Lesson Plan: Literacy

Grade: Kindergarten
Schools: Samuel Powel Elementary School & Penn Alexander School
Teachers: Betty Liu & Sherlly Pierre
Number of Students: 5/group
Date of Lesson: 11/23/15
Time: Afternoon (Betty) & Morning (Sherlly)
Goals:
Students will be able use a graphic organizer to identify character, setting, problem and solution
in order to retell a story with purpose and understanding.
Essential Question(s):
How will a fairy tale differ when its written in a different characters point of view?
Standards (and Assessment Anchor):
CC.1.3.K.C With prompting and support, identify characters, settings, and major events in a
story (in order to) read and respond to works of literature--with emphasis on comprehension.
Materials and Preparation:
The Three Little Pigs: A Folk Tale Classic by Paul Galdone
The True Story of the Three Little Pigs by Jon Scieszka
(2) Story Map Anchor Chart (To be filled in during lesson)
Story Elements of a Retell Match-Up
Teacher model of student graphic organizer
My Story Map Graphic Organizer (included)
Character
Setting
Problem
Solution
Classroom Arrangement and Management Issues:
Library:
Limits distractions
Teachers will lead group of 5 students to library to facilitate small
group lesson
Plan:

The Hook
Review discussion of The Three Little Pigs, student-led, and
organize their thinking according to elements (Sherlly)
Introduce Three Little Pigs and begin with a picture walk* (Betty)
Bring both copies
If all students are able to share in
the retell, go ahead with second

If not, re-read whole group The

Three Little Pigs

Review the concept of version as it relates to fairy tales and
introduce a new twist of a familiar story using Jon Scieszkas The True Story of
the Three Little Pigs by A. Wolf
Our thinking job, today, as readers is to keep track of some
important things authors use as they write stories and help them to make sense.
Those things are characters (whose the story about?), setting/time (where are
we and when do we think its happening?), problem (something that needs to be
solved) and solution (whats our fix?).

The Body
(I): Review what each component is on an interactive chart
(character, setting/time)
At this time we have this anchor premade except
for keywords that students will tell teachers their correct placement
(We) [Shared Writing: Graphic Organizer Model] As were reading
collaborate with students to track our thinking as it relates to the characters and
setting/time after reading first half book with students
Intermittently we will weave in turn and talks where
students can share thinking with partners to agree on response
model turn and talks: make it clear to
students what are the expectations when we are sharing out
listening ears (be
respectful and listen when someone else is talking)
thinking brain (be
able to tell what our partner just said)
Teacher check-in (formative assessment)
work together on the interactive
chart to figure out characters, setting/time with students for the
first half of the book ( teacher modeling)
(You) Students illustrate/write story map showcasing each of the
elements depicted in the reading of the second half of Jon Scieszkas and Paul
Galdones book
students can either illustrate or illustrate and write
their responses

Closure:

Students share out their story maps and compare

and contrast different approaches and strategies used to organize their
thinking
Assessment of the goals/objectives listed above:
Check-ins throughout (particularly in the shared writing section in response to
reading) to zero in on misconceptions in the moment

 Shared Writing (story map) : Incorporate all comprehension strategies learned in

reading and writing workshop, thus far, including stretching words, chunking, snap
words, thinking job
Individual graphic organizer
Second half of individual work: Whole group check in
Make sure that students are on the same page with
instructions/expectation
May be helpful to reinforce lesson with a quick reteach (teaching opportunity)
Closure: Share out discussion Why are story maps important/helpful?
Anticipating students responses and your possible responses:
Management issues
Remind students of our norms (especially those derived from
reading and writing workshop) and what readers look like and what does
thinking look like
Remind students of our space, the library, and the
norms/expectations that come with that space
Silent signals and redirections
Strategic points for body breaks
Response to content of the lesson
So, I know the characters and the setting--am I done?
Can a story have many problems or just one?
Can you imagine why [insert here] happened?
Accommodations
Differentiate/Scaffold down to just tracking characters and setting/time (if the
entire group is struggling)
referring to the interactive chart we have done together on the first
half of the book
Teacher revoice responses of other students/ (for individual students)
Return to interactive story map chart (whole group)
Early finishers: Alternate ending/solution