Activity Overview
Students decide on what they think are the important parts in the text are and categorize them into the beginning, middle, and end of the story. Having students decide on the beginning, middle and end will help them break the text up and make it easier to choose one or two main events to create. Students can plan their ideas with a partner or individually and decide what main parts they would like to add to their storyboard.
The storyboard above shows one example for the beginning, middle and end, but you could set a number of frames for the students to use depending on the ability of the student or the length of the text.
Example Tops and Bottoms Summary
Beginning
Hare needs to find a way to feed his family. He decides to trick the lazy bear. He offers to grow all the crops and all Bear has to do is decide if he wants the top half of the crop or the bottom.
Middle
Hare tricks Bear many times. Bear chooses the top half for his profit, so Hare grows root vegetables. Bear is left with the tops of all the root vegetables, a useless harvest.
End
Bear is fed up with getting tricked so he decides that he will grow his own plants so he can keep all the parts. Hare earned enough money to buy his land back and open a vegetable stand.
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
Make a storyboard summary of Tops and Bottoms.
- Make a picture that shows the beginning of the story.
- Make a picture that shows the middle of the story.
- Make a picture that shows the end of the story.
- Write a sentence under each picture.
Lesson Plan Reference
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. |
Activity Overview
Students decide on what they think are the important parts in the text are and categorize them into the beginning, middle, and end of the story. Having students decide on the beginning, middle and end will help them break the text up and make it easier to choose one or two main events to create. Students can plan their ideas with a partner or individually and decide what main parts they would like to add to their storyboard.
The storyboard above shows one example for the beginning, middle and end, but you could set a number of frames for the students to use depending on the ability of the student or the length of the text.
Example Tops and Bottoms Summary
Beginning
Hare needs to find a way to feed his family. He decides to trick the lazy bear. He offers to grow all the crops and all Bear has to do is decide if he wants the top half of the crop or the bottom.
Middle
Hare tricks Bear many times. Bear chooses the top half for his profit, so Hare grows root vegetables. Bear is left with the tops of all the root vegetables, a useless harvest.
End
Bear is fed up with getting tricked so he decides that he will grow his own plants so he can keep all the parts. Hare earned enough money to buy his land back and open a vegetable stand.
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
Make a storyboard summary of Tops and Bottoms.
- Make a picture that shows the beginning of the story.
- Make a picture that shows the middle of the story.
- Make a picture that shows the end of the story.
- Write a sentence under each picture.
Lesson Plan Reference
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 Tos about Tops and Bottoms Summary
How to teach students to identify story themes using Tops and Bottoms
Guide students to look for big ideas or messages in the story, such as fairness or cleverness. Ask guiding questions after reading to help students think about what the characters learned or the lesson the author wanted to share.
Facilitate a class discussion about the story’s message
Start a group conversation asking students what they think the story is really about. Encourage students to use evidence from the text and their storyboard to support their ideas.
Use graphic organizers to map story themes
Provide a simple chart with columns for 'Event', 'Character Action', and 'Theme'. Have students fill it out as they review the story, connecting specific story events to the bigger theme.
Connect themes to real-life experiences
Ask students to relate the story’s themes to their own lives or things they’ve seen. This helps them understand how themes can be meaningful outside the classroom.
Frequently Asked Questions about Tops and Bottoms Summary
What is a simple summary of 'Tops and Bottoms' by Janet Stevens?
'Tops and Bottoms' is a story about Hare, who tricks Bear into giving him the more valuable part of crops by cleverly picking which part of the plants he gets. Through several harvests, Hare outsmarts Bear, teaching a lesson about hard work and clever thinking.
How can students create a storyboard for 'Tops and Bottoms'?
To create a storyboard for 'Tops and Bottoms,' students should draw three pictures: one for the beginning, one for the middle, and one for the end of the story. Under each picture, they should write a sentence that explains what happens in that part.
What are the main events in the beginning, middle, and end of 'Tops and Bottoms'?
The beginning shows Hare proposing a deal to Bear to share crops. In the middle, Hare tricks Bear by growing crops where the chosen part is useless for Bear. The end has Bear deciding to grow his own crops, and Hare succeeding in his plan.
Why is categorizing the story into beginning, middle, and end helpful for students?
Breaking stories into beginning, middle, and end helps students understand story structure and focus on the most important events. This makes summarizing and retelling stories easier and improves comprehension.
What are some tips for teaching a 'Tops and Bottoms' summary lesson in grades 2–3?
Use visuals like storyboards, let students work with partners, and guide them to identify key events in each story section. Adjust the number of storyboard frames based on student ability and provide sentence starters for extra support.
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