Daily PlannerMs. QuanrudBrookland Primary School – P4

Date: November 6, 2014

Class: English Primary 4

Title: Lets Retell a Story

Pupils’ prior learning: After Tuesday’s lesson students have a better grasp on what the story elements are and why it is important to retell a story. We will stretch this new knowledge today to allow students the opportunity to try it themselves and see where their level of comfort is in identifying the story elements and seeing how it helps them retell the story.

Thinking skills and personal capabilities focusManaging Information: When identifying the story elements the children will, use their own and others’ ideas to locate sources of information within the text.

Self-Managing: During the informal assessment the children are asked to review learning and some aspect that might be improved by defining to themselves if they are a thumbs up, down, or sideways.

Cross curricular skills focus: CommunicatingTalking & Listening: When identifying the story elements and retelling the story the children listen to and take part in discussion as well as explanations.Reading: When reading The Way Back Home students will not be just listening to the story for information, but also for the enjoyment of the authors writing.

Differentiation: By Support - During this lesson I am working with my students found to be in the blue reading group. The work within Lets retell a story is differentiated to meet their learning needs within their reading level ability as well as stretch their ability in a comfortable way.

Learning intentions To participate in modelled, shared, paired, and guided reading

experiences. To retell a text with reasonable detail. To identify the five elements of a story. To create visuals that will allow students to remember the five

elements of a story in their own imagination.

Suggested Success Criteria (AfL) I can identify the five elements within a story. I can use the text to help me identify the five

elements of a story. I can enjoy the text being read to me. I can create visuals that will help me remember

the five elements of a story. Introduction:Review with students what the five elements of a story are and how they are defined.

Role of the teacher: Facilitator: I, the teacher, will be facilitating

the order in which the students retell the story and will scaffold when necessary.

Daily PlannerMs. QuanrudBrookland Primary School – P4

Review with students the five elements founded that I modelled for them after reading Dan & Diesel.

Inform students that today we are going to learn how to not just memorize the five elements of a story, but truly dig into their meaning by using the elements to retell the story we will read together.

Differentiated Instructor: Being a differentiated instructor means I am creating lessons that are not just lecture lessons, but lessons that are engaging in a variety of ways and create purpose for their individual lives.

Examiner: I, the teacher, will informally assess my students at the end of the lesson to see where their comfort level in in understanding and defining the five elements of a story by allowing my students to self-reflect.

Resource: I, the teacher, provide my students with the tools they need to be pushed and succeed to their fullest potential.

Activity:Introduce the book, The Way Back Home, and who the author is. Inform students that at the end of this lesson students will be asked to share out their findings of the stories setting, characters, the problem within the story, how the problem was solved (solution), and what were the events of the story, what happened at the beginning, in the middle, and at the end.

Introduce to the students the bookmark and how I am going to leave the bookmark I have created, on the white board as a reference. While I am reading students will have the job to make sure they are identifying all five elements within our particular story.

Read aloud The Way Back Home by Oliver Jeffers

At the end of the reading have students take a second and think about all

Key QuestionsWhy is it important to be able to retell a story in an organized manner?

How is each story element defined?

How are you going to use this strategy of retelling, outside of our time together?

Discuss with your elbow partner the elements we have been able to cover up to this point.

When would be an appropriate time in school to retell a story to your friends?

Daily PlannerMs. QuanrudBrookland Primary School – P4

five elements found within our story. (Wait Time – 1 minute).

Share out student findings of the elements. Write students answers to the left of the element found on the bookmarker. Plenary:To wrap up our time together, the students and I will engage in an open conversation about any questions they have about the five elements of a story, discuss openly the elements that came with more difficulty, and discuss after learning about it, why retelling using the story elements, is so important?

Students will conclude our time together by creating their own bookmarker by creating pictures that represent each element of a story.

Inform students that the next time we meet they will use their bookmarkers to help them retell the story provided to their partner.

ResourcesActivity 1: Jeffers, Oliver. The Way Back Home. London: HarperCollins Children's, 2007.Whiteboard Markers

Activity 2: (Conclusion) Bookmarker exampleWhite bookmark paperFelt Tip markers

N. Lennert. (2014, September 19). Reading Strategy Anchor Chart Ideas. Retrieved from: http://www.theclassroomcreative.com/2012/09/reading-strategies-anchor-chart-ideas/

Assessment/Monitoring: Once students and I have completed our retell, I will ask the children, informally, how they feel about understanding the content.

Thumbs up = I got itThumbs down = I don’t get this

Thumbs sideways = I need some more support to understand