Somebody Wanted But Then So
Somebody Wanted But Then So
Levels PK-12 Content - any content that has a narrative story line (historical event, scientific discovery, artist's biography, narrative story...)
The Somebody-Wanted-But-So strategy (MacOn, Bewell & Vogt, 1991, Beers, 2003) is used during or after reading. It provides a framework to use when summarizing the action of a story or historical event by identifying key elements. The strategy also helps students identify the main ideas, recognize cause and effect relationships, make generalizations, identify differences between characters and look at various points of view. It is more often used with narrative text but can also be used with expository text. For example SWBS can be used to summarize the goal/motivation, conflict, event or barrier of a historic or contemporary character or group of people. (National Behavior Support Service)
READ
READ
Step 1: Step 1: I Do
Model the ‘Somebody Wanted But So Then’ strategy by reading a selection of text aloud or retelling an historical or current event – this could be a story, film or real life event. Complete the SWBST five column chart.
Step 2: We Do
Read aloud a second text selection or retell an historical event. Ask students to identify the Somebody from the event. Write down the name of the person in the first column. Explain that the Wanted represents the plot and complete the second column. Explain that the But is the conflict or challenge the person/people faced and record the student responses in the third column. Finally, explain that the So column is to record how the character solved the problem and the Then column is to record the ending or outcome of the story. Then read aloud the summary statement.
Step 3: You Do
Assign another selection of text or retell a historical event and in groups/pairs/individually students complete a SWBST chart. Continue to guide students until they can use the strategy independently.
PRO TIP
PRO TIP
PRO TIP! This strategy is not just for elementary fiction. Think historical events and current events as well.
In which phases of the instructional model might this strategy be used?
In which phases of the instructional model might this strategy be used?
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