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Students will read a story, use a graphic organizer, and respond in their journals about the story.

Students will read a story, use a graphic organizer, and respond in their journals about the story.

Get students to identify parts of a story to put in a summary.

After reading a short story as a class, third grade students will use a graphic organizer to identify the story's main characters, conflict, and conflict resolution. Students will then write a one paragraph summary of the book using proper spelling, grammar, and punction. Main characters, conflict and Resolution must be included in summary

Directions: 1. Read the whole story silently to yourself. As you read the story, write an R next to parts of the story that remind you of something that happened in your life. You may use a pencil, pen, colored pencil, or crayon to write your R. 2. In the column WHAT THE STORY IS ABOUT, write a short summary of the story telling what happened in the beginning, middle, and the end. Be sure to use the characters names. 3. Use the parts of the story where you marked an R to list your reminders in the column WHAT THE STORY REMINDS ME OF. Number each reminder (1, 2, 3, and so on) and use your BEST handwriting.

This book report will contain multiple paragraphs and will be limited to one page. Student name, date and block should appear in upper right corner of the page. First: The report should include the title and author of the book and a complete description of the main characters. Second: Descriptive Settings should be included (When and where did the story takes place?). Third: The main events should be included (What happened in the story?). Fourth: Why did you like or dislike the book? Fifth: Would you recommend this book to other eigth graders. Sixth: The report should include a summary of the author's overall message and/or the theme of the book. 56-50=A, 49-43=B, 42-35=C, Less than 35=D

(JJ) In the classroom will be able to independently write a plan for a story that includes character, setting, problem, solution; disregarding spelling errors by using a graphic organizer with labeled parts indicating where student needs to write.

Students will read a story, use a graphic organizer, and respond in their journals about the story.