Wk 5 para sum pl t1
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This document discusses paraphrasing and summarizing. It defines paraphrasing as restating information from a text in your own words while maintaining the same length and details. Summarizing is shortening a text down to its main ideas. The document provides examples of paraphrasing and summarizing sentences and outlines steps for paraphrasing, which include breaking down sentences, suggesting synonyms, and rewriting in a new sentence that maintains the original meaning. It emphasizes that paraphrasing and summarizing are important learning skills but warns against plagiarism.
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Wk 5 para sum pl t1
- 2. Lesson Focus & Success Criteria To understand what paraphrasing and summarising are To understand that learning is governed by ethical as well as strategic considerations To be able to say what is meant by paraphrasing and summarising To explain how paraphrasing and summarising helps learning To be able to define plagiarism To say why it is wrong/illegal to plagiarize
- 3. Key Vocabulary paraphrasing summarising facts main idea retelling details chunks synonyms plagiarise
- 4. GKR In small groups, make a T Chart and list everything on one side you know about paraphrasing, and everything you know about summarising on the other side Appoint a reporter to share back to the class What does the title tell me? What do I predict the text will be about? What can the pictures tell me? What do I already know about this topic? What words do I expect to see? What images come to mind? What will I do as I read?
- 5. Paraphrasing Using paraphrasing to help us put facts into our own words.
- 6. Paraphrasing is: retelling the information in your own words, retaining its meaning the same length as the original text a retell, including details from the text.
- 7. Paraphrasing v’s Summarising Paraphrasing Summarising Same length of text as the original. Shortened version of original text. Same information – includes details. Main ideas only. 4/27/2015
- 8. Step One: Note the topic of the text; ‘What is this about?’ Step Two: Break up the ‘events’ in a sentence. Use the verb to break up the sentence into chunks and keywords. Step Three: Suggest synonyms for key words. Swap words or phrases for synonyms. Step Four: Link the new words into a sentence. Step Five: Check the new sentence matches the original sentence in its context and purpose. Does it mean the same thing? 4/27/2015
- 9. Paraphrasing A blacksmith uses tools like hammers to hit the softened metal and reshape it. The particles are moved around in the metal into new positions to make a new shape. p. 10 Science Alive 2 How can we paraphrase these sentences?
- 10. Paraphrasing example A blacksmith uses tools like hammers to hit the softened metal and reshape it. The particles are moved around in the metal into new positions to make a new shape. Break up events E.g. Softened metal is reshaped by blacksmiths using hammer like tools. The metal is made into a new shape by the particles
- 11. Paraphrasing example A blacksmith uses tools like hammers to hit the softened metal and reshape it. The particles are moved around in the metal into new positions to make a new shape. Suggest Synonyms E.g. Softened metal is reshaped by blacksmiths using hammer like tools. The metal is made into a new shape by the particles
- 12. Summarising A shorter version of an original text
- 13. When we summarise a piece of writing we give the shorter version and focus on the key points that the author makes.
- 14. To scan the text to pick up the main ideas To identify the main idea of each chapter To highlight the key words To be able to say what learning action you used today to help you summarise the text.
- 15. When we summarise we: identify the main idea of the selected text highlight the key vocabulary say what questions have been answered
- 16. After reading a sentence/paragraph, ask: What are the main ideas this paragraph has told you? How could you say the main ideas in the paragraph in one sentence? 4/27/2015
- 17. Summarising Activity A blacksmith uses tools like hammers to hit the softened metal and reshape it. The particles are moved around in the metal into new positions to make a new shape.
- 18. Review In your Review Book, write what you have learnt today and how you will use this to help you in your learning this year.
Editor's Notes
- On the previous slide paraphrasing was defined. Now we are going to look at how it is different to summarising. Paraphrasing involves putting a passage into your own words. Summarising involves putting the main ideas into your own words. Paraphrasing is different to summarising. Paraphrasing is about the same size as the original text with the same information. A summary is a more condensed version of the main points.
- Its always best to give students single, simple sentences to practice on first. Even with these, ask them to change as many words as possible, then to re-form the sentence. Students will better understand paraphrasing if you can teach them a “system” or systematic way of going about the task. Steps to teach paraphrasing: Click to reveal Step One Note the topic of the text. Click to reveal Step Two Segment the “events” in a sentence (circle the main verbs and use these as a basis for restructuring the complex sentence into several simple sentences). Even simple sentences will have several meaningful units. Click to reveal Step Three Suggest synonyms for key words. Click to reveal Step Four Link the synonyms into a relationship. Many students find this difficult. They can replace individual words but have trouble reconstructing the sentence. If you give the students a ‘frame’ or structure, they can insert the paraphrased word. A frame is a sentence stem or sentence beginning. Then they need to say the new sentence so that they can learn models for stringing the words together. You can ask the students to suggest a range of paraphrases, then ask the students to select the paraphrase which is the closest in meaning to the original text. Rearrange the paraphrased phrases into a new sentence. Click to reveal Step Five Check that the new sentence has the same meaning as the original sentence. (If the new sentence is incorrect, ask the students which parts of the sentence can be kept, and which might need to be changed.) Put the paraphrased sentence into the original, and check if it fits with the sentences that come before and after it.
- Students should think about the 5 Steps of Paraphrasing
- Write text up on board: Circle verbs Underline the event/s in each sentence Rewrite text: Use synonyms Reorder the events
- Key vocab softened – tenderised, modified, weaken, reshaped – variation, reformation, modification, transformation tools – apparatus, appliance, gadget, utensil, implement made – built, formed, manufactured shape – format, form, model particles – atom, piece, stuff Substitute key words with synonyms. Reread with the new words.
- When students summarise, have them: Click to reveal speech bubble 1 tell you the main ideas in full sentences in their own words Click to reveal speech bubble 2 summarise the text in full sentences in their own words. Students need to know what actions to use. Obviously, the students need to know what the components of the summarising actions are. These are covered in the next few slides.