Honey the Hamster

A summary: a brief reformulation of the main idea and important details in a document or other work. b) Explains how to search for specific information. 2) Students are responsible for contributing to joint reading exercises and asking questions when information is unclear. Students are also responsible for understanding the scaffolding process explained in the document and should play an active role in answering questions about its content. Copy your summary sentences into a paragraph and keep them in the same order that the information appears in Reading Selector 3. Gathers learners and asks them to write informal letters in the specified format. (b) Tells learners that they will learn to write with good writing. Global warming is caused when carbon dioxide (CO2) is released into the atmosphere. Carbon dioxide acts like the glass walls and ceiling of a greenhouse. It lets in sunlight to warm things up, but it doesn`t let the heat escape. Scientists say the same thing is happening to our planet, making it a dangerously warmer place.

Up to one million species of terrestrial plants and animals are threatened with extinction if global warming continues. According to a recent study, global warming could destroy up to 37% of the world`s living species by 2050! OBJECTIVE: At the end of the lesson, the learner must be able to: 2) Distribute document 1 “Summary Explanatory Text”. Inform them that the document should be kept in folders, as they will use them as a reference/guide when summarizing subsequent passages. Use the document as a joint reading exercise. Discuss the scaffolding on the document and ask about the scaffolding that has just been discussed to ensure understanding. 2. Have students write notes on informal letters. This lesson is designed for students to begin to understand the concept of summarizing explanatory texts, understand how to come up with key ideas, and include important points in summaries. They will understand the importance of brevity and conciseness in summaries, how to exclude unnecessary details, and how to shape their learning by understanding that synthesis must begin as a step-by-step process.

Assignments are designed so that students not only take their sketchy skills with them and apply them, but also interact with explanatory texts about today`s topics and events. This should familiarize students with where to find news articles and encourage them to interact with the sources. Summarizing is an extremely important skill and is not overlooked or briefly skimmed. The class should constantly rethink the synthesis in each writing or reading assignment so that the skills in their minds remain fresh and eventually rooted in their brains. I hope that this lesson will be a sufficient introduction, but that the following lessons will touch on this skill throughout life. Objectives: When students are asked to summarize passages of explanatory texts, they can use a scaffolding technique to correctly identify key ideas and other important information to capture concisely. Students can determine what information should be excluded and what the reasons are. In addition, at the end of the lesson (and the next day`s lesson), students will be able to assess the effectiveness of the majority of abstracts in terms of brevity and the main ideas presented. Note: The completion of the HW will be fully credited. The abstracts are rewritten and brought in the final design form the next day in class.

Summarize the information in the text and maintain the logical meaning and order. [NCE] Students will be able to summarize the information text 4) Ask students to summarize the next paragraph of the article (paragraph 1 was covered on overhead as an example paragraph) with document 2.2 and fill in the information collected. Once they are finished, ask students to discuss their results with the class and the teacher. You must then repeat the process with paragraph 3. There will also be a class discussion on this paragraph when it is finished. Groups complete the worksheet by co-writing the abstract. Volunteers from each group will read the summary aloud. Complete homework one by one if you haven`t done so. b) Tell them that they would learn more about the types of information in the dictionary. Re-read the paragraph above. Does that make sense? Does it cover essential information? Have you omitted any unnecessary details? Write your paragraph in the final form below.

The teacher will explain the assignments and write another review of the summary letter the next day. Introduce the lesson by showing an example of a phone or tablet (c) Follow the steps described when writing an imaginative composition. 2. Have students write a passage with good writing. . 4. Asks students to identify design flaws in the passageway. 2. Invite students to share the passage in their own words.

. 3) Students should follow the passage on overhead and help the teacher determine the main idea and important points. Once there is an overall agreement that meets the teacher`s consent, students should record the group`s results in document 2.2 of “Paragraph 1” (first section only). The teacher must walk around and make sure that the students complete the first section. . LESSON DEVELOPMENTReserving adverb definitionsList adverb typesExamples in sentencesproved mappingMarking and correcting mapping. . 4. Summarizes the points to consider when preparing for silent playback. .

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________ (a) Identify the characteristics of a trickster story. . 2. Tell learners to write them down in their workbooks. LESSON DEVELOPMENTLearn allows students to take turns reading the passageVert the meaning of difficult words Supervised handling of task 2. Explains other examples of concrete and abstract names. . Head Start English Bk 1, New Integrated English Bk 1, Teacher`s Guides. . LESSON DEVELOPMENTLearn students to take turns reading the poemMonitor questionsMark and correct the task. . 3.

Displays the table with common and proper names. . CONCLUSIONFind the summary of the determinant in a visual aid graph. . T/L RESOURCES: Posters with words often confused. . 2. Ask students to list the elements of a narrative composition […] b) Place the final punctuation marks in the appropriate places. . (b) Explains other examples of continuous aspects in sentences. .

NAMES OF TEACHERS ………….. TSC NO…………….. 1) Start with a discussion about what a summary is and why we summarize. Students and teachers openly discuss the topic with each other and the teacher will promote the students` ideas and thoughts. 3. Encourages learners to make problematic sounds. . DATE………………………………. HOUR…………………………………….

4. Have learners read part of the narrative composition aloud. _________________. Read your paragraph. Can someone who has not read the selection understand the most important points? The summary must not exceed one quarter to one third of the length of the original passage. a) Understand the need to develop good oral reading skills. . T/L RESOURCES: Diagram with regular and irregular verbs in the simple past tense. 3.

Identifies where commas should appear. . REFERENCES: Secondary English Bk 1 Pg 60-62Teacher`s Guides. . . . California Content Standards: Writing Applications 2.5 Writing Summaries of Reading Materials:. Supervised assignmentMark and correct the assignment. . (b) Ask learners to identify common names and proper names … CONCLUSIONFollow by getting students to research the meaning of difficult words.

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