7/5/3 Summary/Review Activity*
Summary: You are a highly motivated student and you have recently finished a chapter/unit/reading. Your teacher knows that your class has the world’s best and brightest students in it, but is nervous about what each will take away and prioritize from this very important chapter/unit/reading. Your teacher has decided that each student will be assigned to a group and each group will create a short review guide that accurately summarizes the chapter/unit/reading. Your teacher will decide which of the guides is best and will make copies for the entire class to use as a review/study guide. The group with the best guide will receive ______.
Form: The form is a review guide which includes the seven most important concepts, topics or ideas, the five most important vocabulary words or terms spelled right and used correctly in original sentences, and a three sentence summary of the chapter/unit/reading.
Writer’s Role: You are a highly motivated and talented student who would like to find a quick and easy way to review material that you can share with classmates.
Audience: You are writing for yourself and other students.
Purpose: Your purpose is to inform and summarize the most important elements of the chapter/unit/reading.
Focus Correction Areas:
- Fully describe and give examples for seven most significant topics/concepts/ideas in last chapter/unit/reading(1 for identifying each topic/concept/idea, 3 for description, 3 for example) 49 points
- Five most important vocabulary words/terms spelled correctly and used appropriately in sentences 35 points
- Three sentence summary of chapter/unit/reading16 points
Procedure:
Type 1 Writing – In three minutes, list the seven most important topics or concepts
Draw a line
In two minutes, list the five most important vocabulary words/terms
Draw a line
In one minute, describe what this chapter/unit/reading is about in three sentences
Group Work: Each student will be assigned to a team of about 4- 6 students. Each team must come to consensus on what will be included in their 7/5/3 summary. The team should assign jobs to each member in order to meet the Focus Correction Areas, remembering that no more than two sides of 8.5 x 11 paper will be accepted. One team member should read the guide out loud to the rest of the team and team members should make sure that the team did what they were suppose to, that the summary guide is easy to understand and sounds right, and that it meets the requirements of the FCAs.
Teams will report out and the teacher will choose which has the best guide.
* For shorter units, this can be a 5/3/1 activity