Yassick_LessonPlan1

Yassick Lesson Plan # 1 Rationale: Based on the assessment I gave my two focus students it is clear that they are not familiar with the strategy of retelling Objective for this lesson: Performance: Students will retell the book The Sandwich Swap. o    Conditions: Students will do this by filling in a chart that has the five elements of retelling: setting, characters, problem, events, and solution. The chart will be filled in after I read the book to them and explain the five elements with the finger technique. The figure technique shows that there are five elements to retelling.   o    Criterion: The words they add in their chart must be accurate with the actual story The Sandwich Swap. Materials & supplies needed: Glove with the five elements of retelling taped to it, the book The Sandwich Swap, retelling worksheet to be filled out, 2 pencils

Procedures and approximate time allocated for each event  • Introduction to the lesson  “Today I am going to read you the book The Sandwich Swap. After we finish reading the book you will have the opportunity to retell the story. Retelling the story is like explaining the book back to someone else making sure that you mention all the necessary parts. I have chosen a book that I think you will really enjoy!”  (1 minute)  • OUTLINE of key events during the lesson “I mentioned that we are going to retell the story. After you retell a story the person listening to you should know exactly what the book is about when you are done. Do you think that means that you should memorize the entire story and say it back word for word? What do you think you might include in your retell?” -Listen to responses and respond accordingly -Introduce the five finger technique using the glove. If they come up with some of the techniques by answering the previous question make them aware that it is mentioned on one of the fingers if not say the following: “I have a glove (Hold out glove). On each figure it illustrates an element that should be included when you retell a story. The first one is setting. What is the setting of the story (respond/answer accordingly)? The second element is characters. What are characters? Who are the characters in the Nursery Rhyme Little Ms. Muffett? (Respond accordingly). The third element is the problem? What are some problems in the different stories you have read? (Respond accordingly). The fourth element is events. The events are the things that happen after the problem. The fifth element is the solution. What does solution mean? Can you think of a book that had a problem and was then resolved by a solution? (Respond accordingly). -Both children will try on the glove and state each of the five elements of retelling. -Read the book, The Sandwich Swap -Talk about the five elements of retelling out loud getting both student’s input (wear glove while talking) “What was the setting of this story? Who were the characters? Do you think it is necessary to include every single character when retelling a book? Why or why not? What was the problem in the story? What events followed the problem? What was the solution to the problem?” -After talking about the five elements pass out the worksheets and pencils and have the children write what was discussed in their chart. “Now that we have written our answers on the chart format lets practice retelling the story out loud. Start your retelling by saying In the book The Sandwich Swap.....” “Include all of the information you have written on your chart” -When each child is done have the child that was listening go through and make sure each of the five elements were included in the child’s retell. “You both learned how to retell a story today! Besides explaining to another person what the story was about how can retelling help you as a reader?”     (20 minutes) • Closing summary for the lesson “Now that we are finished what did you think of retelling? Have you done anything like this before? How will you use retelling in the future? Do you think the glove will help you remember the five elements of retelling?”  (5 minutes) Ongoing-Assessment: I will know my students are meeting my objective from our discussion. Also, what they write and say out loud in their verbal retelling will be a good indicator of whether or not they remember to include all five elements. I will take notes on the specific things they say because some of the details they might include may not be relevant to a retelling. This may be especially true in the events column. Therefore, I could follow through with a “main ideas” mini lesson.

Adaptations: Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson? The students I am working with in this lesson will not need any adapted support.