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EDTE 610 LESSON PLAN

Name: Xinti Yang Term: Summer 2022

Lesson Format (Highlight one): In-Person Hybrid Online

Lesson Objective: Students will be able to differentiate the meaning and role of the words paraphrase and summary,
and identify their characteristics and structure in writing. By the end of the lesson, students will be able to paraphrase
and summarize a paragraph by completing two exercises of paraphrasing and summarizing.

Materials and Resources-What materials and resources will you need to conduct this lesson? What will students need?
The teacher will provide:
● A computer with access to the Internet
● Powerpoint slide
● Zoom link
● Google JamBoard
Students will need:
● A computer/laptop with access to the Internet
● Writing utensils: pen or a pencil
● Notebook or paper to take notes

Context--Course: Writing & Vocabulary

Paraphrasing and summarizing are very important skills in English writing. Students have the opportunity to
paraphrase and summarize the words of others or an event in both academic and everyday life. At the same time, as
beginners in English, some students may confuse about the meaning and role of these two words, so teachers choose
this topic to design the lesson.
The teacher will introduce several vocabulary words commonly used in academic writing: paraphrase, reword,
summary, and main idea, and teach students how to paraphrase and summarize through examples and exercises.
Students will first learn the meaning of paraphrasing and summary and their role in writing through examples and then
will try to complete the paraphrase and summary exercises in Google Jamboard.

Context--Age & Grade Level:

Grade Level: Adult Class
Age: 20-50 years old
Beginner: 1
Intermediate: 5
Total: 6

Lesson Level (Highlight one): Beginner Intermediate Advanced

Lesson Plan Topic (Highlight one): Listening/Speaking Reading/Writing Grammar/Vocabulary

Lesson Plan Detailed Description of Teacher and Student Actions

Lesson Introduction: Teacher: Students:

Anticipatory Set and Objective
Engage the students and get them excited
about the topic. Explain and engage the
students in the lesson and language
objective.
*What strategies will you use to increase
1. The teacher will enter the Zoom
5 minutes early and greet
students before the class. “How
are you?”/ “How was your
weekend?”
2. The teacher will clarify the
1. Students will click the Zoom
link to log in to the online
classroom and greet the teacher.
2. Students will have an initial
understanding of the learning
objective and final task.

motivation amongst your students? objective of this class: students
will be able to differentiate the
meaning and role of the words:
paraphrase and summary, and
identify their characteristics and
structure in writing. And by the
end of class, they must complete
two tasks: paraphrasing and
summarizing.
3. The teacher will show the
agenda to the students:
Agenda:
● Icebreaker
● Vocabulary
● Summary Practice
● Paraphrase Practice
4. The teacher will ask each
student to write a description of
a person in the class, either a
classmate or a teacher, on paper,
notebooks, or documents. The
teacher will require students to
include no critical information
such as name, age, or nationality
in their text. They can describe
characteristics of other people
such as their dress, hairstyle,
and personality. The description
should contain three short
sentences, each describing one
feature.
5. The teacher will read a prepared
text describing another teacher
in the class as a model to help
students understand how to do
this activity. Then she will let
students think and write down
their descriptions for 2 minutes.
6. The teacher will ask each
student to read their descriptions
and invite others to guess the
name of the person being
described. The first student who
answers with the correct name
will receive a point.
7. At the end of the game, the
teacher will prepare a prize for
the student with the highest
points, and give it to that student
2
3. Students will get to know the
agenda of this class, and they
will ask the teacher for more
explanations if they have any
questions.
4. Students will listen to the
instruction for the ice breaker
activity. If there is anything
they do not understand they can
feel free to ask the teacher.
5. The students will listen to the
teacher’s sharing first, and they
will know the rules of this ice
breaker. If they have any
questions, they can raise their
hands and ask the teacher
immediately. Then they will
think and write down their
descriptions of a person in the
class for 2 minutes.
6. One student will read out
his/her description and the
others will need to guess who is
being described. The first
student who answers correctly
will receive a point.
7. At the end of the game, the
student with the highest score
will receive a prize from the
teacher.

Lesson Body:
Input
Explain the new knowledge, vocabulary
and skills needed to achieve the
objective. Explain, in detail, how you will
introduce and teach these new skills to
your students. What should students be
doing as they are learning this
information?
*What type of instructional choices will
you make when introducing the material?
How will you check for students’
understanding?
in the next offline class.
Teacher:
1. The teacher will introduce the
two main words paraphrase and
summary and ask students what
are their understandings of these
two words.
2. The teacher will let students
discuss with their elbow partners
for 1 minute, and then they will
share their answers in the class.
3. The teacher will give credit to
those students who can clearly
distinguish between the two
concepts. For students who are
not familiar with the two words,
the teacher will encourage them
to guess and guide them to find
the corresponding words in their
native language.
4. The teacher will supplement the
meaning of paraphrase and
summary with the help of two
other words, reword and main
idea, and clarify the difference
between the two concepts.
5. To ensure that each student fully
will understand the meaning and
differences between the two
words, the teacher will give four
examples in the slide, including
a sentence and its corresponding
paraphrase or summary.
Students will be asked to make a
choice either paraphrase or
summary after reading and give
their reasons.
6. The teacher will ask the students
to raise their hands to answer the
questions. After each student
answers, the teacher will ask the
other students whether they
agree with the idea and give
reasons if they disagree.
7. The teacher will also explain
each question to students and
conclude the features and
methods to paraphrase or
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Students:
1. Students will learn two words:
paraphrase and summary. They
need to listen to the teacher’s
question and think about the
meaning of these two words.
2. Then students will discuss their
understanding with their elbow
partners for 1 minute and share
their answers in the class.
3. Students will be encouraged
and feel free to share their
understanding even if their
answers are wrong. They will
also be guided to guess and find
the corresponding words in
their native language.
4. Students will listen carefully to
the teacher’s explanation and
take notes. They will clarify the
concepts and differences
between paraphrase and
summary with the help of
reword and main idea.
5. Students will see four examples
in the slide. Each example
includes a sentence and its
corresponding paraphrase or
summary. They will read them
and distinguish whether they
are paraphrases or summaries.
They also need to explain their
choices.
6. Students can raise their hands
to answer the questions. When
one student gives an answer,
the others need to say whether
they agree or not. Students who
have different opinions need to
give reasons.
7. Students listen to the teacher’s
explanation of each question
and take notes of the features
and methods to paraphrase or
summarize. They will be
encouraged to write down every
example to help them

Guided Practice:
Modeling
Model the learning activity for the
students and provide directions. Will this
be teacher-led? Will you involve students
in your demonstration? Which tools will
you use to make sure that your students
understand?
*Which scaffolding methods will be in
place to ensure comprehension?
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summarize and ask students to understand and distinguish the
take notes. Students are two concepts.
encouraged to write down every
example and use different
markers to highlight and write
down their features.
Teacher: Students:
1. The teacher will introduce the 1. Students will know that they
Paraphrase and Summary are going to do Paraphrase
Practice in which students will and Summary Practice and
generate their own paraphrases generate their own paraphrases
and summaries. and summaries.
2. The teacher will share her 2. Students will read the
screen in Zoom first to show the instructions on the screen and
instructions on how to use they can ask the teacher for
JamBoard. The instructions are help if they are confused in this
as follows: process.
- Click the link in the Zoom chat 3. Students need to open the chat
box or copy the link to the box which locates at the bottom
browser to open the Google of the Zoom toolbar, and click
JamBoard. or copy the link to their browser
- Students will see three pages to log in to the Google
with different titles, the first JamBoard.
page is Paraphrase, the second 4. Students can ask the teacher to
one is Summary, and the last demonstrate the whole process
one is Assessment. They can again so that they can observe if
also see one sentence on the first they have any questions or
two pages and a paragraph on confusion.
the last page.
- Read the sentence on pages 1
and 2, and think about how to
paraphrase or summarize these
sentences in your own words.
- Click the Sticky note
(Ctrl+Shift+P) and feel free to
choose a color you like.
- Type your answers in the Sticky
note and click Save after
completing your answer.
3. Then the teacher will share the
link of Google JamBoard to the
chat box which locates at the
bottom of the Zoom toolbar. The
teacher will also ask students to
click or copy that link to their
own browsers.
4. The teacher will ask students if
they have any questions or

Independent/Group Practice
Monitor students as they complete the
learning activity. Will they complete this
on their own or in groups? How will you
facilitate learning during this time?
*How will you assess what students have
learned? Include those methods here.
confusion on how to use the
JamBoard, as well as explain the
instructions and demonstrate the
whole process of sharing
answers on JamBoard again
through sharing screen if
needed.
Teacher:
1. The teacher will make sure
every student has logged into
JamBoard, and clarify that they
need to work individually to
generate their answers on
JamBoard at first.
2. The teacher will ask students to
turn to #1 and read the sentence
for 1 minute. Meanwhile, they
need to recall the main points of
the paraphrase and figure out
how to paraphrase in their own
words.
3. The teacher will give students 8
minutes to type up their answers
and share them in #1. They can
improve their paraphrasing as
well as observe others’ answers
within 8 minutes.
4. When time is up, the teacher
will ask each student to read out
his or her answer and ask others
to provide comments.
5. The teacher will evaluate and
give suggestions for revising
each response while leading all
students in a review of the
structure and features of
paraphrase.
6. After completing the
paraphrasing exercise, the
instructor will ask everyone to
turn to #2. Students will have
one minute to read the questions
and think about how to produce
a summary.
7. The teacher will give students 8
minutes to type up their answers
and share them in #2. They can
improve their summary as well
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Students:
1. Students will log in to the
JamBoard and they will be told
to complete the practice by
themselves.
2. Students will turn #1 -
Paraphrase and read the
sentence for 1 minute.
Meanwhile, they can recall or
check their notes about the
main points of how to
paraphrase in their own words.
3. Students will then have 8
minutes to type their answers in
the Sticky note and share them
on the first page. They can also
read others’ answers.
4. When time is up, each student
will be asked to read out his/her
answer and listen to others’
comments.
5. Students will receive the
evaluation and suggestions for
revising their responses from
the teacher. Then they will be
led to review the structure and
features of paraphrase.
6. Students will then finish the
summary practice with the
same process of paraphrase
practice and receive feedback
from the teacher.
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as observe others’ answers

within 8 minutes.
8. When time is up, the teacher
will ask all the students to read
their answers in turn while
others need to provide peer
review like in the first round.
9. The teacher will also give
feedback to everyone and lead
them to recall the features and
structure of the summary.

Lesson Closing: Teacher: Students:

Assessment & Closure
Students demonstrate mastery of the
objective; engage students in reflection
of their learning.
*How will you restate the lesson and
language objective?
How will students demonstrate what they
have learned?
1. After the Paraphrase and
Summary Practice, the
teachers will ask students to
share their self-reflections on the
practice for 5 minutes.
2. Then the teacher will lead
students to do the final
assessment on #3 of JamBoard.
3. There is a short paragraph on #3
consisting of 60 words, and
students need to generate
paraphrases and summaries
based on this paragraph.
4. The teacher will show the rubric
for assessment on the screen and
let students read it. Unlike the
previous practices, the teacher
will ask the students to write
their paraphrased and
summarized answers in an email
and send them to the teacher.
5. There is no word limit on the
number of answers and the
teacher will grade them
one-on-one according to the
rubric and give feedback.
6. At the end of the lesson, the
teacher will invite several
students to share whether they
have a new understanding of
paraphrase and summary, their
different characteristics, as well
as what to be aware of during
writing.
1. After finishing the Paraphrase
and Summary Practice,
students will be asked to give
self-reflections for 5 minutes.
2. Students will be asked to do the
final assessment on #3 of
JamBoard.
3. Students will turn #3 and read
the short paragraph. They need
to figure out their paraphrases
and summarise based on this
paragraph.
4. Students will read the rubric of
the final assessment and send
their answers to the teacher by
email.
5. Then they will receive
individual feedback and scores.
6. At the end of the lesson,
students will share their new
understanding of paraphrase
and summary, and their
different characteristics. They
can also share what needs to be
aware of during writing.
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Rubric & Scoring

Advanced Proficient Emerging Undeveloped

Paraphrase The main idea presented The main idea presented The main idea presented Incomplete or incorrect
in the original paragraph in the original paragraph in the original paragraph information.
is included. All key is included. Almost all is not fully included.
details are effectively the key details are Key details may be
included. The included. The missing. The
paraphrased paragraph paraphrased paragraph paraphrased paragraph
uses original words to uses original words, may not be written
present the thought in a phrases, and sentences. using original words.
new way instead of Most of the sentences Some phrases and
copied phrases and show correct grammar sentences may be
sentences. All of the and structure. copied. Only some
sentences are sentences show correct
grammatically correct grammar and structure.
and show good sentence
structure and correct
spelling.
5 points 4-3 points 2-1 points 0 point

Summary All information is Almost all of the key Some information is Incomplete or incorrect
correct, represents what pieces of information correct. It is difficult to information.
the original contained, are correct. The understand the meaning
and is clear to information is clearly of what is written. Flow
understand. There is a written and and continuity are
connection between all understandable. Some lacking. Some of the
ideas presented. All of connections between sentences are in the
the sentences are in the ideas/sentences are students’ words, but
students’ words and evident. Most of the some are exactly as
grammatically correct sentences are in the written in the original
and show good sentence student’s words and text. Only some
structure and correct show correct grammar sentences show correct
spelling. and structure. grammar and structure.
5 points 4-3 points 2-1 points 0 point
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EDTE 610 TEACHING REFLECTION

In order to be able to complete the third and final mini-lesson before the end of the spring

semester, our mentor arranged for us to teach through Zoom during the last week. The advantage of the

online classes was that I was able to include some other online platforms in the lesson plan since most of

the students did not bring their laptops or iPads with them when they participated in the offline classes. I

ultimately chose GJ as the platform for conducting classroom activities because it is easy to use and

allows everyone to see other people's responses instantly, which makes it easy for students to observe.

The reason I chose vocabulary and writing as the topic for this mini-lesson is that most students will be

starting their credit courses after the spring semester (non-credit courses), so I wanted to help them learn

some academic writing methods and techniques through this course. Because most of my students'

English proficiency is at the beginner and intermediate levels, my lesson plan was centered around two

words: paraphrase and summary which are very important parts of academic writing. In addition, I

added “reword” and “main idea” to the vocabulary section to help students understand and distinguish

the meanings of “paraphrase” and “summary”. The process of learning vocabulary and writing can be a

bit boring for these beginners, so I chose an activity in the icebreaker section that was not too related to

the course topic: describing a classmate or teacher in three sentences. It was a successful activity

because the students got to know each other very well after a semester of study and were very willing to

joke with each other.

Through the practice and assessment sessions in the course, each student gave their paraphrases

and summaries, and I gave feedback on each response. Overall, their performance met my expect

ations and they gained a basic understanding of the concepts of paraphrasing and summarizing. The only

thing I was a little concerned about was that the class I was teaching was not the class we had previously

observed, so this was my first meeting with the students. I could tell that they were very active in the

original teacher's class, but slightly shy during my teaching, so we did not have enough effective
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interaction. Fortunately, this did not have a very negative impact on the course as a whole, and they were

very engaging in their writing. I am very grateful to my mentor for supporting my practicum and finding

a way to get all the mini-lessons done before the end of the spring semester. This experience made me

realize that in my future career I will certainly inevitably be teaching in classes that I am not familiar

with, so I need to be more prepared and design more interesting activities to engage the students.

ADVANCED PROFICIENT EMERGING UNDEVELOPED

or MISSING

Demonstrates mastery in all elements of
lesson planning: consideration of context,
application of best practices, scaffolding
Lesson and support, checks for understanding,
Plan materials development, assessment, and
engagement.
Demonstrates proficiency in most
elements of lesson planning:
consideration of context, application of
best practices, scaffolding, checks for
understanding, materials development,
assessment, and engagement.
Demonstrates development in some Missing or
elements of lesson planning: off-topic
consideration of context, application of
best practices, scaffolding, checks for
understanding, materials development,
assessment, and engagement.

8 points 7-6 points 5-4 points 0 points

Demonstrates deep engagement in the
reflective process through insightful and
specific responses to reflection prompts.
Reflection
Adheres to page limit.
Demonstrates engagement in the Demonstrates developing engagement in Incomplete,
reflective process through thoughtful the reflective process. Responses are missing or
responses to reflection prompts. Adheres vague and/or are significantly under or off-topic.
to page limit. over the page limit.

5 points 4-3 points 2-1 points 0 points

Demonstrates graduate level mastery of Demonstrates graduate level application Exhibits numerous errors in English Exhibits egregious
English academic writing conventions, of English academic writing conventions, academic writing and/or APA format. errors in English
grammar, style, word choice, etc. Free grammar, style, word choice, etc. Few academic writing
Writing
from errors. APA format used with errors. APA format correctly used. & APA.
precision.
2 points 1.5-1 points 1 point 0 points