Overview:

Many of my students struggle with how to read informational text (such as their Social Studies books) and express the main concepts in their own words. The tend to copy sentences out of the textbook instead of writing them more personally, and thus do not demonstrate any real understanding of the text or concept. My own students, certainly, are guilty of this both when completing small tasks like answering questions on worksheets, and on larger writing tasks such as summarizing articles or constructing arguments. I would like to help them move beyond copying the textbook and into showing they actually understand ideas be putting them in their own words. To that end, I would like to teach them a process to help them learn to paraphrase. In addition, I am aiming to teach this process in social studies early in the year so that when they reach the research unit in English later in the year (I have the same students for two different classes), they will be able apply their note-taking and paraphrasing skills to their research projects in order to better understand and use their sources and avoid plagiarism.

My basic framework here is one of modeling followed by scaffolded attempts that will lead (I hope) to students being able to complete the task independently. I want to provide an exemplar as well as guided practice. Over the course of the year, I actually hope to provide a great deal of practice for them on this skill—as Vince Lombardi would say, “Don’t practice until you get it right. Practice until you can’t get it wrong.”

Standards Addressed:

Grade 8 Reading Standards for Information Text

2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

4.Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Grade 8 Writing Standards

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Grade 8 Literacy Standards for Social Studies2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

Objectives:

-Students will take notes on non-fiction text, preserving meaning while changing original language.

-Students will paraphrase selections, preserving meaning but avoiding copying.

-Students will demonstrate understanding of texts by putting information in their own words.

Materials Needed:

-Skit or video for “hook” (in this case: The Loathsome Lady by Jim and Jane Jeffries, Pioneer Drama Service, Inc.)

-Nonfiction text (in this case: Chapter 1 of North Dakota Legendary, 8th grade ND Studies textbook)

-Whiteboard/Active board, notebooks, pencils, etc.

Procedures:

1) Have pre-selected students act out the short scene from The Loathsome Lady, or other skit, or show video, as planned by teacher, giving sufficient background information as introduction to the skit. If having students act, give them the script ahead of time. Provide appropriate props and/or costume as available.

2) After scene, lead students in discussion. Have actors repeat lines as necessary.

a. While Arthur was telling his story, how were the Jester’s comments related to Arthur’s words?

b. Were the Jester and Arthur telling the same story?

3) Ask students for the meaning of the word paraphrase—construct definition based on their responses

a. Was the Jester doing a very good job of paraphrasing Arthur?

b. Point out—yes, he was putting things in his own words; no, he wasn’t preserving meaning very well.

c. Explain that in order to paraphrase correctly, a writer needs to both use his or her own words AND give the same information the original text does.

d. In discussion, come to a class consensus on why paraphrasing is important and when they would need to use it.

4) Open to text. Read together selected paragraphs.

5) Explain the first step we’ll take in paraphrasing is taking notes. Together, pick out main ideas of selected paragraphs. Write main ideas in bullet form, taking out of original language, and taking out of complete sentences

a. –Most recent glacier = Wisconsinan

b. –Here for 28,000 years

c. –receded around 10,000 BC

d. –didn’t cover SW part of state

e. -SW formed by wind/water erosion

f. –called badlands

6) Have student double-check notes to make sure the language they used isn’t too similar and the meaning is the same.

7) Have student cover or close books, removing original language from their sight. Then, together, construct a new paragraph that paraphrases the original using only their bulleted notes.

a. The most recent glacier to cover ND was the Wisnconsinan. It was here for 28,000 before it receded around 10,000 BC. It didn’t cover the southwest part of the state. That part was formed by wind and water erosion instead, and is called the Badlands.

8) Again, double check the new paragraph against the original to make sure that we haven’t borrowed too heavily from the original language.

9) **Make sure to stress to students that even if they paraphrase, when they’re working from a source, they still need to cite their sources in order to avoid plagiarism!!!!!*****

10) Read the next paragraph together. Give student time to independently write their bullet list of main ideas.

11) Have students compare notes with a partner to make sure that they have taken the notes out of the original language but still say the same thing.

12) Have students cover the original and use their notes to create a short paraphrase of the 2nd selection.

13) Again, have student compare paraphrases with a partner to check for meaning and that original language hasn’t been copied.

14) Have students read paraphrases out loud. Instruct other students to listen carefully to see if our two paraphrase criteria—original language and same meaning—have been met. In a small class, have all students read. In a larger class, there may only be time to hear a selection. If you or the class flag problems in their writing, have them make corrections. The goal is learning how to do it right, not to produce a grade.

15) Ask students to, in writing, explain what they’ve learned about paraphrasing--what it is, how to do it, and why they need that skill and when they should use it.

16) Assign another short reading selection for students to take notes on and paraphrase independently. If possible, have student read paraphrase out loud the next day in class to hear the variety of how it can be done and to find problems and make revisions.