How can I distill stories and information into summaries?
Read We Don't Eat Our Classmates by Ryan T. Higgins. Afterwards, work as a group to summarize it. Who are the "somebodies"? What do they want?
Next, read Rumpelstiltskin by Paul O. Zelinsky to the students. Before having the students start their summaries, review the list of potential “somebodies” – the girl, the king, Rumpelstiltskin, the miller, and the servant. Some kids will mention the baby, but since he's only a few months old, he doesn't really know what is happening, so don't use him.
AASL: I.B.3 - Learners engage with new knowledge by following a process that includes generating products that illustrate learning; I.C.1 - Learners adapt, communicate, and exchange learning products with others in a cycle that includes interacting with content presented by others; III.D.1 - Learners actively participate with others in learning situations by actively contributing to group discussions; IV.B.4 - Learners gather information appropriate to the task by organizing information by priority, topic, or other systematic scheme.
Common Core: RL.4.2 - Summarize the text; RL.4.6 - Compare and contrast the point of view from which different stories are narrated; SL.5.2 - Summarize a written text read aloud
Rhode Island Cross-Curricular Proficiencies: Communication - Communicate understanding and interpretation of information; Problem Solving and Critical Thinking - Implement a plan or process of approach using tools and information.
Rhode Island School Library Curriculum Priority Skills: 1.1 - Summarizes information; states the main idea with some supporting details; 3.2 - Actively contributes to group discussions