Monday, February 16, 2015

Lesson Plan: Paraphrase, Quote, Summarize

Source: Teaching with a Mountain View
Subject: Reading/Language Arts
Grade: 5th (can be adapted for other grade levels)

Integration of Learning Outcomes:

· Students will be able to define paraphrase, summarize, and quote by looking at their graphic organizer.

· Students will be bale to paraphrase, summarize, and quote portions of a text from the article “A Smaller, Smarter Phone?”


· 1.6.5.A: Listen critically and respond to others in small and large group situations.
  • Respond with grade level appropriate questions, ideas, information, or opinions. 
· R5.A.1.3.2: Cite evidence from text to support generalizations.
· R5.A.2.5.1: Summarize the major points, processes, and/or events of a nonfictional text.
· E05.B-K.1.1.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences and/or making generalizations from the text.
· CC.1.4.5.W: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
· E05.B-K.1.1.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.


· Hand out a student copy of the Quote/Paraphrase/Summarize Anchor Chart (pictured above). Define quote, paraphrase, and summarize. Define plagiarism and address the issues that can arise if somebody plagiarizes. Mention that we need quotation marks when quoting somebody.

· Show Active Inspire presentation. Read the article “Excitement at Little League World Series.” Model how to summarize, paraphrase, and quote parts of the text.

· Hand out “A Smaller, Smarter Phone?” Students will quote, summarize, and paraphrase parts from the text independently.

(Note: You can use any current event articles)


·   Lower-level reading students can have the text read to them by listening to the read aloud on the computer. This allows those students to read and listen to texts above their level. 

· Various forms of modeling so students know the expectations.

· Handout/Visual of Paraphrase/Summarize/Quote Anchor Chart

Formative/Summative Assessment

· Formatively observe
· Collect/check summary/quote/paraphrase

Materials/ Technology

· Paraphrase/Summarize/Quote Visual or Anchor Chart
· Laptops and headphones
· Promethean Board and projector
· Computer
· Quote, Paraphrase, and Summarize student copy of Anchor Chart
· Paraphrase, Quote, Summarize Active Inspire Presentation (Click the link to download)

Reflection of Instruction

I think the visual helped students understand the differences between paraphrase and quoting. I assigned the iPhone article for homework, so that should give me a good idea if they can apply what they learned and are able to physically quote and paraphrase. We did some student practice in class, and they seemed to have a general idea, but I think there’s still a few gray areas.

Many students were interested in the Mo’Ne Davis article. They wanted to comment, but I think I did a good job of making sure that they were focused on the topic of paraphrasing.  I made sure all comments were about the lesson and not the topic of the article. It grabbed interest, but it may have triggered students in wanting to get off-topic.

Paraphrasing and quoting took much longer than I anticipated, but I think it was necessary because they are going to need those skills when writing upcoming essays.


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