- Title: Retelling of Fables
- Author: Emily Patton
- Subject: Reading
- Grade Level: 1st
- IEP classification(s): Speech
or Language Impaired (English Language Learners), Learning Disabilities,
Visual Impairment
- Common Core Standard(s): CCSS.ELA-Literacy.RL.1.2
Retell stories, including key details, and demonstrate understanding of
their central message or lesson.
- Lesson Goals: By providing multiple ways to represent, express, and
engage, the students will retell the fable “The Boy Who Cried Wolf” by drawing
an illustration of the story with a summary.
- Lesson Materials: “The Boy Who Cried Wolf” text, “The Turtle Tale”
book, iPads, laptops, white paper, markers, crayons, “Retelling A Story”
worksheet
Instructional Lesson
Methods and Assessment
Anticipatory Set
·
Begin the lesson by obtaining
the students’ prior knowledge and asking students if they have read a story or
have seen a movie that taught them a lesson.
o
“Turn to your ‘buzz
partner’ and tell them about a story or movie that taught you a lesson.”
o
“Has anyone read a
story or watched a movie that taught you a lesson at the end?”
o
“What was the story?
What was the movie?”
o
“What lesson did it
teach you?”
o
“Why do you think we
read stories like this?”
·
Introduce the term
“fable” to the students by explaining it is a short story that teaches us a
lesson or a message.
·
Write on a piece of
chart paper:
o
Fable: A short story that teaches us a lesson or a
message.
·
Explain to the
students that today they will be reading fables and determining the lesson.
Recognition “What”
Multiple means of Representation
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Strategic “How”
Multiple means of Action and Expression
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Affective “Why”
Multiple means of Engagement
|
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During the set, I will introduce the term “fable”. The students will be aware that we will be
looking for the lessons of the short stories before starting the learning
activity.
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The students will “buzz” will their partners on the carpet
when asked about a story or a movie that has taught them a lesson. They will
also be asked questions as a whole group discussion.
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By asking the students about their personal experiences in
reading stories or watching movies with lessons, they will be more apt to get
interested in the lesson. I will ask the question “Why do you think we read
stories like this?” This question will enhance the value of the lesson.
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In order for me to lead into reading a fable, I must know
if my students know anything about stories teaching them lessons. I will ask
questions to obtain their knowledge of fables by asking questions. If they
have no background knowledge, I will give them examples.
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I will question their background knowledge of fables.
Students will be asked the question “Why do you think we read stories like
this?” which requires reflection.
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Introduce and Model
New Knowledge
- · Read the book “Turtle Tale” by Frank Asch to the students while they are still at the carpet.
- Remind the students before reading to be asking themselves questions about the story and to be thinking about what the story is trying to teach us.
- Use the Elmo to project the pages onto the SmartBoard.
- During the reading, I will address the vocabulary words that may be unfamiliar to the students like “wise”, “sunning”, and “tumbled”. I will ask the students what the words mean. Then I will write the words and their definitions on a piece of construction paper to add to our vocabulary wall.
- After the reading, I will ask the students questions to determine their comprehension of the story.
o
“What did the turtle
do after he got hit with the apple?”
o
“What happened when he
decided to keep his head inside the shell?”
o
“What did the turtle decide
to do after he kept his head inside the shell?”
o
“When the turtle kept
his head outside his shell all the time, what happened?”
o
“What was the final
big event that happened in the story?”
o
“What was turtle’s
final decision about his head inside and outside the shell?”
o
“What did this story
teach us?”
- Discuss with the students that the turtle realized that there are times to keep his head inside and times to keep his head outside. We can learn multiple lessons from this short story like “it’s wise to be yourself” or “you don’t have to stick to one thing”.
- Mention that this story will be available at the listening center for the students to re-read if they would like. (http://www.frankasch.com/turtletale.swf)
Recognition “What”
Multiple means of Representation
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Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
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I give the students the option to re-read the story later during center time. They can use the computers or iPads to listen with headphones and watch the story on this website: http://www.frankasch.com/turtletale.swf. This will allow the auditory learners to hear the story while reading it again.
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I model for my students how to think about
important details and find the lesson the story is teaching. Students have
the opportunity to work with the teacher in looking at important details and
discussing the lesson before they do it in groups or independently.
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I ask the students
different levels of questions after the reading to measure their
comprehension of the story. I ask questions that are open-ended, but I also
ask questions that have basically one answer (close-ended).
|
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Because students may not be familiar with some of the words in this book, I will discuss the meaning of each word and will add them to the vocabulary wall.
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Guided
Practice
- After the discussion about the story “Turtle Tale”, I will separate the class into groups of four.
- Each group will be directed to read a short passage of “The Boy Who Cried Wolf”.
- Text is below:
The Boy Who Cried Wolf
Once upon a time there was a boy who had to look
after sheep. It was a very boring job, just sitting on the hillside, day after
day, watching the sheep eating grass. He tried to think of fun things to do but
he couldn’t.
One day, he was so bored that he thought he
would play a trick on the other shepherds. “I know,” he thought, “I’ll pretend
that a wolf is coming to eat the sheep.”
So he stood up and shouted as loud as he could,
“Help! Help! There is a wolf and it is going to eat the sheep!” All the other shepherds left their sheep and
ran to help the boy.
“Where is the wolf?” they asked. The boy could
not speak for laughing. At last he said, “There is no wolf. I was just joking.”
The other shepherds were very cross. “Don’t make jokes like that,” they said.
“I am sorry,” said the boy. The other shepherds
went back to look after their sheep and the boy was left to watch his sheep
eating the grass. “I’m bored!” he said to himself. “I think I’ll play another
trick.”
So again he stood up and shouted, “Help! Help!
There is a wolf and it is going to eat the sheep!” Again the other shepherds left their sheep
and ran to help the boy. “Where is the wolf?” they asked again.
This time the boy was laughing so much he had to sit down. “There is no
wolf,” he said. “It is a joke.”
The other shepherds were really angry this time. “You are very bad! You
should not tell lies!” they shouted as they went back to their sheep.
The boy felt very pleased with his jokes. He sat
down in the long grass, pulled his hat down over his eyes and had a little
rest. Suddenly, he heard a strange sound!
He looked around and there on the hill behind
him was a wolf! A very big wolf! An enormous wolf! It looked at him, and licked
its lips! , “Help! Help! There is a wolf and it is going to eat ME!” screamed
the boy.
He shouted and screamed but no one came. “It is
just that silly boy playing tricks,” they all thought. The wolf ate the boy and
smiled a happy smile. “That will teach him to tell lies!” he said.
- They will also have the option of watching a short video on YouTube of this fable after they read. I will also provide my Spanish speaking English Language Learners a Spanish version of the video. This will allow them to gain more comprehension of the story. Spanish Story Telling: The Boy Who Cried Wolf
- After reading and watching the video, the groups will discuss with one another about the story and answer questions that I will write on the SmartBoard.
o
“Who were the
characters in the story?”
o
“Describe the
characters to your partner.”
o
“Where did the story
take place?”
o
“What is something big
that happened in the story?”
o
“How did the story
end?”
- While the students are interacting and discussing
their answers, I will observe how they are communicating and will ask similar
questions to gain more information about their comprehension.Recognition “What”Multiple means of RepresentationStrategic “How”Multiple means of Action and ExpressionAffective “Why”Multiple means of EngagementI am incorporating different ways for the students to learn the information by providing the text and a video to watch before completing the worksheet. For my Spanish speakers, they may watch the Spanish version of the video.Learners who are visual or auditory learners are going to benefit from having the iPad to listen to and read the story. The Spanish speakers will also benefit from reading the English version and watching the Spanish version video.Students receive the option of watching the video after they read the story.Students may use the iPads to watch the video after reading the story. This is going to be beneficial for visual learners because they have one more way to “see” the story. This will also help those who have difficulty visualizing in their minds.The students must work in groups to read the story and discuss the questions I will have posted on the board.By providing students with questions and also asking questions myself, I am guiding what information they are obtaining.
Independent
Practice
- After the guided practice activity with their partners, I will give each student a graphic organizer to fill out on their own. This graphic organizer will include sections to write about the characters, the details they found in the story, and a section to write what lesson they were taught from reading.
- I will continue to walk around and observe the students’ work. If the student has wrote something on their worksheet that is incorrect, I will ask where they found that information. I will help them correct their mistake by asking guiding questions.
Recognition “What”
Multiple means of Representation
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Strategic “How”
Multiple means of Action and Expression
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Affective “Why”
Multiple means of Engagement
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On the worksheet, the
students must fill out specific information that is important for them to
know in order to retell the story later on.
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I will provide the retelling a story
worksheet for the students to fill out after their guided practice and before
they will complete their assessment.
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8.4 Increase mastery-oriented feedback.
By asking the students
guiding questions, the students can correct their mistakes if they made one
on the worksheet.
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- For the closing, the students will come to the carpet for a review of the story “The Boy Who Cried Wolf”. The students will bring the worksheets with them to the carpet.
- I will ask them questions based from the worksheets they completed independently.
o
“Tell me about one of the characters you read about in this story.”
o
“Where were the characters?”
o
“What happened in the very beginning of the story?”
o
“Why did the boy ‘cry wolf’?”
o
“What happened when the boy ‘cried wolf’ the third time?”
o
“What did this story teach you? What lesson can we learn?”
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
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The students have to recall
the information they learned through our final discussion after reading,
discussing with partners, and completing their worksheets.
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During the discussion, I will provide
validation of answers so the students will know they have correctly obtained
the information from the story.
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Students will show
that they have comprehended the story by answering the discussion questions
in the grand conversation.
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Assessment
- Students will be given two options to complete their final assessment.
o
Option 1: a piece of
white paper and markers/crayons
o
Option 2: use Paint
software on the laptop
- On the paper or the laptop, the students will be told to draw or “paint” an illustration of the story along with three sentences retelling the story and the lesson it taught.
- The students will be allowed to use their “Retelling A Story” worksheets as well as the “Boy Who Cried Wolf” text to complete their assessment.
- The students will receive a rubric so they know what I expect from them in their drawing and writing.
- “The Boy Who Cried Wolf” Retelling Rubric1234DiscussionStudent is unable to answer questions asked about the character, setting, and key details of the story.Student is able to answer 2 or 3 of the questions about the character, setting, and key details of the story.Student is able to answer most of the questions about the character, setting, and key details of the story.Student is able to answer all of the questions about the character, setting, and key details of the story.Retelling through writingStudent includes little to no detail and only has 1 sentence about the story. The writing does not explain the illustration.Student includes a few details and has 2 sentences about the story. The writing is a bit unclear.Student includes 3 details and has 3 sentences about the story. The writing somewhat clearly explains the illustration.Student has more than 4 or more details and has 4 sentences about the story. The writing clearly explains the illustration.Retelling through illustrationStudent has shown little to no effort in creating an illustration of the main characters and key details in the story.Student includes a character and a key detail in his/her illustration.Student includes a character and a few key details in his/her illustration.Student includes multiple characters and at least 3 key details in his/her illustration.
- I will also provide an example of an illustration and a “retelling” writing on the SmartBoard so the students have an idea of what I’m looking for.
- Recognition “What”Multiple means of RepresentationStrategic “How”Multiple means of Action and ExpressionAffective “Why”Multiple means of EngagementI will allow the students to communicate their comprehension non-linguistically through their drawing and writing. I will show an example of what I want in their assessment before they begin.Students may communicate their “retelling” through drawing and writing on paper or painting and writing on the laptop.Students are given two options to complete their assessment. They may use hands-on materials or a laptop.I will provide the paper, markers, and crayons as well as the laptops and the Paint software to complete the assessment.Students may use headphones while completing their assessment to minimize the noise and eliminate distractions.By providing the students with rubrics, they are aware of what to include in their drawing and writing to receive proficient or above scoring.
UDL
Assignment Rubric
Evaluation
Areas
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Exceeds
Expectations
A
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Meets
Expectations
B
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Does Not Meet
C
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Points
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25-23 points
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22 -20 points
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19- less
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Multiple
Means of Representation
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Project incorporates at least 6 elements from this area of the UDL framework
(checklist
filled out)
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Project incorporates at least 4 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates 2 or less elements
from this area of the UDL framework
(checklist
partially filled out)
|
/25
|
Multiple
Means of Action and Expression
|
Project incorporates at least 6 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates at least 4 elements from this area of the UDL framework
|
Project incorporates 2 or less elements
from this area of the UDL framework
(checklist
partially filled out)
|
/25
|
Multiple
Means of Engagement
|
Project incorporates at least 6 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates at least 4 elements from this area of the UDL framework
(checklist
filled out)
|
Project incorporates 2 or less elements
from this area of the UDL framework
(checklist
partially filled out)
|
/25
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15-14
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13-12
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11-
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Multimedia Elements
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Project contains a wide variety of
graphic design elements: embedded videos, pictures, hyperlinks, clip art,
etc.
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Project contains a few graphic design elements: embedded videos,
pictures, hyperlinks, clip art, etc.
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Project contains a variety of graphic
design elements: embedded videos, pictures, hyperlinks, clip art, etc.
|
/15
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10-9
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8
|
7
|
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Presentation
|
Overall editing is accurate and
presentation is effective (spelling, grammar, punctuation,
formatting, font, text size,
esthetics, etc)
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Some basic editing and presentation mistakes
(spelling, grammar,
punctuation, formatting, font, text
size, esthetics, etc)
|
Several editing and presentation mistakes
|
/10
|
Overall Total Points
|
/100
|
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I. Multiple Means of
Representation ensures that the Recognition networks of students are supported
Key
Elements
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Please
Put a Check Mark Next To the Ones You Incorporated
|
Where
in the project?
(Which
Lesson Phase 1-6)
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ü
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Guided Practice
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ü
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Introduce and Model New Knowledge
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ü
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Guided Practice
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ü
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Anticipatory Set
Introduce and Model New Knowledge
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ü
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Assessment
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ü
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Anticipatory Set
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ü
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Independent Practice
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ü
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Guided Practice
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ü
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Wrap Up
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II. Multiple Means of Action and Expression
ensures that the Strategic networks of students are supported
Key
Elements
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Please
Put a Check Mark Next To the Ones You Incorporated
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Where
in the project?
(Which
Lesson Phase 1-6)
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ü
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Anticipatory Set
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ü
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Guided Practice
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ü
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Assessment
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Independent Practice
Assessment
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Introduce and Model New Knowledge
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ü
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Assessment
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ü
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ü
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Wrap Up
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III. Multiple Means of Engagement
ensures that the Affective networks of students are supported
Key
Elements
|
Please
Put a Check Mark Next To the Ones You Incorporated
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Where
in the project?
(Which
Lesson Phase 1-6)
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ü
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Guided Practice
Assessment
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ü
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Anticipatory Set
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ü
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Assessment
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ü
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Wrap Up
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ü
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Introduce and Model New Knowledge
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ü
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Guided Practice
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ü
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Independent Practice
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ü
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Anticipatory Set
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