Strategic Reading and Writing: Summarizing Antislavery Biographies

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Title:

Strategic Reading and Writing: Summarizing Antislavery Biographies

URL:

http://readwritethink.org/classroom-resources/lesson-plans/strategic-reading-writing-summarizing-1017.html

Content Source:

ReadWriteThink
Type: Lesson/Unit Plan

Overview:

Summarization is an essential comprehension skill to determine the importance of information when reading. In this lesson, students practice writing effective summaries using biographies. Students read selections from Enemies of Slavery by David Adler. They read about a specific person and then join a group of students who read about other people to learn about other biographies. Afterward, students use the Bio-Cube tool to record information about their assigned person and then display them in an Enemies of Slavery mobile.

Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 5
11 ) Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. [RI.5.2]

English Language Arts
ELA2015 (2015)
Grade: 5
17 ) Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). [RI.5.8]

English Language Arts
ELA2015 (2015)
Grade: 5
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.5.2]

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.5.2a]

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.5.2b]

c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). [W.5.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.5.2d]

e. Provide a concluding statement or section related to the information or explanation presented. [W.5.2e]

English Language Arts
ELA2015 (2015)
Grade: 5
32 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 5 topics and texts, building on others' ideas and expressing their own clearly. [SL.5.1]

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. [SL.5.1a]

b. Follow agreed-upon rules for discussions and carry out assigned roles. [SL.5.1b]

c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. [SL.5.1c]

d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. [SL.5.1d]

English Language Arts
ELA2015 (2015)
Grade: 6
11 ) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.6.1]

English Language Arts
ELA2015 (2015)
Grade: 6
12 ) Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. [RI.6.2]

English Language Arts
ELA2015 (2015)
Grade: 6
22 ) Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [W.6.2]

a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison or contrast, and cause and effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. [W.6.2a]

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. [W.6.2b]

c. Use appropriate transitions to clarify the relationships among ideas and concepts. [W.6.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.6.2d]

e. Establish and maintain a formal style. [W.6.2e]

f. Provide a concluding statement or section that follows from the information or explanation presented. [W.6.2f]

English Language Arts
ELA2015 (2015)
Grade: 6
42 ) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.6.6]

English Language Arts
ELA2015 (2015)
Grade: 7
10 ) Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.7.1]

English Language Arts
ELA2015 (2015)
Grade: 7
21 ) Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [W.7.2]

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison or contrast, and cause and effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. [W.7.2a]

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. [W.7.2b]

c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. [W.7.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.7.2d]

e. Establish and maintain a formal style. [W.7.2e]

f. Provide a concluding statement or section that follows from and supports the information or explanation presented. [W.7.2f]

English Language Arts
ELA2015 (2015)
Grade: 7
30 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. [SL.7.1]

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. [SL.7.1a]

b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. [SL.7.1b]

c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. [SL.7.1c]

d. Acknowledge new information expressed by others and, when warranted, modify their own views. [SL.7.1d]

Social Studies
SS2010 (2010)
Grade: 5
United States Studies: Beginnings to the Industrial Revolution
11 ) Identify causes of the Civil War, including states' rights and the issue of slavery.

•  Describing the importance of the Missouri Compromise, Nat Turner's insurrection, the Compromise of 1850, the Dred Scott decision, John Brown's rebellion, and the election of 1860
•  Recognizing key Northern and Southern personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan "Stonewall" Jackson, William Tecumseh Sherman, and Joseph Wheeler (Alabama)
•  Describing social, economic, and political conditions that affected citizens during the Civil War
•  Identifying Alabama's role in the Civil War (Alabama)
Examples: Montgomery as the first capital of the Confederacy, Winston County's opposition to Alabama's secession (Alabama)

•  Locating on a map sites important to the Civil War
Examples: Mason-Dixon Line, Fort Sumter, Appomattox, Gettysburg, Confederate states, Union states (Alabama)

•  Explaining events that led to the conclusion of the Civil War
Tags: Bio Cube, Civil War, Cube Creator, David Adler, Enemies of Slavery, summarizing
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Author: Cassie Raulston