SHS3 English Language · Semester 1, Week 15
Summarising
Full lesson notes coming
Notes for this lesson are being prepared. The curriculum details below are complete and ready to use for your planning.
Curriculum details
- Strand
- Reading (Strand 2)
- Sub-strand
- Summarising (2.2)
- Content standard
- 3.2.2.CS.1 - Demonstrate in-depth understanding of texts of varied lengths. 3.2.2.LO.1 Engage advanced strategies to summarise a variety of texts (with simple and complex structures).
- Indicator
- 3.2.2.LI.1 - Apply strategies for summarising a variety of texts.
- Suggested placement
-
Semester 1, Week 15
(Week 15 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.
- Curriculum reference
- NaCCA curriculum document, p. 184
Exemplars (from the NaCCA curriculum)
Group Work/Collaborative Learning: - Learners write a summary of given texts by giving a brief outline or synopsis of the text's main points in their own words. - Learners silently and critically read a given text using their preferred close reading strategies to enhance comprehension. - Texts should be devoid of gender and inclusion bias language to enable learners to embrace inclusion and gender equality. - Learners work collaboratively in mixed ability/mixed gender groups to break the paragraphs of the texts into main ideas and supporting ideas. - Learners should be encouraged to respect and tolerate individual views to enable them to embrace diversity of opinions as depicted by their personality. - Learners apply a variety of summarising strategies learnt at the lower grades to summarise the text. - Groups reflect on the task and share what they have done with the class for peer feedback. They talk about the strategies that worked for them and those that did not, giving reasons. Note: Start with simple (to understand) informational texts. Text should be short and be on a topic that will interest learners, (e.g., holiday events, dealing with adolescent problems, etc.). Ensure the text is devoid of gender bias language to enable learners interrogate their own stereotype about gender. Teaching and Learning Resources: - Copies of a variety of texts for collaborative annotation activities - A variety of texts including drama and poems - A variety of texts (informational and fiction) of varied length and levels of difficulty. - Informational texts should be drawn from STEM and other cross-curricular fields. - A variety of texts for practising summarising including extracts from the Core Literature set books (texts should be devoid of gender bias language to enable learners to embrace gender equality) Assessment (3.2.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.