53100_Retelling-First_Grade.pdf

53100_Retelling-First_Grade.pdf
Anchorage School District
TTL 2.0
Unit Title
Retelling
Subject(s) Addressed – Please check all that apply
English/Language Arts
Skills for a Healthy Life
Mathematics
Arts
Science
World Language
Geography
Technology
Government and Citizenship
Employability
History
Library/Information Literacy
Grade Level
First Grade
Author
Lisa Townsend
Unit Synopsis/Description
Students will learn to pretell, oral retell. make/use story props, predict story, define characters, setting,
problem, events in order, solution, vocabulary words used in story and write a retell.
Unit Duration
Fall of 2005 to Spring 2006
Enduring Understanding(s)
Students will be able to broaden their strategies to communicate story elements to others.
Essential Question(s)
What do you think this story will be about? (Prediction)
What vocabulary do you think will be in the story? What vocabulary words do you need clarification
for?
How did this story connect with a story you have already heard? Connect with your own experiences?
Alaska Content Standard(s)
•
Relate what the student views, reads, and hears to practical purposes in the student’s own life, to
the world outside, and to other texts and experiences.
Alaska Performance Standard(s) or Grade Level Equivalents (GLEs)
[1] 1.1.18 Students will use prior knowledge and context clues to make meaning from text.
[1] 1.1.20 Students will identify author, illustrator, and title page.
[1] 1.2.1 Students will predict and confirm story events and outcomes.
[1] 1.4.1 Students will restate key ideas in fiction and nonfiction to understand text.
[1] 1.4.2 Students will locate, identify, and collect information for specific purpose(s).
Culminating Performance Task
Scoring Guide attached
Types of understanding this performance emphasizes:
Explanation
Interpretation
Application
Empathy
Self-Knowledge
Perspective
Page 1 of 4
Interim Assessment Tool(s) – Formative Assessment
(Quizzes, tests, reflections, observations, work samples, dialogues, academic prompts, etc.)
DRA assessments: Fall and Spring
Create story props for two books.
Participate in whole group discussion about prediction, vocabulary and story elements.
Demonstrate how to complete a Shape Map.
Sort words according to a given rule.
Retelling Checklist.
Student makes a video about a book including setting, events in order and characters.
Student Self-Assessment
The student self-assessment will answer the question: Did I include setting, events in order and
characters into my video?
Sequence of Teaching and Learning Experiences
Handout(s) attached
Activity
Timeline
Guiding Question(s): What are the steps needed to complete an
activity or routine?
Activity: The teacher will model for the students the thinking
through process for sequential ordering of familiar routines and
activities by identifying the steps involved on the SmartBoard
(thinking backward in order to recall events) and then recounting
those steps (thinking forward to put events in order).
Assessment: Observe students recounting steps for an activity or
routine.
Guiding Question(s): What are the steps needed to complete an
activity or routine?
Activity: The student will think through familiar routines and
activities by identifying the steps involved (thinking backward in
order to recall events) and then recounting those steps (thinking
forward to put events in order).
Assessment: Student orally uses the words,
first, next, then (transition words) in their description.
Guiding Question(s): What are the steps needed to complete an
activity or routine?
Activity: The student will think through familiar routines and
activities by identifying the steps involved (thinking backward in
order to recall events) and then recounting those steps (thinking
forward to put events in order).
Assessment: Student orally uses the words,
first, next, then (transition words) in their description.
Guiding Question(s): What clues in the story tells the reader the
setting of the story?
Activity: The teacher will model and immerse the students in the
story element of setting by choosing books with well-defined
setting and display the text with the projector on the SmartBoard.
A discussion about how the author developed setting will be the
focus of the lesson.
Assessment: Observe students talking about stories using words
describing the setting.
Week 1 modeling
3x per week with 30 minute
lesson
Week 2 and 3
Pretelling by students with
teacher support
4x per week
Week 4
Pretelling with Partner
4x per week
Week 5 and 6
Daily Immersion
Literary Element
Read Aloud
Page 2 of 4
Guiding Question(s): What clues in the story tells the reader the
characters in the story?
Activity: The teacher will model and immerse the students in the
story element ‘characters’ by choosing books with well-defined
characters and display the text with the projector on the
SmartBoard. A discussion about how the author developed setting
will be the focus of the lesson.
Assessment: Observe students talking about stories addressing the
characters by name.
Guiding Question(s): What clues in the story tells the reader the
plot of the story?
Activity: The teacher will model and immerse the students in the
story element of plot development by choosing books with welldefined plot and display the text with the projector on the
SmartBoard. A discussion about how the author developed plot
will be the focus of the lesson.
Assessment: Observe students talking about stories using words
such as problem and solution.
Guiding Question(s): What do you think this book is about?
Activity: Teacher records students’ guesses on chart paper (GO!
Chart displayed on SmartBoard). Teacher reads book aloud.
Teacher covers up the text of the book and retells the story using
the illustrations.
Assessment: Retelling Checklist
Guiding Question(s): What do you think this book is about?
Activity: Teacher records students’ guesses on chart paper (GO!
Chart displayed on SmartBoard). Teacher reads book aloud.
Teacher covers up the text of the book and retells the story using
the story props.
Assessment: Retelling Checklist
Guiding Question(s): What group would this word fit into?
Activity: Students look for a reason to group things that are alike
and label them. Students classify and sort words following a rule.
Students classify and sort words by guessing the rule. Students
classify and sort words by making a rule.
Assessment: Students can explain the relationship of the words.
Guiding Question(s): What kind of GO! Map do you think would
be better to map out the plot of this story?
Activity: Teacher models and demonstrates how to represent
categories and relationships with graphic organizers (GO! Map
displayed on SmartBoard)
Assessment: Students develop an understanding of graphic
organizers. Students will choose a map to represent their
understanding of a story.
Guiding Question(s): How can we fill in each part of the story
frame?
Activity: Students write their own retelling, using word processing
software in a digital story frame.
Week 7 and 8
Daily Immersion
Literary Element
Read Aloud
Week 9 and 10
Daily Immersion
Literary Element
Read Aloud
Weekly-Retelling with
Illustrations
Model->Shared->Mediated->
Independent
Weekly-Retelling with Story
Props
Model->Shared->Mediated->
Independent
Weekly
Foundational Skills
Weekly
Graphic Organizers (GO! Maps)
Conceptual, Hierarchical,
Sequential, and Cyclical
Weekly
Story Frames Retelling
Page 3 of 4
Guiding Question(s): How can we fill in each part of the story
frame?
Activity: Students write their own retelling, using word processing
software in a digital story frame.
Assessment: Students fill in the story frame with descriptive
language.
Guiding Question(s): What is your prediction about the story?
Activity: Students write their own responses in the retelling journal
outlining their prediction, specific words, understanding of the
story, and connections.
Assessment: Does the students’ response make sense?
Guiding Question(s): What is this book about?
Activity: Students will make a video using the digital video camera
and displaying their video using the projector. The book talk will
tell the audience the book’s characters, setting and plot.
Assessment: The video includes characters, setting and plot.
Weekly
Story Frames Retelling
Weekly
Retelling Journals
Book Talk Video
Accommodations
Accommodations will be made in accordance with a student’s individual education plan.
Author Reflections
Why is this a good Unit?
I have planned and scaffold lessons leading students to build stronger skills to be able to orally express
story elements during a retelling.
Materials Needed
Paper, pencils, colored pencils, glue, sentence strips, index cards, butcher paper, pocket chart, small
brown lunch bags, popsicle sticks, book illustrations, story props, retelling journal, story map
Resources
•
•
•
Power of Retelling by Vicki Benson and Carrie Cummins
SmartBoard, projector with document camera, computer, varies software programs
Teacher chosen books for plots, setting and characters
Planning Learning Experiences and Instruction
Knowledge and skills students need in order successfully complete culmination task:
Students need to know:
• How to listen attentively to a read aloud story.
•
Students need to be able to:
• Sit with the class during a read aloud story.
• Raise hand and wait for their turn to share.
• Respond to questions.
Page 4 of 4
Name________________________ Date_______________
Word Bank Prediction Activity
What words do you think belong in each category?
Characters
Setting
I think this story will be about......
Plot
Retelling Checklist
Name_______________ Date___________
Story Title:
Characters:
Setting:
Problem:
Main Events:
*
*
*
*
*
*
*
Resolution:
Prompted Unprompted
Name______________________ Story________________________________
(characters)
(setting)
beginning
(problem)
(events in order)
middle
end
(solution)
Predictions
Title of Book
by ______________________________
Vocabulary
Understandings
GO! Journal
Prediction
Vocabulary
Understanding
Interpretation
Connections
Book Title:_________________________
Student Self-Assessment
Name_____________________________
Book Title:__________________________
Date:___________________________
Did I include setting, events in order and characters into
my video?
I talked about setting in my video.
I talked about events in order in my video.
I talked about characters in my video.
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