“October * Jack does not understand “The Red Wheelbarrow.” * He writes a poem based on “The Red Wheelbarrow” about a blue car. * He does not want Miss Stretchberry to read it aloud or display it. * He doesn’t understand the “Snowy Woods” poem. * He doesn’t want to add more to his poem. * He writes another poem about the blue car based on “The Tyger.” * He lets Miss Stretchberry display both poems, but without his name. November * Miss Stretchberry posts two of Jack’s poems on the board. * Jack says he used to have a pet, but he does not have one now. * He does not want to write a poem about a pet. * He loves the “dog” poem and other “small” poems. Effective summary grade 4: * Captures the central idea * Includes main characters and setting * Includes only important events * Is brief * Is stated in your own words * Includes transitions. Make a worksheet where students are asked to write a summary based on what happened in November and Junes. Above is the notes from November and June. I want my students with IEPS to get scaffolded support with this. Here is an example of a summary from a different part of the text: Love That Dog is a book by Sharon Creech. In the beginning of the book, the main character, Jack, doesn’t want to write poetry. He writes in his journal at school that he thinks poetry is just for girls. He reads “The Red Wheelbarrow,” but he doesn’t understand it. In October, he writes a poem based on “The Red Wheelbarrow,” and he writes about a blue car, but he doesn’t want Miss Stretchberry to read it aloud or put his poem on the board.”