Ashlee Mammenga

EDUC 437

Theme: Retelling using story elements Objectives:

Students will be able to identify story elements to retell a story. Students will be able to identify the character and setting of a story. Students will be able to ask and answer questions orally Students will be able to identify the problem and solution. Students will be able identify elements from stories, poems, articles, etc. Students will be able to identify story elements for the retelling process. Students will be able to identify events for retelling. Students will be able to retell using the rope

Standards:
CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details. CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Materials
Computer Construction paper Pencil, scissors, crayons/colored pencils, markers - Smart board/projector - Retelling rope - Puppets

Grade level: 1st Target Skill: Retelling Story Elements Objectives: Students will be able to identify story elements to retell a story. Students will be able to identify the character and setting of a story. Students will be able to ask and answer questions orally

ELA Common Core Standards:

CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details.

Reading material: The Rainbow Fish by Marcus Pfister

http://www.storylineonline.net/rainbowfish/fullscreen_yt.html

Pre-reading Phase: Activity one: The students will come to the carpet for whole group reading. I will tell the students that we will be reading The Rainbow Fish. . I will explain that we will be looking for the Character(s) in the story and determine the setting also. Then I will have the class echo read the objective for the day with me. I will ask the Question what is a character? The students will tell their partners. We

will discuss what a character is. I will have character written on a card and display that on the board. I will then ask the Question what is the setting of a story? The students will tell their partner. We will discuss what a setting is and then I will display the card with setting written on it. I will explain that Character and setting are part of the retelling process that we will discuss for the next three days Activity two: I will hand the students a piece of construction paper where they will trace their hand and then cut it out, we will use this for the retelling lesson. The students will write Setting on the thumb and characters on the next finger. Transition: I will show the kids the story and tell them we will use our hands to help with identifying setting and characters. During Reading Phase: Activity one: I will tell the students that we will listen to the story online using the website above. While listening to the story think about who the character(s) are and what the setting is. Transition: After the story I will have the students get their hands out so we can discuss the character(s) and setting. Post-reading phase: Activity one: I have the students look at the thumb and ask what does it say? They will answer setting? Whats the next finger say? They will answer will be character. Tell your partner who the character is and what the setting is. I will call on someone to tell me the character and someone to tell me the setting. Activity two: On the smart board or projector I will draw a T-Chart and label one side character and the other setting. We will decide who was the character(s) in the story and write that under the character side. On the setting side we will determine where and when the story took place and write that on that side. Activity three: I will introduce/show the students the retelling rope that we will use to retell stories. Today we could talk about the character and setting part.

Transition: I will give each partner a picture card and I want them to decide whos the character and what is the setting? Independent/Guided Practice: I will give the students a worksheet to fill out character and setting. They will write and illustrate the answers. They will turn this in basket we will use again tomorrow. Assessments: During the lesson when I have asked questions and they answered orally that told me which ones understood the skill being taught and which ones didnt. I could also look at the worksheets they turned in and I will see who didnt know or understand the lesson. I will be walking around and asking the students individually what they are doing and see if they can tell me that will also let me know if I need to readdress this again in a small group setting. Closure: I will ask the students to come back to the carpet with their picture cards and I have each of them tell me the character and setting in the picture. Once they have done that they will hand me the picture card. Modifications: In each classroom there are many different ethnicities in the room so we have to take that inconsideration while planning the lesson. For ESL students they may have an aid with them that can help sit with them if not then I will explain as thorough as possible and make sure that those students understand. I can also put them with a student that knows the concept and can hopefully explain to them. If there on any other students with a learning disability then I will accommodate to their needs as well. Partnering them with a higher learning student who will gladly be a leader to them. Reflection: I will refer back to any notes or things that I remember when I was observing the students during the lesson at any point and see what worked and what didnt. I may have to alter some of this when it comes to a future classroom, some of these activities may not work or need altered a little. T-CHART (post reading phase) Setting Ocean Day Character rainbow fish other fish

Grade level: 1st Target Skill: Retelling Story Elements Objectives: Students will be able to identify story elements of a story to retell. Students will be able to identify the problem and solution. Students will be able identify elements from stories, poems, articles, etc.

ELA Common Core Standards:

CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details.

Reading material: The Rainbow Fish by Marcus Pfister

http://www.storylineonline.net/rainbowfish/fullscreen_yt.html

Pre-reading Phase: Activity one: Review what character and setting are. Today we are going to learn about the problem and solution, that is another part of the retelling process. I will ask the students to describe what a problem is to their partner. I will put a card on the board with the problem written on it. Then I will ask the students to describe what a solution is to their partner. I will put the card up with the word solution on it.

Transition: I will tell the students that we are going to listen to The Rainbow Fish again and this time listen for the problem and the solution. During Reading Phase: Activity one: While listening to the story I want you to show me an x with your fingers when you hear the problem and when you hear the solution I want you to clap. Transition: I will refer to the written cards and I want the students to tell their partner the problem and the solution. Post-reading phase: Activity one: I will give the students some scenarios for problem and solution and have them tell me the problem and solution. Now I will have the students get with their partners and they will play problem solution match-up. They will match the problem with the solution. Example: spilled milk matches with clean with paper towel. Transition: Students will come back to carpet and we will play the game as a whole class. Independent/Guided Practice: I will hand each student a puzzle worksheet which they will write and draw the problem and solution in the story. I will walk around and observe and ask each student what they are doing. This will help me know who understands and who doesnt. When they are finished they will turn the sheet into the completed basket and go back to the carpet. Assessments:

During the lesson when I have asked questions and they answered orally that told me which ones understood the skill being taught and which ones didnt. I could also look at the worksheets they turned in and I will see who didnt know or understand the lesson. I will be walking around and asking the students individually what they are doing and see if they can tell me that will also let me know if I need to readdress this again in a small group setting. Closure: Students will hand me there game cards and go back to their seat. Modifications: In each classroom there are many different ethnicities in the room so we have to take that inconsideration while planning the lesson. For ESL students they may have an aid with them that can help sit with them if not then I will explain as thorough as possible and make sure that those students understand. I can also put them with a student that knows the concept and can hopefully explain to them. If there on any other students with a learning disability then I will accommodate to their needs as well. Partnering them with a higher learning student who will gladly be a leader to them. Reflection: I will refer back to any notes or things that I remember when I was observing the students during the lesson at any point and see what worked and what didnt. I may have to alter some of this when it comes to a future classroom, some of these activities may not work or need altered a little.

Grade level: 1st Target Skill: Retelling Story Elements Objectives: Students will be able to identify story elements for the retelling process. Students will be able to identify events for retelling. Students will be able to retell using the rope

ELA Common Core Standards:

CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details.

Reading material: Goldilocks and the three bears

http://video.nhptv.org/video/1687947231/

Pre-reading Phase: Activity one:

Review the word cards from the past few days Setting, character(s), problem, solution. I will tell the students all these story elements help us retell a story. We will read our story and use these words to help with retelling today and tell the beginning, middle, and end of the story. I will put all the cards on the board including the three that will have beginning, middle, and end written on them.

Activity two: I will give each student their hands that we made on the first day and we will write beginning, middle, and end on the next three fingers on the hand. Transition: I will show them the story and we will use the story to help us with retelling using our hand me a story During Reading Phase: Activity one: I will tell the students to listen while we are listening to the story on the computer for all of these parts to retell a story. Transition: After the story I will have the students get their hands so that we can discuss the beginning, middle, and end of the story. Post-reading phase: Activity one: I will tell the students we are going to be making a story chain I will give each student or partners 5-10 strips of paper. On each paper they will write and event that happened in the story and then after that they will glue the strips in order and retell a partner. Activity two: I will have the students talk with their partner and use there Hand me a Story and retell using the hand. Tell each other setting, character(s), beginning, middle, and end. I will then ask the student to identify each part of their hand as I fill out my hand on the smart board/projector. Activity three: I will give each student and opportunity to retell the story with puppets that will be the three bears and goldilocks. After the lesson this will go in a small group activity so the students can practice retelling with puppets.

Transition: Have the students all back to their carpet spots and have them hand me the puppets. Independent/Guided Practice: I give the students a hand that they have to fill out the setting, character, and the events. They will label each finger and in the middle they will write the title. On the back they will give the answers to each.

Assessments: -Retelling rope - see if the students can retell using the rope. - During the lesson when I have asked questions and they answered orally that told me which ones understood the skill being taught and which ones didnt. I could also look at the worksheets they turned in and I will see who didnt know or understand the lesson. I will be walking around and asking the students individually what they are doing and see if they can tell me that will also let me know if I need to readdress this again in a small group setting. Closure: Modifications: In each classroom there are many different ethnicities in the room so we have to take that inconsideration while planning the lesson. For ESL students they may have an aid with them that can help sit with them if not then I will explain as thorough as possible and make sure that those students understand. I can also put them with a student that knows the concept and can hopefully explain to them. If there on any other students with a learning disability then I will accommodate to their needs as well. Partnering them with a higher learning student who will gladly be a leader to them. Reflection: I will refer back to any notes or things that I remember when I was observing the students during the lesson at any point and see what worked and what didnt. I may have to alter some of this when it comes to a future classroom, some of these activities may not work or need altered a little.

Day 1

DAY 2

DAY 3

Story chain: has the events from the goldilocks and the three bears

Retelling rope: Setting: students identify where and when the story takes place. Character(s): The students identify who is in the story. Problem: The students identify whats wrong in the story. Beginning: The students identify what happens first.

Middle: The students identify what happened next or in the middle of the story. End: The students identify what happened last or at the end of the story. Solution: How was the problem fixed.

References: www.pinterest.com reading textbook