Do Good Readers 'Retell A Lesson From Stellaluna'

Introduction/Launch

How will you commence the lesson? What will you do to engage the students at the beginning of the lesson? What is your ‘hook’? What is your anticipatory set? I will call students on the carpet area. In the previous lesson, students were introduced with the strategies good readers use to retell a story as they were taught about story elements. To activate students’ prior knowledge, I will ask the following questions –

What do good readers do retell a story?

What are the three parts in a story?

What do they talk about?

I will begin the lesson by going over the essential question: How do good readers retell a story by sequencing? To assess students’ understanding of the lesson content, I will ask them to answer a question,

To ensure students seized the lesson content, I will introduce the sequencing flow map. I will then ask students to think about the sequence of events of the book “Stellaluna” that they read at the beginning of the unit. I will select five volunteers to present beginning, middle, and end of the story. I will record students’ response on the flow map and will teach students to determine the proper sequencing of sentences to retell the story. I will read aloud all five sentences and will give the students a brief moment to turn and talk about the sentence order. The direction for the turn and talk will remain the same throughout the lesson. After students have been given sufficient time to engage in discourse regarding the sequencing of Stellaluna, I will select volunteers to discuss which sentences they believe should be placed on the Stellaluna story map. After discussion, I will write the sentences on the story map. I will remind students to pay attention to the sequencing as they will have to complete a graphic organizer referencing major events of the story. I will introduce the book “Stellaluna” and will review benchmark vocabulary such as – “Clutched”, “Trembling," “Embarrassing”, and “Clumsy” using the vocabulary strips that will assist them to complete the graphic organizer. Students will be back on their seats As they work with their partners I will circulate to assess their

Formative assessment will be applied for this lesson to screen student learning. Students will be going through informal assessment during the launch and mini-lesson phase as they will be expected to engage in dissertation as a class and in pairs regarding how to describe sequence of events to retell a story. They will also be informally assessed based on their ability to recall prior knowledge at the beginning of lesson and their ability to identify major events from the story Stellaluna. Students will be formally assessed through the sequencing graphic organizer. They will be expected to be able to write complete sentences using the proper conventions of English and to validate the sequence sentences using specific details from the story.