Lesson Plan including feedback in blue: GOALS/OBJECTIVES: SWBAT retell a story using sequencing cards.

. SWBAT synthesize and retell a story using a story map graphic organizer SWBAT identify elements of a story: character, setting, problem, and solution. STANDARDS: Common Core Reading Standards: With prompting and support, ask and answer questions about key details in a text. With prompting and support, identify characters, setting, and major events in a story. Actively engage in group reading activities with purpose and understanding. Common Core Speaking and Listening Standards: Confirm understanding of a text read aloud or information presented orally, or through other media by asking and answering questions about key details and requesting clarification if something is not understood. MATERIALS AND PREPARATION: Seven Blind Mice book Seven Blind Mice sequencing cards: (Monday-Sunday), 7 Mice (red, green, yellow, purple, orange, blue white), Parts of Elephant: pillar, snake, spear, great cliff, fan, rope, elephant with white mouse on top Big chart of story map graphic organizer Paper divided into four sections for each student Poster markers Wall tape Pencils for each student CLASSROOM ARRANGEMENT AND MANAGEMENT: This lesson will be taught to a small group of 4-6 students. The lesson will take place in the Kindergarten pod area. The students will sit at the rectangle table facing the wall in order to prevent distraction. The teacher will stand in front of the students and be able to use the wall to hang the story chart. Ideally, the lesson will be taught at a time when there is not a lot of activity in the hallway (i.e. during the morning literacy block). PLAN: 1. Conduct a brief picture walk through Seven Blind Mice, then read book aloud to students. 2. Today we are going to talk about different ways to retell a story. One way we can retell a story is by putting what happened in the story in order. Were going to put Seven Blind Mice in order using picture cards. Here are all the days of the week Monday, Tuesday, Wednesday all the way to Sunday. Were going to put what happened in the story each day under the card for that day. 3. Model sequencing activity for Monday: I remember that first, on Monday, the red mouse thought that the something was a pillar. So, now I am going to look for the cards that show the red mouse and the pillar and put them under the word that says Monday.

4. Students finish the sequencing activity as a group, putting picture cards under the corresponding days of the week. How will you elicit responses from students? 5. Another way we can retell stories is by making a story map. A story map is a way to remember the four big parts of the story: the characters, setting, problem, and solution. (Show students corresponding section of the paper theyre about to fill out as you name each part.) Youre going to do a quick sketch for each part of the story map to help you remember the story, and then were going to share our ideas and write them down. (Give each student the paper.) You may begin. I am unsure if the story elements terminology is also review for your students. In addition, you modeled beginning the sequencing of events for your students, but the story mapping is not preceded by any modeling or review. Can we assume this is prior knowledge? What modifications will you make in the moment if students experience difficulty with these terms? 6. Once students are done sketching, have them share what they sketched, one section at a time, and fill out the graphic organizer as an interactive writing activity. Each student will complete their own sketches, but the class graphic organizer will be completed together. Be explicit with how you intend to have students share their sketches for each section, but then also how you will transition from individual sketches to the interactive writing activity. For example, I am anticipating that you and the students will be completing the big chart together, but there will be no sketches on this chart while the students will have sketches on their graphic organizers, but no text. What steps will you take to complete both the class and individual graphic organizers? Finally, during interactive writing student and teacher share the pen. What will you ask students to guide the written portion of each portion of the graphic organizer? What will the other students be doing while you share the pen with one of their peers? ASSESSMENT: Informal observations during activities and read-aloud Observations during completion of sequencing activity and story map graphic organizer Written work: individual story map sketches ANTICIPATING STUDENT RESPONSE: We anticipate that the students will be able to sequence the Seven Blind Mice text, after Monday is modeled. There might be some slight disagreement among students, but after working together, they should be able to accurately sequence the story. We also anticipate that with prompting the students will be able to generate a story map. The students should be able to accurately name the text, the author, and the characters. The setting, problem, and solution are newly introduced ideas that might need scaffolding in order for the students to correctly identify. If these are new terms for the students, they should be explicitly taught and modeled. Since Seven Blind Mice is a book the students have not read before, it should be engaging to

them. Earlier you stated that the students have read this text before with the whole class. The colorful illustrations and predictable text should hold the students attention. Sketching a story map is new to the students, so it might be challenging for them to complete, or they might spend too much time sketching. If so, we will remind them that theyre just doing a quick sketch, like we do in Writers Workshop. If the students are struggling with the lesson, we will complete the class story map as a shared writing activity rather than an interactive writing activity. If the students dont seem to be challenged by the lesson, however, we will continue with the plan of interactive writing so that the students are taking more of the responsibility of actual writing. If the students seem to struggle with the sequencing card activity, or take a long time to complete it, we will consider eliminating the story map entirely and focus instead on the first retelling strategy of sequencing. What will you expect to see represented in each box of the graphic organizer that will demonstrate proficiency? Be explicit. Thinking through these explicit responses will help you to respond accordingly in the moment if/when students do not give these accurate responses. ACCOMMODATIONS: Each of us will make accommodations based on the specific students we have chosen for our small group. However, the actions in the Anticipating Student Response section can be used to differentiate instruction. We will make accommodations in content and activities based on the skills of our students. In this way, students who need more teacher support and scaffolding receive it, but more advanced students are challenged to write on their individual story maps.

Story Map Is this the student map or teacher map? Spaces for sketches?
Title: Author: Characters
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REVISED Lesson Plan: Revisions in red GOALS/OBJECTIVES: SWBAT retell a story using sequencing cards. SWBAT synthesize and retell a story using a story map graphic organizer SWBAT identify elements of a story: character, setting, problem, and solution. STANDARDS: Common Core Reading Standards: With prompting and support, ask and answer questions about key details in a text. With prompting and support, identify characters, setting, and major events in a story. Actively engage in group reading activities with purpose and understanding. Common Core Speaking and Listening Standards: Confirm understanding of a text read aloud or information presented orally, or through other media by asking and answering questions about key details and requesting clarification if something is not understood. MATERIALS AND PREPARATION: Seven Blind Mice book Seven Blind Mice sequencing cards: (Monday-Sunday), 7 Mice (red, green, yellow, purple, orange, blue white), Parts of Elephant: pillar, snake, spear, great cliff, fan, rope, elephant with white mouse on top Big chart of story map graphic organizer Individual copies of story map graphic organizer for each child Poster markers Wall tape Pencils for each student Color chart, pins Clipboards CLASSROOM ARRANGEMENT AND MANAGEMENT: This lesson will be taught to a small group of 4-6 students. The lesson will take place in the Kindergarten pod area. The students will sit at the rectangle table facing the wall in order to prevent distraction. The teacher will stand in front of the students and be able to use the wall to hang the story chart. Ideally, the lesson will be taught at a time when there is not a lot of activity in the hallway (i.e. during the morning literacy block).

PLAN: 1. Conduct a brief picture walk through Seven Blind Mice to refresh students memories of the book. (Book was read aloud to the class previously.) 2. Today we are going to talk about different ways to retell a story. One way we can retell a story is by putting what happened in the story in order. Were going to put Seven Blind Mice in order using picture cards. Here are all the days of the week Monday, Tuesday, Wednesday all the way to Sunday. Were going to put what happened in the story each day under the card for that day. 3. Model sequencing activity for Monday: I remember that first, on Monday, the red mouse thought that the something was a pillar. So, now I am going to look for the cards that show the red mouse and the pillar and put them under the word that says Monday. 4. Students finish the sequencing activity as a group, putting picture cards under the corresponding days of the week. 5. Now were going to read Seven Blind Mice again. While we read, I really want you to focus on what the problem and the solution are in the story. 6. After reading, show students story map poster. Another way we can retell stories is by making a story map. Our story map has five sections lets read the titles together to figure out what were going to put in each box. Choral reading of titles of boxes. Lets see if we can map our story. 7. Give students story map papers and pencils. Lead students through the class story map, filling in each box as a shared writing activity. Students will complete their individual story maps as we fill in the class map and sketch the problem and solution. ASSESSMENT: Informal observations during activities and read-aloud Observations during completion of sequencing activity and story map graphic organizer Written work: individual story maps ANTICIPATING STUDENT RESPONSE: We anticipate that the students will be able to sequence the Seven Blind Mice text, after Monday is modeled. There might be some slight disagreement among students, but after working together, they should be able to accurately sequence the story. We also anticipate that with prompting the students will be able to generate a story map. The students should be able to accurately name the text, the author, and the characters. The setting, problem, and solution are newly introduced ideas that might need scaffolding in order for the students to correctly identify. Since Seven Blind Mice is a book the students have read only once before, it should be engaging to them. The colorful illustrations and predictable text should hold he students attention. The story mapping graphic organizer is new to the students, so it might be challenging for them to complete. If the students are struggling with the concept, have them complete the class story map as a shared writing activity, and dont have them complete their individual graphic organizers. If the students dont seem to be challenged by it, however, increase the amount of interactive writing so that the students are taking more of the responsibility of actual writing. If the students seem to struggle with the sequencing card

activity, or take a long time to complete it, consider eliminating the story map entirely and focus instead on the first retelling strategy of sequencing. ACCOMMODATIONS: Each of us will make accommodations based on the specific students we have chosen for our small group. However, the actions in the Anticipating Student Response section can be used to differentiate instruction. We will make accommodations in content and activities based on the skills of our students. In this way, students who need more teacher support and scaffolding receive it, but more advanced students are challenged to write on their individual story maps.

Story Map
Title: Author: Characters

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