Student: Macey

Teacher: Darcy Raulston

23 September, 2016

Houston Baptist University

Department of Education Lesson Plan Format

Subject: Resource: English Language Arts

Grade Level: Third

Time Estimate: 2-3 Pull Out Sessions

Unit: (no unit, Resource Room)
Topic: Determining importance/retelling fiction

Goal(s): TLW retell a fiction story.

Objective(s): TLW determine the problem and the solution of the story. TLW justify their
reasoning for defining the problem and solution as they did with textual evidence. TLW outline
the correct sequence of events by placing story moments in the right order. TLW use the problem
and the solution to summarize a storys beginning, middle, and end.
TEKS: 110.11.b.9.a: Reading/Comprehension of Literary Text/Fiction. Students understand,
make inferences and draw conclusions about the structure and elements of fiction and provide
evidence from text to support their understanding. Students are expected to: (A) describe the plot
(problem and solution) and retell a story's beginning, middle, and end with attention to the
sequence of events.
Materials/Resources/Technology needs: Text(s), Story Mountain Page, Sticky Notes, Reading
Strategy Chart

Focusing Event: The teacher will take the student through a picture walk-through to pique her
interest in the story. The student will make predictions about what she thinks will happen in the
story.

Student: Macey

Teacher: Darcy Raulston

23 September, 2016

Teaching/ Learning Procedures: Help the student recall that in many fiction stories, theres a
problem and a solution. Ask for some things people say when theres a problem. If student
doesnt provide Uh-Oh! discuss it. Mention that when a problem is solved, we can say
Phew!

Explain that we will be learning a new strategy (called Uh-OhPhew!) today that will help us
determine the problem and the solution of the story. When we know the problem and the
solution, it helps us to summarize a storys beginning, middle, and end.

Ask the student to look at the story mountain. Explain that the first uh oh comes at the
beginning of the story, when we learn what the problem is. Then, when the problem gets worse,
theres another uh oh. Then, when the story is at the climax (explain climax if necessary), we
get our biggest UH OH! Then, when the problem is resolved, we get our Phew!

Explain that as we read, we should look for our uh oh and phew moments, and mark them
with a sticky note.

Have the student read the story out loud, making sure she tracks words with her fingers and
follows her reading strategies (referring to her chart when necessary).

When the student gets to the first uh oh, stop her by exclaiming Uh oh! Talk about the
problem. Have her mark the problem with a sticky note. When the student gets to the subsequent
Uh Oh!s, have her do the same. The same with the Phew!

After the student finishes reading the text, bring out the story mountain and go through each of
the Uh Oh!s and the Phew with the student, explaining why they are where they are. Go
through the path of the story with the student, both contributing to the retelling.

During the next lesson, the teacher will choose a different text and read it aloud to the student.
The student will be responsible for listening to the story and marking where the Uh-Oh and

Student: Macey

Teacher: Darcy Raulston

23 September, 2016

Phew! Are with sticky notes. After the reading is completed, the teacher will have the student
explain why they put their uh-oh and phew sticky notes where they did (justifying their
reasoning with textual evidence). The teacher will applaud justifications that make logical sense.

The teacher will then bring out the story mountain and a series of sticky notes each labeled with
a part of the story. The student will be responsible for placing the sticky notes in order along the
story mountain. The teacher will have the student place the Uh-Ohs and Phew first, so that the
student can use them as guiding points when placing the other sticky notes. Once the student is
finished, the teacher will go through the sticky notes with the student, making sure that they are
all in the correct order (and helping her to correct them if they are not by having her go back into
the text to check herself).

The student will then re-tell the story, using the story mountain/sticky notes.

Formative Check (ongoing or specific): Since the lesson is one-on-one, there is constant
checking for understanding through questioning and observation.

Reteach (alternative used as needed): Go back to the story mountain and use different
terminology to help the student understand the concept. Give examples of problems and
solutions, and how they fit into the story mountain. Have student give examples. Then go back to
the text. If the text is the problem, then select a different text and try the strategy again.

Closure: Tell the student what they did well during the exercise. Restate the objectives and how
the student achieved them.

Assessment/Summative Evaluation: The labeling of the story mountain with the Uh Oh, Phew,
and story detail sticky notes and the students verbal retelling will serve as the assessment.

Student: Macey

Teacher: Darcy Raulston

23 September, 2016