1. uses various techniques in summarizing a variety of
academic texts
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2. states the thesis statement of an academic text
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3. paraphrases/ explains a text using one’s
own words
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2. Lesson 5: Summarizing
Getting to the Point

3. When readers summarize,
Activity: Question???
When readers summarize,
What will they capture
in the text?
Explain to students that that most important work in summarizing is deciding what information to include and what to leave out.

4. What details need to go into a summary of this painting?
What details can be left out?
Tell students that writing a good summary begins with reading the text closely and carefully. For this exercise, the painting is the text, so you are going to “read” it closely by describing it in detail.
Say something like this, taking notes as go: “Authors and artists include many details that they want readers to notice. For example, in this painting, we see three people with different skin tones, different colored hair, and different colored shirts. The details about the differences are not that important. What is important is that the people look different. It is also important that they are singing together about the stars. So, for my summary, I am going to write, ‘Three diverse people sing about the stars together.” Notice how a summary is much shorter than a retelling, which would likely include many of the details that I’ve decided to leave out.”
You may want to do this work on chart paper so that you can capture the evolution of your thinking easily while the image is projected.
Sing the Cosmos by Angela Treat Lyon

5. What is going on in this photograph?
What information needs to be included in a summary?
Remind students that a good summary starts with reading the text closely and carefully. Then have them “read” this photograph with a partner. Then let students share what they discover. Note: This image is a bit tricky! The man is not watering the plants; he is washing the window.
Collaborate with students to identify key information and unnecessary details. Then craft a summary together. The summary may be purely descriptive, such as “The man is washing a window, even though it looks like he is watering plants.” Or it may speak more to the artist’s intent—”Sometimes photographers take pictures that are designed to make you look twice!”—which is a higher level approach.
You may want to do this work on chart paper so that you can capture the evolution of your thinking easily while the image is projected.
Untitled by Nathanial Burkins

6. Summarize what this painting is about.
Let students work independently or in pairs to write a 1-3 sentence summary of this image. Before they begin, ask them to tell you the first step in developing a good summary (reading closely and carefully). Remind them that they are not writing a retelling, so they will have to figure out details to include and details to leave out. Note: This image has a lot of extraneous details.
While students work, circulate to observe, guide, and take anecdotal notes.
When they’re finished, have some students read their summaries to the whole group. After each reading, ask the class to determine whether the writer made sound choices about what to include and what to leave out.
You may want to do this work on chart paper so that you can capture the evolution of your thinking easily while the image is projected.
The Harvesters by Pieter Bruegel

7. Summary Summaries are not a place for…
Short account of the central ideas of a text
Summaries are not a place for…
Opinions
Background knowledge
Personal information

8. How To Summarize Your Answer… Read the text.
Don’t let big words scare you.
Ask, “What was this text about?”
Your Answer…
Should be a complete sentence or two
Should cover main point and key ideas
Should be in your own words
Shouldn’t just be a word or two

9. Should It Go in My Summary?
Only major ideas and necessary information should go into a summary.
Ask yourself:
“Do you need this information to understand the text?”
If the answer is yes, put it into your own words in your summary.

10. Main Idea and Key Points
The main idea is what the text is about.
Key points are arguments or information that is used to support the main idea.
Key points may be developed or elaborated with supporting details.
Your summary should only include main ideas and key points, not supporting details.

11. Example Text
A penny for your thoughts?  If it’s a 1943 copper penny, it could be worth as much as fifty thousand dollars.  In 1943, most pennies were made out of steel since copper was needed for World War II,    Another rarity is T These pennies were mistakenly double stamped, so they have overlapping dates and letters.  If it’s uncirculated, it’d easily fetch $25,000 at an auction.  Now that’s a pretty penny.  
so, the 1943 copper
penny is ultra-rare.
the 1955
double die penny.

12. Incorrect Example Response 2
This text is about pennies.
This response is too short.
It does not include key ideas.
Incorrect Example Response 2
The 1943 copper penny is worth a lot of money. Copper was hard to get during the war so there aren’t many of them. The 1955 double die penny is worth a lot too. These pennies were stamped twice on accident.
Too much unnecessary stuff.
Main idea is not clear.

13. Correct Example Response
This text is about two very rare and valuable pennies: the 1943 copper penny and the 1955 double die penny.
Includes key information.
Doesn’t include unnecessary information
Is a complete sentence.

14. Steps in Composing a Summary
Step 1: Read the text for its main points.
Step 2: Reread carefully and make a descriptive outline.
Step 3: Write out the text's thesis or main point
Step 4: Identify the text's major divisions or chunks. Each division develops one of the stages needed to make the whole main point.
Step 5: Try summarizing each part in one or two sentences.
Step 6: Now combine your summaries of the parts into a coherent whole, creating a condensed version of the text's main ideas in your own words."

15. Practice Summarizing nursery rhymes. Directions
We will read each nursery rhyme.
Summarize the nursery rhyme in as few words as possible.
Include key information.
We will discuss our answers.

16. 1 The itsy bitsy spider Climbed up the water spout
Down came the rain and
Washed the spider out
Up came the sun and
Dried up all the rain
And the itsy bitsy spider
Climbed up the spout again.

17. 2
Humpty Dumpty Sat on a wall. Humpty Dumpty Had a great fall. All the King's horses And all the King's men Couldn't put Humpty Together again.

18. 3
Old Mother Hubbard Went to the cupboard To give her poor dog a bone. But when she got there The cupboard was bare, And so the poor dog had none.

19. 4
Jack and Jill went up the hill, To fetch a pail of water. Jack fell down and broke his crown, And Jill came tumbling after. Up Jack got and home did trot, As fast as he could caper, And went to bed to mend his head With vinegar and brown paper.

20. 5
Little Miss Muffet Sat on a tuffet, Eating some curds and whey. Along came a spider Who sat down beside her And frightened Miss Muffet away.

21. Example Answers A spider fell but got up again.
An egg fell and was irreparably broke.
An woman had no food to feed her dog.
A boy fell, hurt his head, and bandaged it.
A spider scared away a girl.

22. A Thesis statement – is a one line briefer that explains the concept of the text. Example: Memorandum Order 8, s.2016 Re: (Thesis Statement) Basic Education Research Fund Program of DepEd RVII

23. Cinderella Synopsis: (Thesis Statement) A poor girl who was left to the care of her cruel stepmother and 3 half sisters and find her way to win the heart of the young prince through the help of her fairy god mother.

24. Republic Act 6969 Hazardous Waste Disposal Management Thesis Statement: This is an act imposing guidelines and restrictions in handling and disposal of hazardous wastes among industries in the Philippines

25. Assessment Exercise: based on the Reader’s Guide English for Academic Purposes find page 95 – Mercury Pollution page 97- Hormones in the Body 1. Write short summary for each numbered paragraph and synthesize. 2. After the title, write the thesis statement