • Teacher Copy of the Writing Student Face Voice Talks Reference

EL power level

Keywords

abstract : a short distortion of a story

Main idea : the most important point in a story

goals

Academic

Students can identify the two different types of book rows and list the criteria used for classification.

Language

Students can summarize a story with sentence structures with keywords and phrases.

Introduction

  • tell the students that they will learn some sentence structures today who will help them summarize stories. Remember that a summary of the main idea of ??a book like the main characters and the most important events in history shares.
  • Explain that you need to understand the main idea in every book to compare books or series.

build academic language

  • Use vocabulary cards to meet the definitions for the words and main idea .
  • tell the students that they examine some keywords that help them write summaries.
  • output the worksheet summarizing with the keywords.
  • read the definitions for each of the five terms in section One ("someone," "Wanted," but "" so ", then", then "). Then model the activity by using a picture for the First word draw, "someone" (eg one person).
  • assign the students to work with a partner to come with pictures or symbols that help them to remember the remaining four conditions.
  • invite the students to share their drawings with the class.
Set
  • tell the students that they study phrase structures with certain keywords that help them summarize stories.
  • Review the instructions for the second section of the summary with the keyword worksheet. Assign the students to fill in the worksheet with a partner.
  • call volunteers to read their finished phrases loudly.
  • ask the students to share the strategies that they specify to determine the story matching each keyword. Specify a set frame for students used during the discussion (for example, "I could say that the keyword ____ with ____ is tuned, because ____ . ").
  • support the students to understand that sometimes they have to change the wording of a text to go to the set frames (eg "he hoped," he hoped, "he changes" to "he wanted"). Explain that in a text the keywords are not always present, so students must write or write the summary in their own words.
  • remind the students because if these sentences are put together, a brief summary that tells about the main idea of ??history.
Discourse
  • Drag the Hot Cross Buns worksheet: Read for remembering. Check the instructions and read the story of the students as they follow.
  • tell the students to talk to a partner and determine the main idea of ??history so that they can complete the organizer.
  • Write a heel frame on the blackboard that reads: " ____ wanted to ____ , but ____ . So, ____ . Then ____ . "
  • If the students have completed the sales framework independently of each other in the section "Summary". Then allow them to discuss their answers with their partner before calling a volunteer to make their paragraph.

Additional EL adjustments

Start

  • pre-teach additional vocabulary, which see the students during the lesson within texts, as "determined" and "recorder".
  • Allow the beginning of ELS to use bilingual resources to define new words throughout the lesson.
  • strategically beginning Els with advanced ELS or students who speak the same residential language.

advanced

  • During the Discourse Focus Focus, Challenge Advanced ELS, to write sentences with Word banks as support as a council frame.
  • allow advanced els, a glossary, the thesaurus and the dictionary for help with unknown words.
  • Choose Advanced ELS to share your ideas first in group and class discussions. Ask advanced ELS to add, formulate or clarify what your colleagues say in the class discussion.
  • Repeat the instructions and key vocabulary of ELS, while important information is summarized for the class.

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