Created By: Kaitlyn Coirazza RETELLING A TEXT Date Developed: June 12th, 2016

Preliminary Information
LESSON: Retelling a Text Date of Lesson: June 13th, 2016
Grade: 1st Course/Subject: Reading Intervention
Number of Students: 8
Unit/Theme: Retelling Period/Time: Independent Lit Blocks (Pull-Out Reading
Intervention)
Estimated Duration: 45 Minutes each Day (2 Days)
Where in the unit does this lesson occur? Structure(s) or grouping for the lesson (underline any that apply):
Beginning of the unit Whole class
Middle of the unit Small group
End of the unit One-to-one
Other (specify)

1. GOALS: What are your goals for student learning, and why are they appropriate for these
students at this time?
Big Idea or Concept Being Taught

In this lesson, students will focus on retelling a text (Bonks New Bike) including the most important details. Students will
read a text and then create their own Storyboard retelling the story from beginning to end.

Student Learning Goal(s)/Objective(s):

(Identify 1 or 2 goals for students; below your goals state how you will communicate the goals to students.)
Students will demonstrate remembering by retelling the events in Bonks New Bike using a Story Board.

Students will demonstrate creation by constructing their own Story Board for the story, Bonks New Bike, using an online
web tool.

Standards
(List the Common Core Learning Standards or other discipline-specific standards addressed in this Common lesson.)
Common Core State Standards
RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson

ISTE Standards
1. Creativity and Innovation- Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology
A. Apply existing knowledge to generate new ideas, products, or processes
B. Create original works as a means of personal or group expression

2. ASSESSMENT: How will you know and document the extent to which students make
progress towards or meet your goals?
Evidence and Assessment of Student Learning
(How will you know whether students are making progress toward your learning goal[s], and/or how will you assess the
extent to which they have met your goal[s]?)
Students will be formally assessed on their Story Board for Bonks New Bike. Students will be assessed on whether
or not they retold and included all important events from the story including

Bonk wants a bike

Bonk doesnt have enough money
Bonk starts a dog walking business
 Bonk tells his friends they cant help because he needs the money
Bonk realizes his dog walking business is hard
Bonk asks his friends for help
His friends give Bonk their money to buy a new bike
Bonk agrees to let his friends ride his new bike

3. THE LESSON: How will you support students to meet your goals?
Launch/Hook/Anticipatory Set
(How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to
engage students?)

Good morning, scholars! Today we are going to read a new book! This book is about a monster named Bonk who
really, really wants a new bike. Have you ever wanted something really badly? Teacher will take a few responses and
then move on. Well, just like you wanted ______, Bonk wants a new bike. Lets read Bonks New Bike to find out if Bonk
gets his new bike.

Explore/Instructional Strategies
(How will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote
question generation/discussion; how will you address the academic language demands? Detail your plan. Note: For math
lesson plans, please write or attach every task/problem students will solve during the lesson.)

Teacher will read aloud pages 3, 4, 5 modeling fluency and word solving.

Teacher will control the game (calling on students to read) pages 6, 7, 8, 9 helping them with fluency, decoding, and
expression.

Teacher will have students silent read pages 10, 11, 12 to encourage silent comprehension.

Great reading, first graders! Today, instead of retelling the story all together, were going to retell the story a different
way! Silent excitement! Students will raise their hands in the air and wiggle their fingers. You are going to retell the
story on your own using Story Board. Teacher will have Story Board up on the projector/Smart Board already. This is
Story Board. I am going to show you how to use it using the story we read last week. Teacher will model how to use
Story Board to retell using a story the students already read. Now, when you create your Story Board today, you will
need to make sure that you include all of the important events in the story, Bonks New Bike. You will each work on
your own iPad. If you need any help, you will raise your hand silently, and I will come to help you. But remember, your
job is to retell Bonks New Bike by creating your very own Story Board. Teacher will check for understanding and then
allow students to get started.

Closure
(How will you bring closure to the lesson?)

Great job working on your Story Boards today! We will finish our Story Boards tomorrow. Turn to a partner and tell
them what event from the story you just finished putting into your Story Board. Teacher will give students 2 minutes to
share out. Ok! Everyone hit save on your Story Board. Once I see you save it, I will let you know when its okay to
close it and shut down your iPad. Teacher will ensure every student saved their Story Board before they shut down their
iPads.
Differentiation/Extension
(How will you address the needs of all learners in this lesson, i.e., how will you respond to diversity among students in such
areas as prior knowledge, ability level, learning needs, cultural background, and English language proficiency?)
As this is a Reading Intervention lesson, students will already be working at the same reading level. However, if a student
has trouble remembering a text, teacher should allow that student to read the book an additional time with a teacher
before starting the Story Board.

Resources and Materials

Bonks New Bike (Reading A-Z, Level J)
iPads