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EDN327:RetellingRopelesson(final)

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.

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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)

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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

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