Summarising (Box the main idea and Bullet the detail)

 

 

How to do it?

 

Box the main idea and bullet the detail can be done after a paragraph, section or page of reading. After the section of text has been read and discussed, students choose the main idea. (Usually only one or two sentences.) and write it in the box that says "Main Idea" or "Box the main idea."

Students are then to choose 1, 2, or 3 three ( however many you want)  supporting details to write in bullet points ( Dot points) in the box below, that says "Supporting ideas" or "Bullet the details". (Whatever you choose to use.)

It can look like this:

 

Or this:

 

 

 





How did it go?

This was used in a Geography class on Reading Maps. After each section we boxed the main idea and from each subheading we chose one detail to write in the box beneath.

This meant that the class , after reading each section had to explain and understand what they had read before finsing the main idea.

 

There are many ways to do this activity. It is about monitoring what we have read and summarising effectively.

 

Materials

Box the main idea handouts

 

 

 

 



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Questioning (Test - Style Questions )

How to do it?

•Students read a text

•They choose five or six important facts from the text they have read (This number can change and depends on the teacher and how long the text is. ( Give handout to write facts on.)

•E.g. Fact 1 –  Franz Marc helped create the second movement of expressionism called the Blue Rider

•Students then have to use each fact to create a question.

•E.g Fact 1 - becomes this question – What was the name of the second movement of expressionism that Franz Marc helped to create?

•Students then have to insert one correct answer and three distractors that are almost correct.

•For e.g. – a) Blue rider

                     b) Blue strider

                     c) Green riders

                     d) Bridge

•   (The correct answer is?)

•As a class  or in groups or partners answer each person’s questions.

 

Extension Activity  -

Beat the teacher

•Students work independently or with partners to create poster size versions of a test – style question related to a topic, unit of study or reading.

•The teacher takes the hot seat while students attempt to “Beat the Teacher” with their test style questions.

 

Handy Hints :

Give students a handout that models how a test would be set out.
 
 

How Did it Go?

This idea was used in an art class.
The students did well at summarising the information and deciding what was important.  Rephrasing the question was challenging for some students. However this activity was really great for making sure students understood and remember the content.
Materials
Test style questions scaffold (On U drive)

 

 

 

 

         

 

 

 

 

 

 

 

Revisit, Reflect, Retell

Many of the ideas used on this blog can be found in this book, Revisit, Reflect, Retell, By Linda Hoyt.

Summarising and Inferring (Reader's Theatre)

 

 How to do it?

 

Reader's Theatre scripts help students  read and write reflectively. To create a script students must decide which information or part of a story is important and necessary.

 

Reader’s theatre is minimal theatre in support of literature and reading. There are many styles of reader’s theatre, but nearly all share these features:

• Narration serves as the framework of dramatic presentation.
• No full stage sets. If used at all, sets are simple and suggestive.
• No full costumes. If used at all, costumes are partial and suggestive, or neutral and uniform.
• Scripts are used openly in performance - lines are read.

*Students read a story or informational text.

* They decide which information is important and what could be left out.

* They deicde which characters they need to include or even add to tell the story

* They write a simple script using a narrator.

*They write dialogue that is simple and effective.

* They read their script to the class.

 

We used Reader's Theatre  in a health class. The class were looking at a "Timeline of cigarette advertising in Australia."

The class were given an example of a Reader's Theatre script - which I had started writing - using the information from the timeline - I wrote the first five scenes and talked to them about it. I then had them work in pairs to complete the last five scenes. We worked through each scene one at a time and talked about what they came up with as we went.

Here is what the script looked like:

 

Scene One

(Mid 1950’s)  Narrator #1 :  In the 1950’s advertising showed attractive women or stylish men in business suits presenting smoking as satisfying and health conscious behaviour.

Attractive woman:  I look so beautiful with my trendy cigarettes I am so happy and satisfied.

Stylish man : I am a very popular and health conscious man who smokes – you could be just like me.

 

Scene Two

(1969) Narrator # 2:  In 1969 The government decided that health warnings must go on all cigarette packets

Smoker : What is this on my packet? These are fine, I won’t get sick, I never get sick.

 

Scene Three

(1973)  Narrator #3 : In 1973 Direct cigarette advertising on the radio and television was being phased out.

Radio station manager: We are no longer allowed to advertise cigarettes on the radio, we get a lot of money for those ads, so now we are in trouble and may not have enough money to run the radio station.

Narrator # 3 : In 1973 The government changed the laws so that all cigarette packets said “Warning – smoking is a health hazard.”

Politician -  We probably should tell people they can die from smoking

 

Scene Four

(1985) Narrator # 4 : In 1985 Four different warnings appeared on cigarette packets

Smoker #1 : Smoking kills

Smoker #2 : Smoking is addictive

Smoker #3: Smoking damages your lungs

Smoker# 4: Smoking causes lung cancer and heart disease

Scene five

(1989) Narrator # 5 : In 1989 the government decided advertising cigarettes in newspapers and magazines was not allowed.

Advertising man : Do not worry! We don’t need magazines and newspapers. We will sponsor sporting teams! Then we will be everywhere!

 

Scene Six  Fill out the following scenes

(1995) Narrator #6 :

 

 

Scene Seven

(1996) Narrator # 7: In 1996

 

 

 

Scene Eight

(2006) Narrator #8: In 2006

 

 

 

Scene Nine

(2010) Narrator # 9 : In 2010

 

 

 Scene Ten

 

(2011) Narrator # 10 :

 

 

 

Handy Hints:

 

Students require VERY clear instructions about the structure. Model the first scene or two FOR the class.

This was a very successful lesson and the students understood the text and were engaged with it.

 

Here is a website full of Reader's Theatre Scripts -

 

 http://www.teachingheart.net/readerstheater.htm