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Author:KellyGrimm
Datecreated:10/25/20154:58PMCDT
Demographic/ContextualInformation
Grade/Level
Kindergarten
NumberofStudents
25
DateofLesson
ThursdayOctover29,2015
LessonStartTime
8:30AM
Howmanyminutesisthe
lesson
15minutes
Course/Subject
LanguageArts(English)
Unit/Theme
ReTellingastory
TitleofLesson
RetellingTheLittleRedHen(MakesAPizza)
WhereintheUnitdoesthis
Lessonoccur?
Middle
Structure(s)/Groupingforthe
Lesson
PeanutbutterandJellyPartners(turnandtalks)
Thinkpairshare
StudentCharacteristicsthat
NeedtobeConsidered
Gyu,Andrew,andM.J.areELLstudents
Davidhasahardtimesittingforalongtime.
ListtheNeedsofStudents
withIEPs
N.A
ListtheNeedsofStudents
with504Plans
N.A.
I.WhatIsTheCentralFocusOfYourLesson?WhatAreYourObjectivesForStudentLearning?WhyAreThey
AppropriateForTheseStudentsAtThisTime?
CentralFocus/BigIdea
Withinthisunit,studentswilllearnhowtoretellastoryandincludeimportantdetailssuchassetting,characters,and
theproblemwithinthebook.
Rationale/Context
InthepreviouslessonsthestudentslearnedhowtoretellastoryandreadtheoriginalversionofTheLittleRedHen.In
thislesson,studentsareretellinganotherversionofLittleRedHen.Inthesucceedinglesson,theskillofretellingwillbe
practicedmorewithfamiliarbooks.
PriorKnowledgeand
Conceptions
Knowledge:TheLittleRedHenstory,knowingthebeginning,middle,andendofastory.
Skills:retellingastory,distungushingimportantdetails
Vocabulary:setting,character
Standards
USACommonCoreStateStandards(June2010)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Grade:Kindergartners:
ContentArea:Literature
Strand:Reading
Domain:KeyIdeasandDetails
Standard:
2.Withpromptingandsupport,retellfamiliarstories,includingkeydetails.
Standard:
3.Withpromptingandsupport,identifycharacters,settings,andmajoreventsinastory.
Page 1 of 4
AcademicLanguageDemands
Vocabulary
Settingwhereastorytakesplace
Charactersthepeople/animalsinthestory
Problem:Somethingbetweenoneormorecharactersthatmustbesolvedbytheendofthestory
Difference:somethingthatisnotthesame
Similar/thesame:somethingthatispresentinbothbooks
Functions
Studentswillcomminicatewithothersintheirturnandtalkstoidentifyandsequencemainideas.
SyntaxandDiscourse(1
Required)
Discourse:Studentswillusethewordsfirst,second,next,andthentoretellthestory.
OBJECTIVE1
SWBATIdentifyatleastonemaindetailfromthebeggining,middle,andendofthestory.
Tool(s)UsedforAssessment
Objectiveoneisassessedwhenstudentstalkwiththeirpeanutbutterandjellypartnerandwhenstudentssharewhat
theirbuddyhassaid.
EvidenceandAssessmentof
StudentLearning
Studentswillshowprogresstowardsobjectiveonewhentheysharethemaindetailsofthestoryoutloudtotheclass.
ExpectationsforStudent
Learning
ExceedsExpectations:Studentcanshareatleast2correctmaindetailsfromthestory.
MeetsExpectations:Studentcanshareonecorrectmaindetailfromthestory.
BelowExpectations:Studentcangiveadetailfromthestory.
OBJECTIVE2
SWBATretellthestorybyusingatleastofthesequencingnouns(First,next,then,afterthat,last).
Tool(s)UsedforAssessment
ObjectivetwowillbeassessedwhenstudentsattheendofthebookwhentheyareretellingthestoryofTheLittleRed
Hen(makesapizza)
EvidenceofStudentLearning
Studentswillshowprogresstowardsobjectivetwowhentheyincludeaseuqencingword(First,Next,Then,Afterthat,
andLast)intheirretellofthestory.
ExpectationsforStudent
Learning
ExceedsExpectations:Studentscorrectlyuse2ormoresequencingnounsintheirretell
MeetsExpectations:Studentsuseatleastoneofthesequencingnounsintheirretell
BelowExpectations:Studentsdoesn'tuseatleastoneofthesequencingnounsintheirretell.
II.HowWillYouSupportStudentsToMeetYourObjectives?ForEachSectionOfTheLessonSequence,Provide
ADetailed,StepByStepListingOfHowYouWillImplementTheInstructionalPlan.DescribeWhatYouWillDoIn
EachSegmentOfTheLesson,Including:InstructionalMethodsYouWillUse,TransitionStatementsYouWillMake
ThroughoutTheLesson,AndQuestionsYouWillAsk.
Introduction
#ofminutes
2
Introduction
Yesterday,theclassreadTheLittleRedHen
Asstudentsretellthestoryfillinretellingchart
(setting,character,problem,begining[first],
middle[next,then],end[finally]
Whowerethecharacters?(hen,cat,duck,pig)
Whatwasthesetting?(afarm,inthehens
house)
Whatwastheproblem?(noonewouldhelpHen
doanything)
Whathappenedfirst?(Henfoundsomeseeds)
WhatHappenedNext?(Henaskedthe
otheranimalstohelpherplanttheseed,cut
downthewheat,turnitintoflour,makethe
bread)
Whathappenedlast?(theHenandherchicksate
thebread)
Page 2 of 4
Whatwasthestoryaboutyesterday?(abouta
henwhofoundwheatandwalkedaroundasking
animalsforhelptoplantthewheat,shemade
breadandshedidnotsharewiththeother
animals)
Todaywearegoingtouseourretellingskillsafter
readingthelittleredhen(makesaPizza)soIwant
youtopayattentiontowhatishappeninginthe
storyinordertoretellthestory
InstructionalSequence
#ofminutes
11
IntrsuctionalSequence
Whatinformationdoweneedtoremember
whenweretellastory?(setting,characters,
problem,beginningdetails(first2pages),middle
details,enddetails)
ReadAloud
Page3:TurnandTalk:
HowisthisbookthesameastheLittleRed
Hen?(same:Theotheranimlassayno,Hen
askingforhelp,Different:she'smakingpizzain
theothershefoundwheat)
Page9:Whatismozzarella?(typeofcheese)
Page12:Delicastessionisalongerversionof
sayingdeli.Thisiswhereyourparentsmightget
lunchmeatfrom.
Page13:PauseandFilloutchart
Whoarethecharacters?(hen,duck,dog,cat)
Whatisthesetting?(Hen'shouse,
outsidestores)
TurnandTalk:Whathappenedfirst?(Hen
wantedtomakepizzabutdidnthavethesupplies
forit)*fillinchart*
Whathappenednext?(sheaskedtheanimalsif
theycouldgotothestorebuttheysaidno,so
shewent,shethenwenttothesupermarketand
delicatessen,shemakesthecrust,sheputsthe
toppingsonandshebakesthepizza)
Page22:beforereadingthepage:Whatis
happeninghere?Whyissheaskingthemifthey
wantsomepizza?(Sheisaskingthemifthey
wantpizzabecauseshehassomuch!)
ThinkPairSharewithpeanutbutterjelly
partners:
*Filloutchartwhenstudentsanswer*
WhathappensafterHenmakesthedough?
(sheputsthetoppingsonandshebakesthe
pizza)
WhathappensLast?(Heneatsthepizzawiththe
otheranimalsandtheotheranimalsdothe
dishes)
Haveastudentormultiplestudentssharethe
retelloutloudmakingsureweusethe
sequencingnouns(first,second,then,nextand
last)
Closure
Page 3 of 4
#ofminutes
2
Conclusion
Thumbsupif....(thumbsinmiddleifyouaren't
sure,thumbsdownifyoudonotagree)
youagreethattheretellofthestorythat
theclasscameupwithwascorrect.
Wehadadetailfromthefirst2pages
wehaddetailsfromthemiddleofthestory
Wehadadetailofhowthestoryended
Rememberthatwhenweretellastoryweneedto
rememberthecharacters,setting,problem,and
detailsfromthebeginning,middle,andendofthe
story.
Differentiation/Extension
HavingabookwithpicturesallowsmyELLstudentstousetheillistrationinordertounderstandwhatisgoingon.
HavingashortreadoutloudsthengoingintostationswillhelpDavidfocusbetter.
WhatIfs
WhatifmyELLstudentscomebackearly:makesuretheyareparticipatingintheturnandtalksandtalkingaboutthe
story.
Whatiftimeisrunninglow:cutoutsomepartnertalks.
Whatifthereisextratime:Startcentersearlyandgiveextratimeforthestations
ResourcesandMaterials
Materialsandresources:
Sturges,P.(2002).TheLittleRedHen(MakesaPizza).NewYork,NewYork:PuffinBooks.
III.AnticipatedFeedbackOnStudentLearning
StudentFeedback
A.Ilikethebeginningandmiddledetailsofyourretellbutcanyouremindmewhathappenedattheveryendofthe
story?Wasthatpartofthestoryintheoriginalversionwereadyesterdayorwasitintoday'sreading?
B.Thefirstexamplewillguidethestudents'learningbecauseIwillberedirectingthemtothecorrectimportantdetailat
theend.Thesecondexamplewillfurtherstudents'learningbymakingsurethattheyarenotmixingthetwostories
thatareverysimilar.
Assessment/Rubrics
N/A
Page 4 of 4