Rationale: This lesson teaches students about reading to learn. Students need to be able to comprehend texts when learning to read which includes the ability to summarize. An effective method of summarizing is called about-point, which asks two critical questions about the text. Students can use the about-point method to help summarize larger texts. The about-point method has students ask themselves two questions after reading the text: “What is the text about?” and “What is the main point the author is trying to make about the topic?” The first question serves as the subject of the topic sentence which covers the general idea of what the text explains. The second question comes from analyzing the text at a deeper level by subordinating points from the passage. Readers must find an umbrella term that identifies the main points the author is writing about which will then become the predicate of the topic sentence. Students will learn how to summarize a specific text in this lesson by using the about-point method.

 

Materials: 

• For each Student: pencil, paper, copy of “Fascinating Arctic Fox Facts” article, comprehension quiz

• Summarization checklist for the teacher

• Smartboard (Can use whiteboard or poster)

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Procedures:

1. Say: Who knows what summarizing is? Do you know what it is used for? [ Allow students to think and talk to their neighbor about this] We use summarizing to remember key information of something that we have read. It would be impossible to remember ever single word that we read, right? This is why we use summarizing including the main idea and key points from a text or article that we have read. As we learn summarization, we will read an article about fox and then be able to reduce the text into just a few sentences making it easier to remember what the text was about.

 

2. Say:  One of the best ways to summarize is called about-point strategy, which is what we are going to learn how to do today! Everyone say, “about-point strategy” with me. [ This will engage students about what they are going to learn] Using this strategy, you will ask yourself two questions: What is the text about? What is the main point the writer is trying to make? You must think of an umbrella term for the second question. An umbrella term is a way to combine all of the important points that the author talks about within the text. To find the important parts the author wrote, you must find and take away any unimportant information.

 

3. Say: Today we are going to read a fun article about Artic fox! Does anyone know what these animals are or what they look like? Have you seen one, maybe at a zoo? Discuss with your shoulder partner what you think you know about this animal. [ Give students time to discuss which will help them engage in the lesson] We are going to read an article to see if what you know is right! 

 

4. Say: Before we start reading the article and summarizing, you need to know about an unfamiliar word that we will find in the article. This word is luxurious, can we say it together? Luxurious means fancy, elegant, or plush. Here it is used as plush and is the opposite of barren. For example: That bedroom at the fancy hotel is very luxurious. Can you think of anything that is luxurious or plush? 

 

5. Say: Since we have gone over a new word, we are now going to learn the about-point strategy of summarizing through reading this article. [Pass out article to each student] I will model how to summarize with this strategy first, and then it will be your turn to try. Here is a paragraph from the article it is on the first page:

 

“Arctic foxes are about the size of a house cat, averaging about 55 cm (male) to 52 cm (female) in height, with a 30 cm tail. The fox's weight depends on the season. In the summer, a fox puts on fat to help it survive the winter, essentially doubling its weight. Males range from 3.2 to 9.4 kg, while females weigh from 1.4 to 3.2 kg.” [Show on board for students to see]

 

This paragraph is about the artic fox, but what important points is the writer making? There are different sizes of this animal and they can be different sizes depending on if they are male or female. It also says that the fox’s weight depends on what season it is!  Putting these points together, I can make a topic sentence: “Artic foxes can vary in size depending on the season and if they are male or female.” 

[ By modeling this process for students, it will help them to be able to do this on their own.]

 

6. Say: Now it is your turn to use about-point on a paragraph:

 

“The fox's coat color helps it avoid predators, but the coat's main adaptation is its high insulation value. The thick fur helps the fox stay warm even when the temperature drops well below freezing. The fox doesn't hibernate, so the coat makes it possible to conserve heat and hunt in the winter. However, recent research indicates the fox quickly burns its stored fat when the temperature drops well below freezing.”

 

What’s this paragraph about? [Allow students to write on paper and then answer]  Yes, The Artic fox’s coast. What are the main points the author is making about this topic? [Allow students to write on paper and then answer] Correct, they use their fur or coat to avoid predators and stay warm. Are there any other points that you think are important? Yes, that the fur makes it possible for them to keep heat on their bodies and not have to hibernate! How could we combine those ideas in one sentence beginning?: “Artic Fox’s coats protect them from predators and the cold weather.” 

 

7. Say: Now you will finish reading the article and use the about-point strategy to make a topic sentence for each paragraph. When you are finished, you will have made a good summary of the article, which will help you remember important facts about Artic Fox. Remember: Try not to summarize examples in the text!  You are writing a short version of the article in your own words, including only the important ideas to remember. After you finish your summary you will turn it in and then we will all take a quiz to see what you remember about the article. 

 

 

Assessment: 

After all of the students are finished with their summary, collect each summary of and evaluate the summarization using the following checklist.

Summary Assessment Checklist:

_____ Used important information strictly from the article 

_____ No trivial details are included 

_____ Summary uses complete sentences 

_____ Contains an idea from each section of the article 

_____ Organized summary into a paragraph 

 

Comprehension Quiz:

1. What habitat does the Artic Fox live? ( Arctic Tundra)

2. Which animal group do these fox belong to? ( Mammal) 

3. Why does an Artic fox have a short muzzle and legs, compact body, and short, thick ears?(To  

    protect it from the cold) 

4. On average, how much does an Artic fox weigh in pounds? (3-7) 

5. What types of food do they like to eat? ( Rodents, fish, berries, etc.) 

6. Arctic foxes are preyed upon by lots of other animals. What is one animal that you remember? (red foxes, eagles, wolves, wolverines, and bears.

7. Do these types of Fox make good pets? Explain why for a bonus point!  (No + mark territory by spraying and need to be able to dig)  

 

 

Resources:

Murray Bruce, “Using About-Point to Awaken the Main Idea”: https://murraba.wixsite.com/readinglessons/reading-to-learn

Emma Rizzi, “Swimming into Summarization” : https://erizzle9er.wixsite.com/mysite-3

Article: https://www.thoughtco.com/arctic-fox-facts-4171585

Image (Gif): https://giphy.com/gifs/bbcamerica-cute-animals-lifestory-jnKNfpausKbgQz2bEV