Super Summaries

Preparation

Students are expected to:

• Have a basic understanding of summarising texts.

Teachers should make sure that:

• All hardware has been charged and sanitised 
• Student Devices have the most recent updated version of YouTube installed.
• Slide Deck has been checked and teacher has accessibility
• A copy of the Summarising Digital Notebook has been distributed to students and they have downloaded/ made a copy for themselves.
• Students have been divided into pairs or groups depending how many devices and HHVR Headsets are available.

Learning Sequence

Introduction

• Begin by telling students the following story. Try and speak quickly to emphasise an overload of information:

‘The most amazing thing happened to me on the weekend. I woke up in the morning at 6:30am, I forced myself out of bed and trudged to the kitchen to make myself some breakfast. I opened the cupboard door and looked for bread to make toast, but I couldn’t find it. Turns out I forgot to buy bread, so I had to have cereal instead. I think it was cornflakes… or was it sultana bran? No, it was definitely cornflakes. Afterwards I got myself ready and drove to the shops to get the bread I’d forgotten to buy. It took me 11 minutes and 30 seconds to get there. I decided to go to Coles because they have the bread I like. On my way in I decided I really wanted some coffee, so I went to the cafe next door to Coles, there were 6 people in line so I had to wait a while. When it was finally my turn to order, I went to pay for it and realised I left my wallet at home. I felt really embarrassed. The person who was standing behind me in line overheard our conversation and he offered to pay for my coffee! So even though my day started off a little rocky, it ended up being very positive thanks to that kind person.

• This will show students that when you retell a story, little details aren’t important and you need to focus on the main events. Ask them ‘were all the details in my story needed?’
• Tell the students ‘let’s take some notes on my long story to focus on the important parts’. Use the template (slide 3) to write down students’ ideas on the smartboard.
• On slide 4 (alternatively you can load this as a document to edit), model to students how to write a short summary of the story using ideas from the previous slide.
• Explain to students that they will be practicing this skill today by writing a short summary of a video they will view using the Hand-Held Virtual Reality (HHVR) Headset.
• Explain to students that they will be working on 2 different tasks, HHVR and writing short summaries (slide 5). 
• Talk through the VR Safety Poster on slide 6 to remind students how to safely use the HHVR Headsets.

Development

• Provide students with a HHVR Headset and Student Device. Instruct them to scan the QR code on the Teaching Deck to find ‘The Batmersive Experience’ and load the Student Device into the HHVVR Headset
  
• Once students have finished the video, they need to pass the HHVR Headset and Device on to another student. 
• Students then can work on their summary of ‘The Batmersive Experience’ on slide 4 and 5 of the Student Digital Notebook.
• As students are waiting to watch ‘The Batmersive Experience’, they can work on writing a short summary of a YouTube video of their choice on slide 6 and 7 of the Student Digital Notebook.

Conclusion

• Invite the students to pair up for a Think-Pair-Share. Focus on some of the following reflection questions for students to discuss with their partner:
• What challenges did you come across during this task?
• What went well?
• Did using the HHVR Headset help your learning? Why/why not?
• Why do you think it’s important for us to learn how to summarise?

Download the PDF for more information