Design for Learning

Instructor: Michelle Lawless

Grade Level/Cooperating Teacher:
st
1 grade/Bowen
Lesson Title: Walking and retelling
Date:10/27/15
Curriculum Area: Language arts Retelling Estimated Time: 35
minutes
Standards Connection:
2.) Retell stories, including key details, and demonstrate understanding of
their central message or lesson. [RL.1.2]
Learning Objective(s): Students will retell a book by preforming 3 scenes
from the book in the proper order with 100% accuracy.
Learning Objective(s) stated in kid-friendly language:
Today, you will be learning to retell a story that we are going to read.
Evaluation of Learning Objective(s):
Students will retell a book by preforming 3 scenes from the book in proper
order with 100% accuracy. The four scenes the students must complete are
what happens in the beginning, middle, and end. The students will be
preforming these 3 scenes from the story in proper order. Those who
preform all three in proper order will be considered proficient. Those who
preform 2 scenes in proper order will be in the yellow range. Those who
preform 1 or less will be in the red range and in need of re teaching.
Engagement:
The teacher will complete a picture walk with the book I Went Walking by
Sue Williams. She will ask questions about the book before, during, and
after the picture walk. The students will go on a quick picture walk to
become familiar with the story before reading it. Okay boys and girls, I want
everyones listening ears on and hands in their laps. Today, we are going to
learn how to retell the story I Went Walking by Sue Williams. Does anyone
in here like to go for walks? Me too! Do you ever see any animals when
you are walking? Well before we start reading lets take a picture walk
through the book. Im going to stop on each page and you are going to tell
me what you see in the illustration. The teacher holds up the book, reads
the cover page, and begins to open the book. What does it look like is

going on here? What do you see on the next page? What kind of animal is
this? What is the little boy climbing? What is he doing to the pig? Who is
following him in this picture? That was a lot of fun! We saw a lot of animals
in that story didnt we? Can anyone name any of the animals we did see?
Yes, we saw a horse, and a pig! Good job! Well today we are going to learn
how to retell this story. The teacher will now transition into the teaching
portion.
Learning Design:
Teaching: The teacher will explain the objective again to the
students. The teacher will use an anchor chart and a rope with words
velcroed to it. The students will read the anchor chart as well as put the
words on the rope in the proper order. The teacher will then give the
children copies of the book and read it with them. She will then ask them
questions after reading the book about what happened in the beginning,
middle, and end. Okay, boys and girls, so we are going to learn how to
retell the story we just read, I Went Walking by Sue Williams. Can we all
say retelling 3 times? Retelling retelling retelling. Does anyone know
what retelling is? Have you ever retold a book before? Well retelling means
to tell a story again. Have you ever heard a story from your friend and then
went and told it to another friend? Well thats retelling. Have you ever read
a book and just loved it so much that you had to tell someone what it was
about? Well thats retelling as well! Retelling is whenever you tell a story
again after you have heard it. So I want everyone to look at the board! This
is my retelling chart that Im going to share with you! Im going to read this
chart to you first and then I want us to read it together! My chart says
When the teacher asks you to retell she wants to know what happened
first, next, then, and last. Now lets all read it together When the teacher
asks you to retell she wants to know wat happened in the beginning,
middle, and end. The teacher holds up her rope that has four knots tied in
it. The signs first, next, then, and last are able to be velcroed on to the
rope. The teacher Velcro's Beginning to the rope. Does anyone know
where in the book this part may happen? Yes- it is the first thing that
happens. After we know what happens in the beginning then we can find
out what happens in the middle! The teacher Velcro's middle to the rope.
After the middle, we get to find out what happens at the end. The teacher
velcroes end to the rope. The end is the very last thing that happens in
the book. Now our rope is finished! Can we read all the parts in the right
order on our rope together! Beginning Middle- End. Now Im going to

hand all of you a copy of the book I Went Walking by Sue Williams and we
are going to read this book together. When you get your book dont touch it
until I tell you too. The teacher passes out the book and sits down. Okay
boys and girls we are going to read this book together, lets all turn to page
one and ill begin us. The teacher and the students read the book together.
Now without looking at the book, who can tell me what happened in the
beginning! You can look at our rope if you dont remember where the
beginning comes! Yes! In the beginning the boy goes on a walk! Okay
who can tell me what happens in the middle? You can still look at the rope
to know when the middle is! Yes- in the middle the boy meets a red cow!
Now who can tell me what happens at the end? Yes! All the animals start
to follow the little boy! You guys did so well at retelling that story! Now its
your turn to retell it on your own without my help!

II. Opportunity for Practice:

The students will be given a story map with four boxes with the words
Beginning, middle, and end written in them. The students will either draw
or write what happens in the beginning, middle, and end. Okay boys and
girls, Im going to pass out a worksheet with a story map on it. Has anyone
ever done a story map before? Does anyone know why we use them?
well Ill tell you! They help us write out our stories so we can see them! Lets
all look at our sheets. There are three boxes. Do the words in each of the
boxes look familiar? Yes! They are the words from our retelling rope! Well
in each box you are going to write or draw what happened in the story. So
in the first box, youll write or draw what happened in the beginning! Youll
do the same for each box! Remember, this is whatever you think happened
in the beginning, middle and end of the story. You and your friends sheet
may be completely different! This is whatever you think happened! Im
going to give you five minutes to complete this activity. That isnt much time
so we have to think fast! If you finish before your neighbor, I want you to
read back over your paper and make sure you have something that
happened in the beginning, middle, and end.. When the students have
finished the teacher will take up the students pencils and worksheets. That
was great boys and girls! All of your story maps look so neat and detailed!
Well now we are going to get to act out what we just wrote or drew on our
paper using props from the book.
III. Assessment

Students will retell a book by preforming 3 scenes from the book in proper
order with 100% accuracy. The three scenes the students must complete
are what happens in the beginning, middle, and end. The students will be
preforming these 3 scenes from the story in proper order. Those who
preform all 3 in proper order will be considered proficient. Those who
preform 2 scenes in proper order will be in the yellow range. Those who
preform 1 or less scenes in the proper order will be in the red range and in
need of re teaching. The teacher will use a skills checklist(attached) where
she marks off the beginning, middle, and end scenes. if they are preformed
correctly and in the correct order. Okay boys and girls now we are going to
retell our story by performing it! So lets all think back to what we wrote on
our story map! In my box I have different props you can use according to
what you wrote on your story map! I have a picture of all the animals and
you get to be the little boy that is going on a walk! So if you wrote about the
little boy walking and finding the cat then youll use the cat. Let me show
you! I made a story map and in my middle box, I wrote about the little boy
meeting the pig. So Im going to act this out for you. The teacher will
demonstrate what she wants the students to do. Okay! Now Im going to
give you a few minutes to think back and practice. You can each go to a
corner of the room and practice. Im going to be making sure you have
acted out all three parts that we talked about today and that you did them
in the right order!
IV. Closure:
Okay! You all did so good today! I loved seeing all of you acting out parts of
the story! I loved how you all did different things, they were so great to
watch! I now want you to think of one think you learned today and a
question you still have about retelling. Dont say anything out loud; give me
a thumbs up when you have both answers. Okay! Who would like to
share? Yes! Retelling is when you tell a story again. What question do
you have? thats a good question! Ill have to think about that. Well great
job today guys! I hope we get to act out even more stories next time!
Materials and Resources:
Anchor Chart
Rope
Beginning, middle, end pictures
Pencils

Story map
Props
Multiple copies of I Went Walking by Sue Williams
Assessment checklist
Differentiation Strategies:
Green: The teacher will provide students with a more difficult text. The
students will be expected to do the same thing.
Red: The teacher will give the students a text on the same level and have
them match pictures to the four different parts of the story studied today
instead of drawing or writing on a story map.
Data Analysis: According to my data I collected from the assessment,
student A successfully performed all three scenes of the book correctly and
in the correct order. This student was not as successful on the practice
portion; she got the ending and beginning correct. I believe the reason she
successfully performed the scenes from the book is because she watched
what her classmates did. To combat this, I could have her go first or not use
this form of assessment when this student is included into my small group.
Student B also successfully performed all three scenes of the book in the
correct order by beginning with the little boy seeing the cat, then the little
boy seeing the horse, and then all the animals following the little boy. This
student also completed the practice successfully therefore she was able to
understand what needed to go into her performance. This student
performed first so I know her information came form her own knowledge
and not what another student did.
Student C successfully completed all three scenes in the correct order. He
used a different animal for the middle of the story, but several animals could
have been used for the middle. I believe this student completed this
successfully because he successfully completed his practice. He was the
first one done with hs practice worksheet and then went back over it
several times so it stuck in his mind. This student performed last, but his
scenes were different so I know he was not copying his classmates.
Student D successfully completed all three scenes in the proper order form
the book. This student used the same animals as Student A and B. This

student was the second to perform so she could have easily copied
Student Bs performance. Her practice was correct and she did act out
exactly what she drew on her practice, so it could have come from what
she learned and not what she saw from others.
Reflection:
This lesson went much better than I had expected. I think the use of my
visuals and many explanations of the beginning, middle, and end helped
the students. My engagement could have a had a little more to it because it
was really quick and we really didnt discuss retelling. Next time, I will find
more ways to incorporate what we are learning instead of just using the
materials that are going to help us learn, like the book. My teaching portion
went pretty well. My retelling rope worked very well, but I wish I had a place
to hang it during my lesson so they could see it easily instead of looking at
it laying on the floor. The anchor chart about what the teacher wants to
hear was very effective because when I asked them to retell they knew
what I wanted. I wish I had used that more when asking them to retell while
doing the practice and assessment. I think each student having a copy of
the book and being able to read it with me increased their comprehension
of the story thus making finding the beginning, middle, and end of the story
easier. The practice was good because it played directly off of my we do
in the teaching portion. I think if I gave this type of practice again I would
make them write the beginning, middle, and end of the story instead of
drawing it. The students would just draw animals and while this was
technically correct it didnt thoroughly show their thinking. Some of my
students also saw what their neighbors drew and would draw this on their
paper. The assessment part went much differently than I had imagined. My
version of acting out was much differently then their version. I did give an
example, but they didnt follow it. I wasnt assessing them on their acting
though just on whether they got the correct scenes in the correct order. The
problem with this is the students would sometimes copy their neighbors.
Some were also too shy to really act it out so they just held up their props. I
should have made one of the props be the little boy instead of having the
students be the little boy from the story. My closure was a little too hard for
the students. They didnt understand the concept of coming up with a
question about what we learned. They arent used to having to tell what
they learned at the end of a lesson so every time I do this, it confuses
them. I changed in the middle of my closure what I was going to do and just
had them tell me something they learned instead of something they learned

and then a question they still had. They proved to me that they understood
the material in the assessment, but when I asked them straightforward they
didnt know what to say. My students didnt really have any misconceptions
about the material. They surprisingly knew where the beginning, middle,
and end of the book were. I did ask them higher level questions by having
them create a performance based on what they learned about the
beginning, middle, and end from the book.

Samford University Design for Learning

Beginni
ng

Middle

End
Scenes Checklist

Scenes

Beginning

Middle

End

Was this scene

included in the
students
assessment and
how?

Was this scene in

the proper order?

I CAN RETELL A STORY!

Name________________________
Beginning

Middle

End