EDN327Solutionreviewwithmybestfriendmovedawaybook

Author:KellyGrimm
Datecreated:10/31/20153:33PMCSTDatemodified:11/02/20157:00PMCST

Demographic/ContextualInformation
Grade/Level

Kindergarten

NumberofStudents

25

DateofLesson

November5,2015

LessonStartTime

8:30AM

Howmanyminutesisthe
lesson

15minutes

Course/Subject

LanguageArts(English),Reading

Unit/Theme

Retellingastory

TitleofLesson

Soltuionofthestory

WhereintheUnitdoesthis
Lessonoccur?

Middle

Structure(s)/Groupingforthe
Lesson

PeanutbutterandJellyPartners(Turnandtalk)

Wholegroup

StudentCharacteristicsthat
NeedtobeConsidered

Davidcannotsitstillforalongtime.

Andy,M.J.andGyuareELLstudents.

*Everystudentcannotsitandfocusonthelessonformorethan15minutes*

ListtheNeedsofStudents
withIEPs

N/A

ListtheNeedsofStudents
with504Plans

N/A

I.WhatIsTheCentralFocusOfYourLesson?WhatAreYourObjectivesForStudentLearning?WhyAreThey
AppropriateForTheseStudentsAtThisTime?
CentralFocus/BigIdea

Withinthisunit,studentswilllearnhowtopullimportantelementsoutofthestoryincludingseetingcharacters,the
problemandsolutionofthestory.

Rationale/Context

Inthepreviouslesson,studentspracticedpullingouteventsinthestory,setting,characters,andproblem.Alsostudents
wereintroducedtofindingthesolutionofthestory.Inthislesson,studentsarepracticingfindingthesetting,characters,
problem,andsolutioninthestory.Thenextlessonwillbeareinforcerfortheseelementsofthebookbypracticingwith
anotherreadaloud.

PriorKnowledgeand
Conceptions

Knowledge:storiesaremadeupofdifferentelements.astorygoesinacertainorder/sequence

Skills:retellingastory,distungushingimportantdetails,findingtheproblemandsolutioninastory

Vocabulary:setting,character,problem,solution

Standards

ILIllinoisSocialEmotionalStandards(2013)
Goal:Goal2:Usesocialawarenessandinterpersonalskillstoestablishandmaintainpositiverelationships.
LearningStandard:A:Recognizethefeelingsandperspectivesofothers.
Middle/Jr.HighIndicator:2A.3a.Predictothersfeelingsandperspectivesinavarietyofsituations.

USACommonCoreStateStandards(June2010)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects

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Grade:Kindergartners:
ContentArea:Literature
Strand:Reading
Domain:KeyIdeasandDetails
Standard:
2.Withpromptingandsupport,retellfamiliarstories,includingkeydetails.
Standard:
3.Withpromptingandsupport,identifycharacters,settings,andmajoreventsinastory.

AcademicLanguageDemands
Vocabulary

Settingwhereastorytakesplace
Charactersthepeople/animalsinthestory
Problem:Somethingbetweenoneormorecharactersthatmustbesolvedbytheendofthestory
Solution:Howtheproblemissolved

Functions

Studentswillcommunicatedifferentelementsofthestorysuchasthesetting,eventsofthestory,problem,andsolution
totheclass.

SyntaxandDiscourse(1
Required)

Discourse:Studentswilluseinformationfromthebooktoretellthestroytotheirclassmates.

OBJECTIVE1

SWBATidentifytheonesolutioninMyFriendMovedAway.

Tool(s)UsedforAssessment

Objectiveoneisassessedwhenastudentchoosesapictureandtheotherstudentsputtheirthumbsupiftheyagree
thatthepicturematchesthesolution.

EvidenceandAssessmentof
StudentLearning

Studentswillprogresstowardsobjectiveonewhentheypickthepicturethatrespresentsthesolution.

ExpectationsforStudent
Learning

Exceedsexpectations:Studentcanidentifythepicturethatrepresentsthesolutioninthestoryanddefinewhata
solutionis.

Meetsexpectations:Studentcanidentifythepicturethatrepresentsthesolutioninthestory.

Belowexpectations:Studentcannotidentifythepicturethatrepresentsthesolutioninthestory.

OBJECTIVE2

SWBATmatchatleast3differentelements(problem,solution,setting)totherepresentativepictureofthat
elementfromthebook.

Tool(s)UsedforAssessment

Objectivetwowillbeassessedwhenastudentchoosesapictureandtheotherstudentsputtheirthumbsupifthey
agreethatthepicturematchestheelementofthestory.

EvidenceofStudentLearning

Studentswillshowprogresstowardsobjectivetwowhentheyselectthepicturethatrepresentsacertainelementofthe
story.

ExpectationsforStudent
Learning

Exceedsexpectations:Studentcorrectlymatchesatleast3differentelementsofthestory(problem,solution,setting,
characters,oreventsofthestory)totheirrepresentativepicture.
racters)
Meetsexpectations:Studentmatchesthreedifferentelementsofthestory(problem,solution,setting,orcharacters)
totherespresentativepicturefromthestory.

Belowexpectations:Studentmatcheslessthanthreeelementstotheirpicturesfromthestory.

II.HowWillYouSupportStudentsToMeetYourObjectives?ForEachSectionOfTheLessonSequence,Provide
ADetailed,StepByStepListingOfHowYouWillImplementTheInstructionalPlan.DescribeWhatYouWillDoIn
EachSegmentOfTheLesson,Including:InstructionalMethodsYouWillUse,TransitionStatementsYouWillMake
ThroughoutTheLesson,AndQuestionsYouWillAsk.
Introduction

Numberofminutes
2minutes

Introduction
PointattheretellingropeandaskWhatdo
weneedtoincludewhenweretella
story?(setting,characters,
problem/solution,andwhathappenedat

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thebeginning,middle,andendofthestory)
Yesterday,Mrs.Kolbeintroducedanewpartof
thestorythatweshouldlookfor.Theclasstalked
aboutthesolutioninthestory.
Whatisthesolutioninastory?(howthe
problemissolved)
Giveexampleofproblem/solutionfromtheLittle
RedHen:MakesaPizza.Theproblemwasthatno
onehelpedthehenmakethepizza.Howitwas
solvedwasthatshegotthesuppliesherself.

TodaywearegoingtoreadMyBestFriendMoved
Awayandwearegoingtomatchthepicturesthat
bestfittoeachpartoftheretellingrope.

InstructionalSequence

InstructionalSequence
#ofminutes
11minutes

ReadAloud
Aswereadtodaywearegoingtolistenforthe
characters,setting,problem,andsolution.

Page6:Whoarethecharacterssofar?(thegirl
andherbestfriend)

Page8:Whatdoesitmeanwhenthepictureisin
abubble?(itsadreamoramemory)

Page10:TurnandTalk:howisshefeeling?
Howdoyouknow?(sadbecausesheislooking
down,she'snotsmiling)

Page24:Turnandtalk:Howisshefeeling
now?whydoyouthinkthat?(Happybecause
shehasanewfriendandsheissmiling)

Hangupthedifferentelementsontheretelling
ropes(characters,setting,problem,solution,
beginning,middle,end)
Lineuppicturesfromthestorythatrepresent
eachelementofthestoryontheretellingropeon
theledgeofwhiteboard.

Modelwhatstudentswilldowiththesettingof
thestory,thinkaloud
whatisasetting,somewherethestory
takesplace.
Iknowthestorytakesplaceoutside
infrontofherneighborshouse
lookforthepicturethatshowsthegirl
outsideoftheneighborshouse.
Pickthepictureandhangnexttothesign
thatsayssetting

AskstudentsWhatpicturesshowthecharacters
ofthestory?(theonewiththememoriesofthe
twogirlsandthepagewherethenewneighboris
standingoutside).
*Tapyourheadifyouagreethatthispictureis
correct*

Whatistheproblemofthestory?(Herfriend
movedaway)
Whatpictureshowsherfriendmovingaway?
(theonewththemovingtruck)
*rasieyourhandifyouagreethatthispictureis
correct*

Howwastheproblemsolved?(Shemetanew
friend)
Whatpictureshowsthatshemetanewfriend?
(thelastpicturewheretheyareplayingoutside)
*touchyourtoesifyouagreewiththis
statement*

Whatpicturerepresentswhathappenedfirstin
thestory?(themovingtruck)
*patyourheadifyouagree*
Whathappensnextinthestory?(theyplay
togetherinamemory)
*touchyourearifyouagreewiththispicture*

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whatpictureshowswhathappensafterthe
memory?(anewpersonmovesintothehouse)

*touchyourelbowifyouagreewiththispicture*

Whatpictureshowswhathappenslast?(the
twogirlsplayingoutside)
*touchyourchinifyouagreewiththispicture*
Closure

#ofminutes
2

Closure
Thumbsupifyouagreetothestatement,Thumbs
downifyoudonotagreewiththestatementand
thumbsinthemiddleifyouarenotsure.....
Ifourpicturesmatchthecharactersand
settings
Ifasolutionishowtheproblemissolved
Iftheprobleminthisstorywasthatshe
wassadthatherfriendmovedawayand
wematchedthepicturecorrectly
Ifthesolutionorhowshesolvedher
problemwasthatshemadeanewfriend
andwecorrectlymatchedthepictureto
that
Ifourpicturesmatchwhathappenedinthe
storyfirst,next,thenandLastly

Differentiation/Extension

ForDavid,Ikeptthelessonshortandprovidedanopportunitytomovealittleduringthelesson.

WhatIfs

MyELLstudentscomebackearly:workmorecloselywiththesestudentstomakesurethattheyareunderstandingthe
material
Ifmylessongoestolong:cutsomeofthethumbsupquestions
Ifmylessongoesshort:startguidedreadingearlyandgivethemmoretimetosilentreadattheend.

ResourcesandMaterials
Materialsandresources:
Bollman,K.(n.d.).FollowtheYellowBrickRoadRetelling.RetrievedNovember1,2015,from
http://thefirstgradeparade.blogspot.com/2012/03/followyellowbrickroadretelling.html
Carlson,N.(2001).MyBestFriendMovedAway.NewYork:PuffinBooks.
Kolbe,Tammy(2015).ProblemsandSolutionsLesson.Naperville,IL.

III.AnticipatedFeedbackOnStudentLearning
StudentFeedback

A.Iliketheeventthatyousaid,butdidithappenatthemiddleortheendofthestory?Whydidyoupickthepicturefor
thatelementofthestory?

B.Thefirstexamplewillhelpfurthstudentslearningbyhavingthemthinkbacktothestoryandhowitwenttomake
surethattheeventthattheysaidfitswheretheysaiditwent.Thesecondexamplewillhelpfurtherstudentslearning
becausetheyhavetoprovebyreasoningthattheirreasonforchoosingthepicturefortheelementiscorrect.

Assessment/Rubrics

N/A

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