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Lianna  Zolkower-­‐Kutz

Taryn  Williams  
November  18,  2014
EDUC  520
Term  III  Literacy  Lesson
What:
The  focus  on  this  lesson  will  be  in  sequencing  stories  -­‐  fairy  tales  in  particular  -­‐  in  
order  for  students  to  develop  an  awareness  of  narrative  structure  and  meaning.  Our  chosen  
text  is  The  Gingerbread  Girl  by  Lisa  Campbell  Ernst,  which  connects  with  Lianna's  class's  
unit  on  fairy  tales,  and  Taryn's  class’s  study  of  variations  on  The  Gingerbread  Man  tale.  We  
will  engage  student  in  sequencing  activities  in  order  to  build  skills  of  summarizing  and  
retelling.  We  will  also  briefly  touch  upon  character  attributes  during  an  independent  
writing  exercise,  which  will  encourage  text-­‐to-­‐self  connections.  Finally,  we  will  briefly  
discuss  the  idea  of  message  or  theme  as  it  relates  to  this  text.
How:  
 
This  lesson  will  start  with  a  read-­‐aloud  punctuated  by  comprehension  questions  to  
involve  students  as  active  readers.  At  the  beginning  of  the  lesson,  we  will  explicitly  state  
the  skills  the  students  will  be  cultivating:  the  ability  to  sequence  and  summarize  a  story  
and  to  discuss  its  message  or  theme.  We  will  start  the  read-­‐aloud  with  ICQs  before  
beginning  and  continue  with  CCQs  throughout  the  story,  purposeful  questions  that  will  
focus  students  on  story  structure,  character  and  theme.  In  order  to  teach  sequencing,  we  
will  clearly  model  this  skill,  after  which  students  will  try  it  independently  using  a  graphic  
organizer  as  a  scaffold.  We  will  also  explicitly  state  why  this  skill  is  important.  Group  
discussion  will  also  support  students  in  this  process,  as  well  as  providing  a  way  for  the  
class  to  tackle  the  more  complex  idea  of  theme.
Why:
One  of  the  main  focuses  in  this  lesson  is  ensuring  students  understand  the  purpose  
of  these  activities.  This  is  necessary,  because  students  need  to  know  that  there  is  a  reason  
for  doing  these  activities  so  that  they  understand  it  is  not  just  busy  work  meant  to  keep  
them  occupied.  We  chose  these  particular  activities  and  books  so  that  we  can  ensure  our  
lesson  is  aligned  to  both  the  common  core  standards  and  our  teachers’  curriculum  plans.  
We  hope  that,  through  this  lesson,  students  will  be  able  to  make  deeper  engagement  with  
texts,  a  foundation  that  will  be  important  for  students  in  later  grades.
Taryn’s  inquiry  question  for  Seminar  is  on  using  formative  assessment  to  better  
adapt  lessons  to  your  particular  students’  needs.  By  using  CCQs  and  ICQs  throughout  the  
lesson  -­‐  particularly  while  reading  the  text  -­‐  we  can  gauge  which  students  are  struggling,  as  
well  as  which  parts  of  the  lesson  are  particularly  difficult  for  the  students,  so  that  we  can  

tailor  the  rest  of  the  lesson  to  the  students’  needs,  as  well  as  understand  which  students  
may  need  more  support  later  on.
Lianna's  inquiry  question  has  to  do  with  instructional  practices  that  help  students  
cultivate  a  growth  mindset.  Evidence  for  this  would  be  examples  of  student  perseverance  
on  challenging  tasks.  In  this  lesson,  such  instructional  strategies  that  have  the  potential  to  
develop  this  mindset  are  modeling  summary  writing  and  teacher  questions  that  push  
students  to  grapple  with  concepts  of  summary  and  theme.  The  effectiveness  of  these  tools  
would  be  measured  by  students'  ability  to  work  through  challenges,  especially  during  
independent  work,  as  well  as  sustained  engagement  in  the  group  discussions.
Lesson  Dates:
Wednesday,  November  26th  (Lianna)
Wednesday,  December  3rd  (Taryn)
Anticipated  Time:  40-­‐50  minutes
Goals/Objectives

1.
2.
3.
4.

Objectives:
SWBAT  understand  the  events  in  a  story  well  enough  to  sequence  the  events  on  
their  own.  
SWBAT  draw  on  their  knowledge  of  what  happened  in  the  story  to  form  opinions  
and  write  about  what  they  heard.  
SWBAT  remember  other  versions  that  they  have  read  and  will  also  be  able  to  
compare  and  contrast  how  the  stories  relate  to  each  other.    
SWBAT  use  the  information  from  the  story  to  understand  what  the  moral/theme  is.  
Teacher  Objectives:
1. WWBAT  model  the  expectations  clearly  and  concisely  and  address  student  concerns  
before  the  activities  begin,  IOT  enable  students  to  acquire  these  new  skills  within  
the  designated  timeframe.  

Standards:
● With  prompting  and  support,  retell  familiar  stories,  including  key  details  (CCSS.ELA-­‐
LITERACY.RL.K.2).  
● With  prompting  and  support,  identify  characters,  settings,  and  major  events  in  a  
story  (CCSS.ELA-­‐LITERACY.RL.K.3).  

● Recount  stories,  including  fables  and  folktales  from  diverse  cultures,  and  determine  
their  central  message,  lesson,  or  moral  (CCSS.ELA-­‐LITERACY.RL.2.2).  
● Describe  the  overall  structure  of  a  story,  including  describing  how  the  beginning  
introduces  the  story  and  the  ending  concludes  the  action  (CCSS.ELA-­‐
LITERACY.RL.2.5).  
● Recall  information  from  experiences  or  gather  information  from  provided  
sources  to  answer  a  question  (CCSS.ELA-­‐LITERACY.W.2.8).  
● With  guidance  and  support  from  adults,  recall  information  from  experiences  
or  gather  information  from  provided  sources  to  answer  a  question  (CCSS.ELA-­‐
LITERACY.W.K.8).  
Materials  and  Preparation:
● The  Gingerbread  Girl  
○ CCQs  and  ICQs  for  the  read-­‐aloud  
● Pictures  for  sequencing  (K)  
● Sequencing  Graphic  Organizer  (2nd)  
● Gingerbread  character  sheets  
● Paper  
● Glue  
● Pencils  
● Chart  Paper  
Classroom  arrangement  and  management:
Taryn:
 
For  kindergarten,  this  will  be  a  whole-­‐group  lesson.  The  students  will  be  on  the  
carpet  in  their  normal  squares  for  the  read-­‐aloud,  and  they  will  move  to  their  tables  for  the  
activity.  It  is  important  that  lessons  allow  students  to  be  in  their  usual  locations,  because  
routines  are  still  being  established  to  prepare  students  for  the  rest  of  the  their  schooling,  
and  we  do  not  want  to  disrupt  that.
Lianna:
 
Lianna  will  conduct  a  small-­‐group  lesson  with  six  students  (Leonor,  Daniella,  Jack,  
Ruben,  Fayol,  and  Morghan)  in  the  second-­‐grade  pod,  which  will  provide  both  tables  and  a  
carpeted  area.  She  will  remind  them  of  classroom  norms  (hand  raising,  attentive  listening)  
at  the  beginning  of  the  lesson.  The  read-­‐aloud  and  discussion  will  occur  on  the  floor,  after  
which  the  students  will  transition  to  tables  to  do  the  writing  activities.  Lianna  will  ask  one  

Tamika 11/20/2014 5:53 AM
Comment [1]: The Term III assignment is
intended to be a small group lesson as this is
more manageable as you are thinking about
classroom management, planning, instruction
and assessment. The Term IV unit design is
another opportunity to think about whole group
instruction. This is not to dissuade, but to point
out that you do not have to do a whole-group
lesson, especially if this will be your first foray.

of  the  student  to  distribute  the  worksheets.  Students  will  sit  two  to  a  table  to  minimize  
distractions  in  seat  that  Lianna  will  assign.  The  students  are  very  familiar  with  read-­‐alouds  
and  should  have  little  trouble  remaining  on  task;  quick  reminders  should  be  enough  to  
bring  a  student's  focus  back  to  the  story  if  necessary.  During  independent  practice,  Lianna  
will  circulate  to  assist  students  who  need  extra  help.  She  will  also  sit  students  in  strategic  
pairs  (Morghan  and  Fayol,  Jack  and  Ruben,  Leonor  and  Daniella)  so  that  the  more  able  
student  can  help  his  or  her  partner  if  necessary,  which  will  minimize  distractions  by  
making  sure  every  student  can  complete  the  tasks.
Plan:
Introduction  (7  minutes):
● Inform  students  that  we’re  going  to  read  a  book,  but  first  introduce  concepts  of  
sequencing  and  summarizing  
○ Introduce  concepts  one  at  a  time  
○ Ask  students  if  they  can  define  them  
○ Respond  based  on  student  answers  
● Introduce  book  (The  Gingerbread  Girl)  
○ Connect  back  to  previous  units:  Fairy  Tales  (second  grade)  and  The  
Gingerbread  Man  and  The  Gingerbread  Boy  (K)  
Read-­‐Aloud  (13  minutes):
● Begin  reading  story  to  students  
○ Ask  ICQs  in  the  beginning  
■ Let's  review  the  story  of  the  Gingerbread  Man.  
■ This  story  is  different.  We  are  going  to  learn  to  summarize  it  by  
writing  a  sentence  (or  two)  to  describe  the  beginning,  middle,  and  
end.  Explain  importance  of  learning  to  summarize.  
■ As  we  read,  think  about  how  this  story  is  different  from  the  original.  
○ Ask  CCQs  throughout  the  story:  
■ What  has  happened  so  far?  
■ Why  do  you  think  the  Gingerbread  Girl  is  running?  
■ How  is  this  different  from  the  original?  
■ How  do  you  think  the  story  will  end?  
Sequencing  and  Summarizing  (18  minutes):
● Introduce  sequencing  
○ Ask  students  to  think  aloud  about  what  happened.  
○ Lead  them  to  think  about  how  each  event  leads  to  the  next.  
● Model  the  sequencing  

Tamika 11/20/2014 5:37 AM
Comment [2]: This section reads more
summative. Think about the explicit language
you will use with the students and flesh it out
completely. We do this not because you intend
to read your lesson as a script, but so that you
can better ensure you are being intentional with
your language.
Also, you have quite a bit imbedded in this
lesson (e.g. sequencing, summarizing, theme,
etc.) Is the students’ first exposure to all of
these concepts? If yes, you may want to focus
on one new concept throughout the lesson.

Tamika 11/20/2014 5:42 AM
Comment [3]: Modeling implies that you are
thinking aloud about how to apply this strategy
to the reading. You are making your thinking
explicit to your students. What follows are a list
of guiding questions which it sounds like (this is
unclear) you are posing to students. This would
be more guided practice. Students are doing the
thinking. You are scaffolding through guiding
questions. Both are important in a lesson,
especially when new concepts are being
learned. Think about the language you could
use to model your thinking for your students.
Script this out.

○ Let's  list  the  events  of  the  story.  What  are  the  important  details?  How  do  we  
decide?  
○ If  we  were  to  choose  just  FOUR  of  these  things  that  we  have  listed,  what  
would  they  be?  What  are  the  most  important  things?  
○ As  a  class,  we  will  write  a  sentence  for  the  first  event  (The  class  will  compose  
the  sentence  as  a  brief  shared  writing  activity.  The  teacher  will  write  in  on  
the  chart  paper).  
○ Now  you  will  finish  the  summary  on  your  own.  You  can  copy  the  first  
sentence  from  the  board.  
● Independent  Work  
○ Transition  to  tables.  Have  one  student  pass  out  graphic  
organizers/sequencing  strips.  
○ Students  will  compose  one  (or  two,  if  they  need  to)  sentence  for  each  box  on  
the  graphic  organizer.    
Writing  Activity:  Character  (5  minutes)
● After  they  have  finished  the  sequencing,  another  will  student  pass  out  paper  for  the  
writing  response  activity.  
● Question  posed:  what  character  (from  The  Gingerbread  Girl  for  second  grade,  out  of  
the  Gingerbread  Man,  Boy,  and  Girl  for  kindergarten)  would  you  be  or  are  you  most  
like?  Why?  Brief  discussion.  
● Students  write  paragraph  (4-­‐5  sentences)  about  what  character  they  chose  and  why.  
They  draw  picture  to  accompany  it.    
Wrap-­‐Up  (7  min.)
● Why  is  it  important  to  know  how  to  retell  the  events  of  the  story/to  summarize?  
What  did  we  do?  
● Discussion  of  message/theme  
○ Let's  go  back  to  the  idea  of  a  message  or  theme.  What  does  this  mean?  
○ Based  on  our  discussions  of  the  story,  what  do  you  think  the  message  of  The  
Gingerbread  Girl  is?  (If  necessary,  the  teacher  can  ask  more  probing  
questions  about  character  motivations,  such  as  "Why  did  the  Gingerbread  
Girl  run  away?"  and  the  consequences  of  those  actions).  
○ How  is  the  message  different  from  the  original  Gingerbread  Man?  (If  they  
have  trouble  with  this  question,  the  teacher  can  scaffold  their  thinking  by  
asking  them  to  compare  what  happened  in  each  story,  especially  at  the  end.)  
Assessment  of  Goals
 
For  formative  assessment,  we  will  use  the  CCQs  asked  throughout  the  lesson  to  
gauge  understanding  and  to  make  decisions  about  how  much  to  scaffold  the  following  

Tamika 11/20/2014 5:49 AM
Comment [4]: Are there particular answers
that you will be listening for (e.g. exemplar
responses)? How will you guide students to
these details if/when they do not provide them?
What distinguishes these four details as the
most important? What guidance can you
provide to students of what is most important?

Tamika 11/20/2014 5:44 AM
Comment [5]: Anticipate how you will manage
the movement of bodies in the classroom. Are
there cues that the classroom teacher currently
uses to signal transitions? Will you call students
in groups?

Tamika 11/20/2014 5:47 AM
Comment [6]: I am wondering about your
students writing abilities and if they have used
graphic organizers before in class. Will they
know how to complete this task? Are there ways
that you can model and scaffold the graphic
organizer’s use before they get to independent
work time.

Tamika 11/20/2014 5:51 AM
Comment [7]: Look back at your objectives. Is
this aligned with what you set out to teach? If
not, and you deem this writing activity important,
then your objectives should be adjusted. If not,
think about what activities you will have
students engage in that will allow you to assess
all of your lesson’s objectives.

activities  for  each  child.  These  will  be  important  to  clarify  if  the  students  are  having  any  
trouble  with  comprehension  throughout,  so  that  we  can  be  preventive  of  any  problems  in  
this  area.  Throughout  the  sequencing  and  the  writing,  the  teachers  will  be  circulating  and  
observing  the  students,  so  that  we  can  check  their  work  and  ensure  they  are  understanding  
the  activities.
The  main  assessment  of  goals  will  be  by  looking  through  the  student  work  
afterward.  Because  the  students  are  producing  several  pieces  of  work  from  this  lesson,  we  
will  be  able  to  gauge  their  understanding  in  the  evaluation  of  the  work  itself.  We  will  look  
mainly  for  evidence  of  use  of  information  from  the  text  in  the  sequencing  and  writing,  to  
ensure  that  the  students  are  using  what  they  remember  about  the  narrative  to  inform  their  
work.  We  will  also  look  for  at  least  4-­‐5  sentences  from  everyone,  except  for  the  
Kindergarten  students  who  needed  more  scaffolding.
Anticipating  Students'  Responses
 
These  students  are  familiar  with  basic  story  structure  (beginning,  middle,  and  end),  
which  will  support  their  understanding  of  sequencing.  What  might  prove  challenging  is  
boiling  down  the  events  of  the  story  to  four.  If  so,  the  teacher's  role  would  be  to  model  this  
thought  process  by  posing  questions  as  to  which  events  are  the  most  important  to  record.  
Some  students  might  suggest  more  minor  details,  to  which  the  teacher  could  respond  with,  
"How  important  do  you  think  that  is?  Could  someone  use  your  summary  to  understand  the  
story  without  it?"  Discussion  of  the  message  or  theme  might  prove  difficult,  as  it  requires  
deeper  thought  about  the  text.  To  draw  out  possibilities,  the  teacher  could  point  to  
characters'  actions  and  their  consequences.  Talk  moves  such  as  polling  for  agreement  or  
disagreement  could  serve  to  further  tease  out  these  ideas.  
 
Accommodations
Lianna:
 
Some  students  in  the  second-­‐grade  class  might  need  help  during  the  independent  
practice,  so  will  circulate  during  this  time  to  help  students  who  need  a  little  push.  I  will  also  
pair  students  strategically  at  tables  (Morghan  and  Fayol,  Daniella  and  Leonor,  Jack  and  
Ruben),  so  that  the  more  able  student  can  possibly  help  his  or  her  table  mate.  This  will  also  
be  my  way  of  addressing  students  who  finish  early;  they  will  help  classmates  who  are  
taking  a  little  longer.  Morghan  in  particular  struggles  with  reading  and  writing,  so  I  will  be  
sure  to  give  her  enough  support;  I  hope  that  the  read  aloud  will  give  her  access  to  the  text  
without  the  burden  of  decoding  the  words,  and  that  she  will  enjoy  the  story  enough  to  be  
interested.  I  will  be  purposeful  about  drawing  all  of  the,  into  the  whole-­‐group  discussion  by  
posing  questions  even  without  seeing  a  raised  hand,  which  I  will  do  this  gently  and  
respectfully.

Tamika 11/20/2014 5:57 AM
Comment [8]: What will you look for as an
assessment from kindergarten? If they cannot
write 4-5 sentences, what will they be doing
instead? What will the writing templates look
like for these students?

Tamika 11/20/2014 6:00 AM
Comment [9]: The posing of this question to
students implies to students that their answer is
incorrect. Is there a way for you to define major
vs. minor details to students so that they are
learning how to determine importance of details
while reading? Also, given the story structure
you have detailed, intuitively I would think of
three details in a retelling, but you have listed
four. What are you thinking students should be
speaking to with each of these details? Be
explicit in what should be encompassed in detail
1, 2, etc.

Tamika 11/20/2014 6:04 AM
Comment [10]: Think about what
enrichment/extension activities you can plan for
students who finish early to push them in their
thinking.

Taryn:
 
For  Kindergarten,  some  of  the  students  will  need  differentiated  scaffolding  
throughout  the  lesson.  To  ensure  students  are  given  adequate  time  to  complete  the  
activities,  I  will  pass  out  the  papers  to  the  students  who  need  more  time  first.  This  way,  
they  can  get  started  before  everyone  else  and  hopefully  finish  around  the  same  time.  Mr.  
Andy  (our  classroom  volunteer)  will  also  be  there  during  this  time,  and  I  will  have  him  
work  individually  with  Seth,  Crystal,  and  Naeira,  so  that  they  can  have  the  individual  
attention  they  may  need.  For  the  writing  activity,  I  will  start  the  sentence  for  the  same  
students  (I  will  write  “I  would  be”),  so  that  they  can  focus  on  the  main  idea  of  the  writing.
 
Some  of  the  students,  as  well,  will  finish  much  quicker.  These  students  will  need  an  
extra  challenge,  in  order  to  be  sufficiently  stimulated  by  this  lesson.  For  the  sequencing  
activity,  most  students  will  just  be  sequencing  pictures  that  describe  the  events  of  the  
story;  these  students  will  be  provided  with  an  extra  challenge,  as  I  will  give  them  lined  
paper  so  that  they  can  write  out  the  sequence  of  events,  after  they  finish  sequencing  the  
pictures.  For  the  character  writing  piece,  they  will  be  expected  to  write  4-­‐5  sentences,  
instead  of  1-­‐2,  as  the  other  students  will.  I  will  really  push  them  to  think  about  how  details  
from  the  story  influenced  their  decisions.

Graphic  Organizer