Lesson Content

What Standards (national or

state) relate to this lesson?
(You should include ALL applicable
standards. Rarely do teachers use
just one: theyd never get through
them all.)
LAFS.1.RL.1.2
Retell stories, including key details, and demonstrate
understanding of t heir central message or lesson.
Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)



How do you retell a story?
- By using information from the text and sequencing the events in
the appropriate order.
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the ABCDs
of objectives: action, behavior,
condition, and degree of mastery, i.e.,
"C: Given a sentence written in the
past or present tense, A: the student
B: will be able to re-write the
sentence in future tense D: with no
errors in tense or tense contradiction
(i.e., I will see her yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)


Students will be able to retell stories by sequencing and be able to
identify what happens first and then next in a story.

Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for students
to learn this concept?


Students will read the story The Three Billy Goats Gruff to then
write about what happened first, next, then, and last during the
story. Students will continue writing by using information from the
text. This will help students better understand stories and better
tell stories in their own writing.
Evaluation Plan- How will you
know students have mastered
your objectives?

When writing on chart paper students will be drawing from the text
information about what happened in the story. I will make not of
what students are sharing answers. During write about reading
students will take what we did during whole group instruction and
Address the following:
What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?




write about what happened next in the story.
What Content Knowledge is
necessary for a teacher to teach
this material?








The teacher must be familiar with the story, The Three Billy Goats
Gruff and know how to identify what comes first, next, then and
last during the story.



What background knowledge is
necessary for a student to
successfully meet these
objectives?

How will you ensure students
have this previous knowledge?
Who are your learners?
What do you know about them?
What do you know about their
readiness for this content?

Students must understand that there are different parts to a story
and that when retelling a story, we must go in order of events. We
have previously sequenced and summarized stories in other
lessons. I have a total of 35 students in my co-teach classroom.
There are several ELLs- one who only speaks Spanish.
What misconceptions might
students have about this content?










Students may not understand the difference between next and then.
They may get these terms confused when writing.






Lesson Implementation
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct

We will engage in shared reading while reading the big book in
whole group and then I will model thinking aloud and writing what
happens next in the story. Students will then write about reading
instruction, lecture, demonstration,
partner word, etc.)


which can be considered to be guided release.
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)

Where applicable, be sure to address
the following:
What Higher Order Thinking
(H.O.T.) questions will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students transition
between activities?
What will you as the teacher do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching are
you using?
Time




2 min


2 min





8 min


3 min


10 min









8 min
Who is
responsible
(Teacher or
Students)?

S/T


T





T/S


T/S


T/S









S





Students will come to the carpet and be
reminded of expectations.

I will remind the students we are focusing
on retelling and that yesterday we wrote
about what happened first.
I will inform students we will be focusing
on what happens next in the story.

I will read aloud the story, encouraging
students to read with me what they know.

We will reread what we wrote about what
happened first in the story.

We will now discuss what happened next
in the story. We will refer to the text when
writing. I will model writing what
happened next in the story on chart
paper and make sure to use the transition
word next. I will have what happened
next prewritten on a sheet of paper to
refer to while modeling for the students
and to help guide our thinking.

We will reread the writing.
Students will go back to their seat to write
about reading.


What will you do if


a student struggles with the content?
We will pull a small group of students to the other room and model
sentences for them as we write about reading in whole group,
further discussing what happened next in the story.

What will you do if

a student masters the content quickly?
Students will read the story in their student book for the week and
figure out what happens next in that story.


Meeting your students needs as
people and as learners
If applicable, how does this lesson connect to the interests and
cultural backgrounds of your students?
N/A
If applicable, how does this lesson connect to/reflect the local
community?
N/A

How will you differentiate instruction for students who need
additional language support?

The chart paper will be left up on the board for the students to refer
to through out their writing.




Accommodations (If needed)
(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)

N/A
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used. This
can also include people!)


Big book- The Three Billy Goats Gruff, chart paper, marker, pencil,
write about reading notebooks