Lesson Created by: Melissa Winfield
Reading Lesson Plan: Summarizing/Retelling of a Chapter or Short Story
NYS Learning Standards:
ELA#1- Students will read, write, listen, and speak for information and understanding.
Performance Indicators:
·Present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief reports, stories, posters, and charts
·Use a few traditional structures for conveying information such as chronological order, cause and effect, and similarity and difference
MST #1- MST#1- Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
Performance Indicators:
·Use a variety of equipment and software packages to enter, process, display, and communicate information in different forms using text, tables, pictures, and sound
Rationale: This reading lesson incorporates a variety of different learning modalities (Tactile/Kinesthetic, visual/spacial, auditory, intrapersonal, and interpersonal) to reach the needs of a diverse group of learners. The activities are devised in the form of progressive steps that will ultimately help to ensure comprehension of the text.
Objectives:
What the Teacher Will Do: The teacher will begin the lesson by previewing the book with the students by analyzing the text features (cover, title, back cover, author, illustrator, table of contents, etc…). Next, the teacher will have the students make predictions as to what they think the book is about. The teacher will then begin reading the story aloud. The teacher will stop at various points in the book to question students on the story elements (plot, setting, characters, conflict, resolution, etc…). The teacher will also have student check/modify their predictions and make new predictions if necessary based on any newly presented information. At the conclusion of the reading, the teacher will have students identify the theme and main idea of the story. Then, as a group the teacher will guide students in an oral retelling of the story. The teacher will record the details on sentence strips and save them for later use.
What the Student Will Do: The students will be given the following retelling activities in this succession to promote comprehension and development.
Activity 1: The student will use picture cards with illustrations of the story to help them orally retell the story. The student will have to first put the picture cards in correct sequential order and then orally retell the story. The student will be prompted to give additional details as applicable by the teacher.
Activity 2: The student will be given pre-created sentence strips out of order. The student will have to arrange the strips in the correct chronological order and use them to retell the chapter/story (either orally or in essay form).
Activity 3: The student will be given various details from the chapter/story in sequence with various parts omitted. The student will then have to read the details and insert the correct details where needed. (See example using Goldilocks below)
Example:
1. Bud is in a boy’s home.
2. _______________________________________________
3. _______________________________________________
4. Jerry gets upset and starts to cry.
5. _______________________________________________
6. Bud and Jerry pack their belongings and get ready to leave the home.
Activity 4: The student will either: draw a series of illustrations, find copyright free clipart or take their own photos to depict the sequence of events presented in the story. The teacher will then transfer these pictures onto the computer. Next, the students will create their own narration to go along with their illustrations using a storyboard planner. Once finished with their storyboard, the student will use a computer microphone to narrate their retelling of the story. The illustrations and student narrations will be used to create a digital story. After creating the digital story, the student will post their digital story to a classroom blog. Later, students will be allowed to visit the blog, view each other’s podcasts (story retellings) and post comments on the various retellings.
Resources: Digital storyteller 3 software, Bud Not, Buddy by Christopher Paul Curtis, crayons, paper, computer microphone, computer, storyboard planning paper
Assessment: The teacher will use a performance checklist to evaluate student performance in activities 1 and 2 and then use activity 3 as a formal quiz. A rubric will be used to assess the digital story.
Supplemental Activity: The students will complete a reading interest inventory to critically evaluate the story/chapter and use that to write a 1 paragraph opinion piece on the selection.
