Activity Overview
In grades 1-3, retelling is a skill that needs to be practiced and refined with a variety of genres, and with books of different lengths. As students begin to explore chapter books, retelling becomes more challenging. Students need to determine the importance of events in the plot to synthesize longer story lines. Creating a story board for retelling Freckle Juice will challenge students to decide what is essential. Similar to a "five finger retell", students need to think critically about the events in order. The storyboard option will also give students the opportunity to explore characters in more depth, using speech bubbles.
Consider having students plan their storyboard with a blank template prior to creating the full storyboard online. Students should begin with the retold narrative in each box before adding character dialogue. This will allow them to focus on the purpose of retelling without getting distracted by the details of the storyboard.
After students create their retelling storyboards, they can print and cut them out, then have a partner try to put the events in order!
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 retelling Freckle Juice with six scenes: two from the beginning, two from the middle, and two from the end.
- Use the template provided by your teacher.
- Identify important scenes in the beginning, middle, and end of the story.
- Describe each scene in the description box.
- Illustrate each scene with appropriate characters, scenes, and items.
Lesson Plan Reference
- [ELA-Literacy/RL/2/2] Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
- [ELA-Literacy/RL/2/5] Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Events | Each of the cells represents a different part of the story. The cells are in order from beginning to end. | One cell is out of order, or the storyboard is missing important information. | Important information is missing and/or two or more cells are out of order. |
| Images | Cells include images that accurately show events in the story and do not get in the way of understanding. | Most images show the events of the story, but some are incorrect. | The images are unclear or do not make sense with the story. |
| Descriptions | Descriptions match the images and show the change over time. | Descriptions do not always match the images or mention the importance of the event. | Descriptions are missing or do not match the images. |
| 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 very difficult to understand. |
How To Summarize the Main Points of a Story
Read Together
Pick a story that is age-appropriate for the students and read it together. To capture their interest and improve understanding, read expressively to them. If at all feasible, encourage them to follow along with their own copy to assist them in making the connection between the spoken words and the written text.
Identify Main Points
Have a discussion with the students about the key points of the narrative. Ask them questions to help them understand the key characters, the conflict or issue that drives the tale, and the solution to the issue. To make sure everyone has a comprehensive grasp, talk about the story's setting (where and when it occurs).
Give Sample Summaries
Choose a different narrative or a piece of the same story to summarize as an example. As you list the most significant incidents and components, think aloud. As a guide for your summary, use the "First, next, then, finally" format. Stress the need to concentrate on the crucial details.
Group For Guided Practice
Group the students into pairs or small groups for guided practice. Give everyone a distinct short tale to read, then invite them to collaborate on a synopsis. Give them a straightforward structure to use when summarizing, such as "Who, What, Where, When, Why, How," or "Beginning, Middle, End."
Apply the Knowledge
Once they are comfortable with the procedure, have students write their own personal summaries of a narrative. Encourage them to use their own words to convey the essential themes and to keep their summaries brief. Insist on using simple language and organizing events in the right order.
Frequently Asked Questions About Freckle Juice Summary
Who in the narrative is Nicky?
Andrew's classmate with freckles is Nicky. Nicky's freckles are something Andrew admires and believes helps to make Nicky popular. Andrew also thinks that Nicky is very cool and unique because of his freckles and in order to become the same as Nicky, Andrew tries every possible way to achieve freckles.
What actually is "freckle juice" in the story?
The phrase "freckle juice" refers to a made-up concoction in the narrative. Drinking this juice, in Andrew's opinion, will cause him to get freckles. He employs several strategies in his desperation to gain the formula.
What processes does Andrew employ to get freckles?
Andrew tries numerous techniques to obtain freckles, such as drawing false freckles with a blue marker on his face and sitting out in the sun to create real freckles. As his last resort, he obtains the recipe for a mixture from his classmate that will immediately give him freckles.
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