Name Lesson Title Introduction

Sara Ballantine Writing a Summary Paragraph Students enrolled in Academic Lab for English Language Arts have individualized education plans to address learning discrepancies resulting from identified disabilities. Writing is a common struggle among this population, as is reading comprehension. In order to prepare them for college preparatory English, students need to know how to summarize and write an organized paragraph summary of non-fiction text. This helps them to prepare for the analysis paragraphs and essays they will eventually write in CP English. Language Arts, Special Education 9th-12+ grade Students will identify main ideas in non-fiction text Students will paraphrase main ideas found in non-fiction text Students will draft a one-paragraph summary of nonfiction text that includes a topic sentence, paraphrased main ideas, transitions between ideas, a conclusion sentence, and demonstrates control of punctuation and grammar

Content Area Objectives

Standards Addressed

CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.W.8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. CCSS.ELA-Literacy.W.8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. CCSS.ELA-Literacy.W.8.2d Use precise language and domainspecific vocabulary to inform about or explain the topic. CCSS.ELA-Literacy.W.8.2e Establish and maintain a formal

style. CCSS.ELA-Literacy.W.8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented. Relative Advantage Critical reading and writing are inherently difficult processes to master for many students. The use of hypermedia helps to scaffold key concepts, provide remediation for those in need, and increase engagement in instructional materials. Time Line Day 1: Summary video/notes, non-fiction text-features, using context clues to determine meaning (Homework: How to Write a Summary, How to Structure a Paragraph videos) Day 2: Students will read and summarize the article, view proofreading videos, and submit self/peer reviews Materials Grouping Strategies Learning Activities Attached organizers, rubrics, and video links. Projector, pencils, paper (copies of rubrics and structured notes) Partner grouping (high/low level students paired together) Day 1 Students will be shown the video What is a Summary? What is a Summary? Think-Pair-Share: What is a summary? What information is included in a summary? Students will view and take guided notes (structured sentences) on the PowerPoint: Why We Summarize Why We Summarize Structured Notes Students will view the videos Non-Fiction Text Features and Preview of a Non-fiction Text Students will discuss with the partner what to do when they come across words they dont understand while they are reading. Students will view the video Use Context Clues to Determine Meaning Students will select at least five new words from the article and use context clues to determine their meaning Homework: Students will view and summarize the following videos:

How to Write a Summary Paragraph Structure Day 2 In partners, students will read and summarize the article: Time for Kids: Government Shutdown While reading they will complete the graphic organizer: 4-Step Summary Paragraph (In Class): Using their graphic organizers, students will write a summary paragraph of the article they read with their partner. Students will view the video Proofreading Strategies Writing Good Sentences Run On Sentences and Comma Splices Using the Ac Lab B Writing Rubric, they will score their essays and make revisions as necessary Students will switch essays with their partners and score them using the rubric

Assessment

Ac Lab B Writing rubric After receiving feedback from the teacher, students will be directed to view additional videos as needed: They're There Their Homophones How to Structure a Sentence Properly Writing Transitions Comma Story A Brief History of Plural Words (Additional videos will be included as necessary) Graphic Organizers Partner grouping/feedback Audio/Visual Presentation Structured Notes Articles/Materials selected for appropriate reading level
http://www.corestandards.org/ELA-Literacy/RL/8 http://vimeo.com/27119582 http://www.youtube.com/watch?v=1wyI_n20-SU http://www.youtube.com/watch?v=X3kXnd4IR1I http://www.youtube.com/watch?v=Lqgg74IKBU8 http://www.youtube.com/watch?v=eGWO1ldEhtQ http://www.youtube.com/watch?v=NLzKqujmdGk http://www.timeforkids.com/news/government-shutdown/112091 http://www.youtube.com/watch?v=X23haQTqcNk http://www.youtube.com/watch?v=krCygx8bFJs

Adaptations for Learners with Special Needs

References

http://www.youtube.com/watch?v=mQfJdhyeQfU http://www.youtube.com/watch?v=G45RQ5b4W78 http://www.youtube.com/watch?v=F8OTiwgYERI http://www.youtube.com/watch?v=IsDR3XEv50E http://www.youtube.com/watch?v=GHnl1O3NGJk http://www.youtube.com/watch?v=_gwJHuEa9Jc