SHS1 English Language · Semester 1 Week 11: Summarising

Lesson notes

Learning Objectives

Indicator: 1.2.2.LI.1 - Analyse and retell orally the main parts of stories from short videos, drama, texts, etc.

By the end of the lesson, learners can:

Identify the main parts of a short story or video by distinguishing important events from minor details
Retell orally the main parts of a story in the correct sequence using their own words
Apply the SWBST (Somebody, Wanted, But, So, Then) strategy to analyse and summarise short stories
Work collaboratively in mixed groups to produce a written summary of a story on a flip chart
Give and receive constructive feedback on group summaries during a gallery walk

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Curriculum details

Strand: Reading (Strand 2)
Sub-strand: Summarising (2.2)
Content standard: 1.2.2.CS.1 - Demonstrate in-depth understanding of summarising as a technique for text comprehension. 1.2.2.LO.1 Employ summarisation as a technique for text interpretation.
Indicator: 1.2.2.LI.1 - Analyse and retell orally the main parts of stories from short videos, drama, texts, etc.
Suggested placement: Semester 1, Week 11 (Week 11 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

sub strand name - p.43: this sub-strand is headed "Sub-Strand 3. SUMMARISING" but every code on and after the page is 1.2.2, and the scope-and-sequence on printed p.21 lists Summarising as the second sub-strand of Reading; the year-2 and year-3 headings for the same sub-strand both read "Sub-Strand 2". sub_strand_code follows the code
Curriculum reference: NaCCA curriculum document, p. 43

Exemplars (from the NaCCA curriculum)

Initiating Talk for Learning:
- Learners discuss and summarise stories by retelling their main parts.
- Learners watch a number of short plays/videos or read short stories in class.
Group Work/Collaborative Learning:
- Learners think about the stories in the video/play/text critically and work collaboratively in small mixed ability/gender groups to relate only the main parts of the story to somebody who did not watch the play/video or read the text.
- Groups write the story on a flip chart and post them on the classroom walls for a gallery walk (i.e., the class takes a walk round the classroom to read and appreciate the finished assignments that are posted on the walls):
- Learners work together to critique each group's work, giving positive feedback to help learners develop the skills of appreciating the different competencies in individuals within the groups.
- Award marks to motivate learners and make this exercise very interesting.
Talk for Learning:
- Learners do several activities to help them identify the main idea in texts (paragraphs).
- In small groups, learners discuss what the given pictures (e.g., pictures of festivals and other celebrations, football matches, etc.) are about.
- Use probing questions to get learners to talk about things that help them to know what the picture is about.
Think-Pair-Share:
- Learners work in pairs to examine paragraphs critically to find out how each supporting sentence is connected to the main idea (e.g., by giving explanations and examples in support of what is said in the main idea, etc.).
- Texts should come from different sources including social media and Core Literature textbooks.
Teaching and Learning Resources:
- A collection of interesting videos from the media
- Collection of texts across the various subject areas and Core literature books (on themes that learners can find interesting).
- Flip charts, markers
- A variety of short but interesting texts (prose and drama) for practising summarisation.
- Stories /texts
- Copies of newspaper cuttings, etc.
Assessment (1.2.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.