Author Topic: Paraphrasing Lesson Plan  (Read 342 times)

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Offline Krystie

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Paraphrasing Lesson Plan
« on: February 23, 2017, 11:13:23 PM »
Here's a lesson plan I created for an undergraduate ESL Academic Writing class on paraphrasing. It's meant to be a 50-minute lesson.

Objectives: Students will be able to...
  • Identify paraphrasing, quoting, and summarizing and be able to explain why these skills are used and when they should be used
  • Explain the importance of paraphrasing in avoiding plagiarism
  • Practice creating their own paraphrases, summaries and quotes
Prior to teaching this lesson, assign this Youtube video on paraphrasing for students to watch, and the accompanying STOP, THIEF! WORKSHEET to fill out as they watch, as homework. Students should bring completed worksheets to class (printed or as a Google doc, whichever Instructor prefers); this is so there will be more time for students to use class as a workshop to practice paraphrasing skills. You could have the students watch the video and complete the worksheet in class, but it will severely cut into practice time.


Teacher Instructions and Tasks:

[10 minutes] Warm-up/Homework review
Go over the STOP, THIEF! WORKSHEET. Elicit responses to what they learned from the students; was there anything surprising or new that they learned? Ask students if they had any specific questions about the information they learned from the video before moving on to the next task. Try to promote a class discussion on intentional vs. unintentional plagiarism to help them understand why it's important to cite sources when paraphrasing and quoting.



[10 minutes] Paraphrase vs. Quoting vs. Summarizing
Open the PARAPHRASE, SUMMARIZING, QUOTING PPT. Review paraphrasing while expanding on how to paraphrase. Review quoting with the examples provided in the PPT. Explain summarizing with the PPT slides.

[25 minutes] Practice/Workshop
Distribute the PARAPHRASING PRACTICE WORKSHEET, either on hard copy or electronically. Have students read the article, then write a paraphrase, a summary and a quote based on what they’ve read. Encourage them to use the “6 steps to creating a successful paraphrase” tips mentioned in the PPT (also listed at the top of the worksheet for their convenience). Once they’ve completed the worksheet, have them compare what they’ve written with a partner. Direct them to discuss the similarities and differences between what was written. If students finish early, you can either have them write additional paraphrases, summaries and quotes based on the same article, or you can move to a class discussion and have students volunteer to share what they’ve written with everyone.

[5 minutes] Closing
Bringing the class back together, ask students to define paraphrasing, summarizing and quoting in their own words in order to check their comprehension. Ask them to explain when they might use each skill in their writing and why they’re important. Solicit any remaining questions students might have about these skills before dismissing the class.

Additional tips or modifications: Purdue OWL has additional practice, should students want a challenge (or to offer extra credit); copying and pasting the essay into a new document is suggested, as there are examples given at the bottom of the page: https://owl.english.purdue.edu/owl/resource/563/03/


Supplamentary materials:

[/size]STOP, THIEF! WORKSHEET [KEY]
[/size]PARAPHRASING, SUMMARIZING, QUOTING PPT
[/size]PARAPHRASING PRACTICE WORKSHEET
« Last Edit: February 23, 2017, 11:18:37 PM by Krystie »

Offline Randall Sadler

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Re: Paraphrasing Lesson Plan
« Reply #1 on: February 28, 2017, 11:17:26 AM »
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Offline JasonOu

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Re: Paraphrasing Lesson Plan
« Reply #2 on: March 14, 2017, 12:46:06 PM »
Hi Krystie,


I really like the 6 steps of paraphrasing, esp. the one that asks students to check for the presence of all the essential information. When I taught a paraphrasing lesson, I realized some students did not have all the essential information although they did a good job in changing the word form or sentence structure. Therefore, I think it's a good idea to incorporate that step. Somewhat similar to the 6 steps you use, what I did in class was as follows,


1. Ask students to form in groups of 3.
2. Give each student in a group a different text (it's usually a short paragraph because students' levels are intermediate.) and then give them a couple minutes to read their text.
3. Ask them to cover up the printed handout or minimize the window if the handout is an online document.
4. Students need to verbally paraphrase what they have just read to their groups.
5. Then they will be given time to write down what they have just paraphrase in a new document.
6. Go back to the original texts and check for the presence of all the essential information.


Extension to the activity: Ask students to post their paraphrased texts on a GoogleDoc and then group the students who read the same text. Teachers can give students some time to discuss what strategies they used to paraphrase the text, and then elicit answers from students. Afterwards, teachers can challenge students to peer review a different group's responses and nominate the best paraphrase. As students give their answers, teachers can ask students to justify their choices before giving a mini lecture on how to paraphrase. After the lecture, students can go back to and revise their original paraphrase.


This type of strategy can also be used to teach a summary lesson. An alternative way to ask students to peer review each other's response is to let them walk around and read people's summary. That would help ease students' boredom if the class is a 80-min class.


Some exercises I used were found on Purdue OWL. It's pretty good that they have exercises for different levels of students. Details can be seen the following link https://owl.english.purdue.edu/exercises/32/41/77