Activity Overview
Stuart Little is a great book to practice summarization on both the chapter level and the story level. As the chapters are styled as vignettes, students who are working on beginning summarization may benefit from focusing on one chapter to practice summarizing. This could also be a helpful tool for comprehension of the entire story if each chapter is summarized. It is helpful to limit the number of cells students can use, to help them be more concise.
Consider having students plan their storyboard using a blank template prior to creating the full storyboard online. Students should begin with the narrative in each box before adding character dialogue. This will allow them to focus on the purpose of summarizing and determining importance, before getting distracted by the details of the storyboard. Students can also be given a set number of frames to use for the storyboard to help them be concise. After planning on a template, students can compare the important events they chose with a partner's, and the class could discuss why different events in the story were included in the storyboard over others.
Here is an example of chapter level summary storyboard:
Chapter 9: A Narrow Escape
- Beginning: Stuart accidentally gets picked up by a garbage truck while trying to hide from a dog on his way to find adventure.
- Middle: Stuart thinks his life is over when the truck arrives at the river and begins dumping its trash to be towed out to sea.
- End: Margalo comes to the rescue and flies Stuart home!
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard summarizing a chapter in Stuart Little.
- Use the template provided by your teacher.
- Identify and describe the beginning, middle, and end of the chapter.
- Illustrate each scene with appropriate characters, scenes, an items.
Lesson Plan Reference
- CCSS: RL.3.2 - Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
- CCSS: RL.3.5 - Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Plot | Each of the cells represents a different part of the summary. The cells are in order from beginning to end. Sentences accurately summarize each part. | One cell is out of order, or the storyboard is missing important information. | Important information is missing and/or two or three cells are out of order. |
| Images | Cells include images that help summarize and do not get in the way of understanding. | Some of the images help summarize. Descriptions do not always match the images. | Images do not make sense with the summary. |
| Spelling and Grammar | Spelling and grammar is mostly accurate. Mistakes do not get in the way of understanding. | Spelling is very inaccurate and hinders full understanding. | Text is difficult to understand. |
Activity Overview
Stuart Little is a great book to practice summarization on both the chapter level and the story level. As the chapters are styled as vignettes, students who are working on beginning summarization may benefit from focusing on one chapter to practice summarizing. This could also be a helpful tool for comprehension of the entire story if each chapter is summarized. It is helpful to limit the number of cells students can use, to help them be more concise.
Consider having students plan their storyboard using a blank template prior to creating the full storyboard online. Students should begin with the narrative in each box before adding character dialogue. This will allow them to focus on the purpose of summarizing and determining importance, before getting distracted by the details of the storyboard. Students can also be given a set number of frames to use for the storyboard to help them be concise. After planning on a template, students can compare the important events they chose with a partner's, and the class could discuss why different events in the story were included in the storyboard over others.
Here is an example of chapter level summary storyboard:
Chapter 9: A Narrow Escape
- Beginning: Stuart accidentally gets picked up by a garbage truck while trying to hide from a dog on his way to find adventure.
- Middle: Stuart thinks his life is over when the truck arrives at the river and begins dumping its trash to be towed out to sea.
- End: Margalo comes to the rescue and flies Stuart home!
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard summarizing a chapter in Stuart Little.
- Use the template provided by your teacher.
- Identify and describe the beginning, middle, and end of the chapter.
- Illustrate each scene with appropriate characters, scenes, an items.
Lesson Plan Reference
- CCSS: RL.3.2 - Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
- CCSS: RL.3.5 - Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Plot | Each of the cells represents a different part of the summary. The cells are in order from beginning to end. Sentences accurately summarize each part. | One cell is out of order, or the storyboard is missing important information. | Important information is missing and/or two or three cells are out of order. |
| Images | Cells include images that help summarize and do not get in the way of understanding. | Some of the images help summarize. Descriptions do not always match the images. | Images do not make sense with the summary. |
| Spelling and Grammar | Spelling and grammar is mostly accurate. Mistakes do not get in the way of understanding. | Spelling is very inaccurate and hinders full understanding. | Text is difficult to understand. |
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