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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