Summarize stories with Somebody, Wanted, But, So, Then

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Summarize stories with Somebody, Wanted, But, So, Then

september 19, 2023

Generating a summary is one way to assess if a reader understood the plot of a story.

However, before assigning story summaries, we must first teach students how to determine which details to include and how to present those details logically.

Regardless of the narrative genre, whether a picture book, short story, myth, legend, sci-fi, or animated video short, etc.— all narrative texts can be summarized using the same frame or structure: Somebody… wanted… but… so… then… (This will be referred to in the rest of the article as SWBST.)

These words are key because they each represent a particular story element that must be included in any story’s summary.

• Somebody is replaced by the name(s) of the main character(s).
  
• Wanted is followed by that character’s motivation or what he desires.
  
• But introduces the conflict.
  
• So outlines the events that worsen the problem through rising action.
  
• Then reveals how the problem is ultimately solved/resolved.

Somebody (Character)  |  Wanted (Motivation)  |  But (Problem)  |  So (Rising Action)  |  Then (Solution)

Summaries are succinct and only include the most important information. The SWBST framework simplifies the process of determining which details to include—or exclude.

In addition, this tool mirrors the plot map of all narrative texts. Utilizing it ensures that a student’s summary will follow the same story arc—and that’s essential. Any objective summary should always pattern the text structure used in the original text. (NOTE: This frame only works for narrative texts that include a plot.)

Simple summaries of short texts

When teaching this concept over the course of several days, return to short texts previously read. First model how to recall the relevant details per story element. Then, model how to insert them into the Somebody, Wanted, But, So, Then frame to create a 1-3 sentence oral summary.

For example, the well-known fairy tale Cinderella may be summarized like this:

S – Cinderella
W – Wanted to attend the King’s ball.
B – But Cinderella’s stepmother forced her to do chores to keep her from going.
S – So, her Fairy Godmother helped her do the chores and get her to the ball.
T – Then she met her Prince Charming.

ELEMENTARY TEACHERS: Jump to the end of the article for ways to gradually release this skill from whole-class instruction.

SECONDARY TEACHERS: Initially, teach summarization with short narrative texts. Then, just as students advance to reading longer texts, provide additional instruction on how to write longer summaries using the same frame. SWBST works with narrative stories of any length—including chapter books and novels.

Sophisticated summaries of longer texts

Take note that a summary’s length is to be proportionate to the length of the original text. So, if a 30-sentence picture book is summarized into 2-3 sentences, then it makes sense that the summary of a 200-page novel would be longer. Again, this is the struggle point for most students—What additional information should they include?

Explain to students that the summary won’t necessarily add more character information. And since the conflict, climax, and resolution are all individual story events—they won’t change much either.

Where the summary can be extended is often found within the story’s rising action. The conflict and resolution are separated dramatically with many more obstacles, consequences, and suspense—all that worsen the problem.

For example, using Edgar Allen Poe’s “The Cask of Amontillado,” the frame may be completed like this:

S – Montresor
W – Wanted revenge on Fortunato for disrespecting his family’s name.
B – But he didn’t want anyone to ever know— except Fortunato himself.
S – So he devised a way to hide the body.

Although this frame helps older students prioritize and organize the many details of a longer text, emphasize that this is merely a starting point. We don’t really want students to use but, so, and so, then and other simplistic transition words in their summaries.

Therefore, deliver a lesson on how to revise the content generated by the frame. Teach them how to vary the sentence beginnings, adjust the sentence structures, and punctuate the different pieces of information. This will produce a strong and sophisticated narrative summary that takes SWBST to a whole new level.

Support in small groups

After several whole-class lessons, guide students to experiment with the skill within teacher-led small groups. Students read and work together to orally summarize the key supporting details. Hand each student one of the icons from the frame and conduct a shared summary.

While students are orally summarizing their parts, the teacher scribes the writing onto an enlarged graphic organizer. This scribing activity teaches students how to incorporate key details within well-structured sentences of the frame.

Support in small groups

Release to practice

After providing whole-class instruction and lots of experiences in groups, gradually release students to practice summarizing stories in various literacy stations.

• Listening Station—Students listen to a text and orally summarize it using the pocket-chart cards.
• Fluency Station—Partners read and orally summarize a text using the pocket-chart cards or the Retelling Glove.
• Classroom Library—After reading, students individually summarize key details orally using the cards and/or in writing using the graphic organizer.

After several opportunities for independent practice, assess students’ summarization skills. Provide them with a grade-appropriate text to independently read and summarize—in one sitting.

The Comprehension Playbook

Each grade-level copy includes a Summarize Literature Play that provides yearlong instruction for how to summarize any story.

Each grade-level copy includes a Summarize Literature Play that provides yearlong instruction for how to summarize any story.

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