Summarising · SHS1 English Language

Lesson notes

Learning Objectives

Indicator: 1.2.2.LI.2 - Apply innovative strategies in summarising short but familiar stories.

By the end of the lesson, learners can:

Define the SWBST strategy and explain what each letter (Somebody, Wants, But, So, Then) represents when summarising a story.
Apply the SWBST strategy collaboratively in mixed groups to summarise a short familiar story read aloud in class.
Apply the 5Ws strategy (Who, When, Where, Why, How) to summarise a short familiar story individually or in pairs.
Compare the information captured by the SWBST strategy with that captured by the 5Ws strategy and explain which is more useful for identifying the main events of a narrative.
Compose a concise summary of a familiar Ghanaian story using either the SWBST or the 5Ws strategy, keeping the summary between 3 and 5 sentences.

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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.2 - Apply innovative strategies in summarising short but familiar stories.
Suggested placement: Semester 1, Week 12 (Week 12 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.44: 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. 44

Exemplars (from the NaCCA curriculum)

Group Work/Collaborative Learning: Learners use the SWBST Strategy to summarise a variety of short fiction (prose and drama).
Note:
SWBST means:
S___ Somebody
W___Wants
B___But
S___So
T___Then
In small mixed ability and mixed gender groups, learners listen to a story read aloud to the class. They work collaboratively to summarise the story heard by critically discussing and answering the following SWBST questions:
- Somebody: Who is the main character of the narrative?
- Want: What does the main character want or want to do?
- But: What is the problem? Or Why can't the main character get what she or he wants?
- So: How does the main character solve the problem?
- Then: What was the resolution?
In mixed-ability/mixed gender groups, learners apply the SWBST strategy to familiar stories (e.g., Cinderella story).
- Encourage learners to tolerate and accept one another's views as well as connect the stories to their personal lives, learning to identify social injustice and advocating for change.
The 5Ws
Learners use "The 5Ws" strategy: Who, When, Where, Why and How to summarise stories.
- In groups/ in pairs, learners work on given texts, responding to the 5Ws. There could be 5 groups; each responding to one 'W'. Ensure that each group can work on all the paragraphs in the passage.
- Selected texts should be gender responsive and reflect cultural settings that learners can identify with in their discussions.
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.2). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.