Term III Literacy Lesson

7/30/2019 Term III Literacy Lesson

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Lesson Plan including feedback in blue:

GOALS/OBJECTIVES:

SWBAT retell a story using sequencing cards. SWBAT synthesize and retell a story using a story map graphic organizer SWBAT identify elements of a story: character, setting, problem, and solution.

STANDARDS:

Common Core Reading Standards:

With prompting and support, ask and answer questions about key details in a text. With prompting and support, identify characters, setting, and major events in a story. Actively engage in group reading activities with purpose and understanding.

Common Core Speaking and Listening Standards:

Confirm understanding of a text read aloud or information presented orally, or throughother media by asking and answering questions about key details and requesting

clarification if something is not understood.

MATERIALS AND PREPARATION: Seven Blind Mice book Seven Blind Mice sequencing cards: (Monday-Sunday), 7 Mice (red, green, yellow,

purple, orange, blue white), Parts of Elephant: pillar, snake, spear, great cliff,

fan, rope, elephant with white mouse on top

Big chart of story map graphic organizer Paper divided into four sections for each student Poster markers Wall tape Pencils for each student

CLASSROOM ARRANGEMENT AND MANAGEMENT:This lesson will be taught to a small group of 4-6 students. The lesson will take place in the

Kindergarten pod area. The students will sit at the rectangle table facing the wall in order to

prevent distraction. The teacher will stand in front of the students and be able to use the wall

to hang the story chart. Ideally, the lesson will be taught at a time when there is not a lot of

activity in the hallway (i.e. during the morning literacy block).

PLAN:

1. Conduct a brief picture walk through Seven Blind Mice, then read book aloud tostudents.

2. Today we are going to talk about different ways to retell a story. One way we canretell a story is by putting what happened in the story in order. Were going to put

Seven Blind Mice in order using picture cards. Here are all the days of the week

Monday, Tuesday, Wednesdayall the way to Sunday. Were going to put what

happened in the story each day under the card for that day.

3. Model sequencing activity for Monday: I remember that first, onMonday, the redmouse thought that the something was a pillar. So, now I am going to look for the

cards that show the red mouse and the pillar and put them under the word that says

Monday.


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4. Students finish the sequencing activity as a group, putting picture cards under thecorresponding days of the week. How will you elicit responses from students?

5. Another way we can retell stories is by making a story map. A story map is a way toremember the four big parts of the story: the characters, setting, problem, and

solution. (Show students corresponding section of the paper theyre about to fill out

as you name each part.) Youre going to do a quick sketch for each part of the storymap to help you remember the story, and then were going to share our ideas and

write them down. (Give each student the paper.) You may begin.

I am unsure if the story elements terminology is also review for your students. In addition,

you modeled beginning the sequencing of events for your students, but the story mapping is

not preceded by any modeling or review. Can we assume this is prior knowledge? What

modifications will you make in the moment if students experience difficulty with these

terms?

6. Once students are done sketching, have them share what they sketched, one sectionat a time, and fill out the graphic organizer as an interactive writing activity.

Each student will complete their own sketches, but the class graphic organizer will becompleted together. Be explicit with how you intend to have students share their sketches

for each section, but then also how you will transition from individual sketches to the

interactive writing activity.

For example, I am anticipating that you and the students will be completing the big chart

together, but there will be no sketches on this chart while the students will have sketches on

their graphic organizers, but no text. What steps will you take to complete both the class and

individual graphic organizers?

Finally, during interactive writing student and teacher share the pen. What will you ask

students to guide the written portion of each portion of the graphic organizer? What will theother students be doing while you share the pen with one of their peers?

ASSESSMENT:

Informal observations during activities and read-aloud Observations during completion of sequencing activity and story map graphic organizer Written work: individual story map sketches

ANTICIPATING STUDENT RESPONSE:

We anticipate that the students will be able to sequence the Seven Blind Mice text,

after Monday is modeled. There might be some slight disagreement among students, but

after working together, they should be able to accurately sequence the story.We also anticipate that with prompting the students will be able to generate a story

map. The students should be able to accurately name the text, the author, and the

characters. The setting, problem, and solution are newly introduced ideas that might need

scaffolding in order for the students to correctly identify. If these are new terms for the

students, they should be explicitly taught and modeled.

Since Seven Blind Mice is a book the students have not read before, it should be engaging to


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Story Map Is this the student map or teacher map? Spaces for sketches?

Title:

Author:

Setting

Where:

------------------------------------

When:

------------------------------------

Characters

------------------------------------

------------------------------------

------------------------------------

------------------------------------

------------------------------------

------------------------------------

------------------------------------

Problem

----------------------------

----------------------------

----------------------------

Solution

----------------------------

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REVISED Lesson Plan:

Revisions in red

GOALS/OBJECTIVES:

SWBAT retell a story using sequencing cards. SWBAT synthesize and retell a story using a story map graphic organizer

SWBAT identify elements of a story: character, setting, problem, and solution.STANDARDS:

Common Core Reading Standards:

With prompting and support, ask and answer questions about key details in a text. With prompting and support, identify characters, setting, and major events in a story. Actively engage in group reading activities with purpose and understanding.

Common Core Speaking and Listening Standards:

Confirm understanding of a text read aloud or information presented orally, or throughother media by asking and answering questions about key details and requesting

clarification if something is not understood.

MATERIALS AND PREPARATION:

Seven Blind Mice book Seven Blind Mice sequencing cards: (Monday-Sunday), 7 Mice (red, green, yellow,

purple, orange, blue white), Parts of Elephant: pillar, snake, spear, great cliff,

fan, rope, elephant with white mouse on top

Big chart of story map graphic organizer Individual copies of story map graphic organizer for each child Poster markers Wall tape Pencils for each student Color chart, pins Clipboards

CLASSROOM ARRANGEMENT AND MANAGEMENT:

This lesson will be taught to a small group of 4-6 students. The lesson will take place in the

Kindergarten pod area. The students will sit at the rectangle table facing the wall in order to

prevent distraction. The teacher will stand in front of the students and be able to use the wall

to hang the story chart. Ideally, the lesson will be taught at a time when there is not a lot of

activity in the hallway (i.e. during the morning literacy block).


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PLAN:

1. Conduct a brief picture walk through Seven Blind Miceto refresh students memoriesof the book. (Book was read aloud to the class previously.)

2. Today we are going to talk about different ways to retell a story. One way we canretell a story is by putting what happened in the story in order. Were going to put

Seven Blind Mice in order using picture cards. Here are all the days of the weekMonday, Tuesday, Wednesdayall the way to Sunday. Were going to put what

happened in the story each day under the card for that day.

3. Model sequencing activity for Monday: I remember that first, onMonday, the redmouse thought that the something was a pillar. So, now I am going to look for the

cards that show the red mouse and the pillar and put them under the word that says

Monday.

4. Students finish the sequencing activity as a group, putting picture cards under thecorresponding days of the week.

5. Now were going to read Seven Blind Mice again. While we read, I really want you tofocus on what the problem and the solution are in the story.6. After reading, show students story map poster.Another way we can retell stories is bymaking a story map. Our story map has five sections lets read the titles together to

figure out what were going to put in each box. Choral reading of titles of boxes. Lets

see if we can map our story.

7. Give students story map papers and pencils. Lead students through the class storymap, filling in each box as a shared writing activity. Students will complete their

individual story maps as we fill in the class map and sketch the problem and solution.

ASSESSMENT:

Informal observations during activities and read-aloud Observations during completion of sequencing activity and story map graphic organizer Written work: individual story maps

ANTICIPATING STUDENT RESPONSE:

We anticipate that the students will be able to sequence the Seven Blind Mice text,

after Monday is modeled. There might be some slight disagreement among students, but

after working together, they should be able to accurately sequence the story.

We also anticipate that with prompting the students will be able to generate a story

map. The students should be able to accurately name the text, the author, and the

characters. The setting, problem, and solution are newly introduced ideas that might need

scaffolding in order for the students to correctly identify.

Since Seven Blind Mice is a book the students have read only once before, it should be

engaging to them. The colorful illustrations and predictable text should hold he studentsattention. The story mapping graphic organizer is new to the students, so it might be

challenging for them to complete. If the students are struggling with the concept, have them

complete the class story map as a shared writing activity, and dont have them complete their

individual graphic organizers. If the students dont seem to be challenged by it, however,

increase the amount of interactive writing so that the students are taking more of the

responsibility of actual writing. If the students seem to struggle with the sequencing card


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activity, or take a long time to complete it, consider eliminating the story map entirely and

focus instead on the first retelling strategy of sequencing.

ACCOMMODATIONS:

Each of us will make accommodations based on the specific students we have chosen for our

small group. However, the actions in the Anticipating Student Response section can be

used to differentiate instruction. We will make accommodations in content and activitiesbased on the skills of our students. In this way, students who need more teacher support and

scaffolding receive it, but more advanced students are challenged to write on their individual

story maps.


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Story Map

Title:

Author:

Setting

Where:

------------------------------------

When:

------------------------------------

Characters

------------------------------------

------------------------------------

------------------------------------

------------------------------------

Problem

----------------------------

----------------------------

----------------------------

Solution

----------------------------

----------------------------

----------------------------

Documents

Term III Literacy Lesson