School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade 8

Reading/ELA | Informational | Literary | Writing | Language | Listening | Speaking

Lesson Seeds: The lesson seeds are ideas for the indicator/objective that can be used to build a lesson. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.

Standard 3.0 Comprehension of Literary Text

Indicator 6. Analyze and interpret important ideas and messages in literary texts

Objective c. Summarize or paraphrase

Seed

Students will read a portion of a literary text. Once reading is complete the teacher will orally paraphrase that portion of the text explaining to students that telling that portion of text in words that make sense to the speaker and his/her audience is a paraphrase. As students become more adept at understanding a paraphrase, they should be assigned to read a portion of a literary text and then paraphrase that portion to a partner.

Seed

After students have read several fables, the teacher should record the stated moral of each fable on the board. Place students with partners and have them paraphrase the morals. Once paraphrasing is complete, students should share only their paraphrase and have the rest of the class determine its matching, stated moral.

Seed

The teacher will provide students with a portion of a literary text and its paraphrase. Students and teacher will discuss the pair to determine those elements that create a paraphrase. Next, students should be placed in small groups and be given two folders, one of which contains portions of literary text and the second which contains paraphrases of those texts. Students should pair the original with its paraphrase. Conclusions should be shared with the entire class and any problems with paraphrasing should be addressed. Finally students in each group should be given different portions of literary text for which they will create a paraphrase to be shared with the class.

Seed

The teacher should gather small portions of a variety of challenging literary texts. Each student or pair of students should be given one of these portions of text. The student/s should read the text multiple times to discern the meaning and use classroom resources, if necessary to unlock the meaning of the text. Once the student/s is secure that he/she understands the text, they should prepare an oral paraphrase of the text. Each text, both original and paraphrase, should be shared with the class.

Seed

The teacher will provide each student with a short literary text and its summary. Students will read both and, through class discussion, develop a student meaning for the term "summary." Next, students should be placed in small groups and provided with two folders one of which contains original literary text and the second which contains summaries of those literary texts. Group members should read texts in both folders and then match the original with its summary. Groups should share their findings with the remainder of the class.

Seed

Students will read a literary text. After the reading is complete, the teacher will share with students a completed story map of the text. Using the story map as a scaffold the teacher will orally summarize the literary text. Next, students will read another literary text for which a completed story may is provided. Students will follow the teacher's model and orally summarize the literary text. As an extension, the teacher may record students' oral summaries and then replay them so that students may focus on what they have done well as well as to catch any errors in summarizing.

Seed

The teacher will provide students with a disposable section of a literary text and have them read the text with the purpose of summarizing it. With teacher direction, students will highlight text ideas that are not important to a general understanding of the text and important text ideas that are redundant leaving those important ideas with only a single appearance in the disposable text. Next, students should categorize any like ideas that may appear in the text like Nikes, Air Jordans, and Adidas that may be grouped in a summary as tennis shoes. The teacher should direct students to focus on the non-highlighted portions of the text, and the teacher will then orally summarize the text using those portions as a guide. This process may be completed with teacher monitoring with the goal of having students complete the oral summary.

Seed

Place students in groups of five. Give each student a copy of a literary text to read with the purpose of creating a summary. Assign each student his/her area of focus. They could be characters, setting, plot, theme, and point of view. As students read they should take notes relating to that focus area. Once reading is complete, students should share their notes with other members of the group. Each group should attend to the information for that narrative element and select only those elements necessary to a summary of the text. Each element should be analyzed. Once all elements have been reviewed, students in the group should orally compose a summary of the text to share with other class members.

/toolkit/vsc/lessons/reading/grade8/3A6c.xml
Resources for Objective 3.A.6.c:
LESSON SEEDS | Sample Assessments |