Be Yourself Lesson

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Big Idea
Identifying the key details of a story
Reference to PA and Common Core Standard(s)
CC.1.2.1.A Identify the main idea and retell key details of text
CC.1.2.1.E Use various text features and search tools to locate key facts or
information in a text.
Essential Question
Who are the characters?
What is the setting?
What happened in the story?
Lesson Objectives
TSWBAT retell the characters, setting, beginning, middle and end of Marisol
McDonald Doesnt Match as a class activity, with the use of a reading
comprehension rope tool, with 100 % accuracy.
Materials
Smart board
Projector
Computer
Marisol McDonald Doesnt Match by Monica Brown and Sara Palacious
Reading Strategy Rope
Popsicle sticks with students names
A. Introduction
Ask students, Who likes to match their clothes? Who doesnt like to match their
clothes?
B. Lesson Development
1. Tell students we are going to read a story, and to think while you are reading,
about the characters, the setting, and what is happening in the story.
2. Read the book, Marisol McDonald Doesnt Match, using some interactive
read aloud strategies: What can you predict will happen next? What do you
notice about how Marisol looks? Why do you think she does not like to match?
What can we see from the picture?

3. At the end of the story, pull up the smart board, with a blank document on it.
Beginning at the top of the reading strategy rope, ask students to think about the
setting, where the story took place, and that there may be more than one. Write
the title setting and then students responses on the board.
4. Continue with the time, or when in the setting the story took place and write
time on the board. Prompt with questions: Is it day or night? What season is it?
Where is she? If she is at school, when must this be? Record student responses
on the board.
5. Continue with the characters, asking students to think about who they saw
and write characters on the board. Prompt students with: Who were her
friends at school? Who did she see at school? Who did she see at home?
6. Then discuss with students the beginning, middle and end of the story. Write,
beginning, middle, and end on the board. Ask students what happened at the
beginning of the story, what happened in the middle, or what the problem was,
and what happened at the end?
7. Then talk about the ending further and what summed up the story, or what
tied it all together. Prompt students with, what do you think Marisol learned?
What did we learn from this story?
C. Closure/Summary
Review the parts of the story, telling the setting and asking what it is called
(setting), telling who the characters are and asking for what they are called
(characters), and stating the plot and asking what that is called (plot).
Review the vocabulary terms character, setting, time, and plot.
VII.

Assessment/Evaluation
Use Popsicle sticks with students names on them to call on students, and then use a
checklist to ensure everyone is called on for large or small questions/prompts.

VIII.

Adaptations, Modifications and Extension Activities

Physical/Fine motor-None.
Gifted-Use a higher level question when pulling out that students popsicle stick.
Autism spectrum- Call on this student first, so that they get their idea out first while
they are focused in on the story; allow them to look at the book while having
discussion to find a part.

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Interdisciplinary Connections
Writing- You could incorporate writing into this lesson by having students
complete a writing prompt about the story, or have students write about the
components of the story.