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Daily Planner

Ms. Quanrud
Brookland Primary School P4
Date: November 6,
2014

Class: English
Primary 4

Title: Lets Retell a Story

Pupils prior learning: After Tuesdays lesson students have a better grasp
on what the story elements are and why it is important to retell a story.
We will stretch this new knowledge today to allow students the
opportunity to try it themselves and see where their level of comfort is in
identifying the story elements and seeing how it helps them retell the
story.

Cross curricular skills focus: Communicating


Talking & Listening: When identifying the story elements and retelling the
story the children listen to and take part in discussion as well as
explanations.
Reading: When reading The Way Back Home students will not be just
listening to the story for information, but also for the enjoyment of the
authors writing.
Learning intentions
To participate in modelled, shared, paired, and guided reading
experiences.
To retell a text with reasonable detail.
To identify the five elements of a story.
To create visuals that will allow students to remember the five
elements of a story in their own imagination.
Introduction:
Review with students what the five elements of a story are and how they
are defined.

Thinking skills and personal capabilities focus


Managing Information: When identifying the story
elements the children will, use their own and others
ideas to locate sources of information within the text.
Self-Managing: During the informal assessment the
children are asked to review learning and some aspect
that might be improved by defining to themselves if they
are a thumbs up, down, or sideways.
Differentiation:
By Support - During this lesson I am working with my
students found to be in the blue reading group. The
work within Lets retell a story is differentiated to meet
their learning needs within their reading level ability as
well as stretch their ability in a comfortable way.
Suggested Success Criteria (AfL)
I can identify the five elements within a story.
I can use the text to help me identify the five
elements of a story.
I can enjoy the text being read to me.
I can create visuals that will help me remember
the five elements of a story.
Role of the teacher:
Facilitator: I, the teacher, will be facilitating
the order in which the students retell the
story and will scaffold when necessary.

Daily Planner
Ms. Quanrud
Brookland Primary School P4
Review with students the five elements founded that I modelled for them
after reading Dan & Diesel.
Inform students that today we are going to learn how to not just
memorize the five elements of a story, but truly dig into their meaning by
using the elements to retell the story we will read together.

Activity:
Introduce the book, The Way Back Home, and who the author is. Inform
students that at the end of this lesson students will be asked to share out
their findings of the stories setting, characters, the problem within the
story, how the problem was solved (solution), and what were the events
of the story, what happened at the beginning, in the middle, and at the
end.
Introduce to the students the bookmark and how I am going to leave the
bookmark I have created, on the white board as a reference. While I am
reading students will have the job to make sure they are identifying all
five elements within our particular story.
Read aloud The Way Back Home by Oliver Jeffers
At the end of the reading have students take a second and think about all

Differentiated Instructor: Being a


differentiated instructor means I am creating
lessons that are not just lecture lessons, but
lessons that are engaging in a variety of ways
and create purpose for their individual lives.
Examiner: I, the teacher, will informally
assess my students at the end of the lesson
to see where their comfort level in in
understanding and defining the five
elements of a story by allowing my students
to self-reflect.
Resource: I, the teacher, provide my
students with the tools they need to be
pushed and succeed to their fullest
potential.
Key Questions
Why is it important to be able to retell a story in an
organized manner?
How is each story element defined?
How are you going to use this strategy of retelling,
outside of our time together?
Discuss with your elbow partner the elements we
have been able to cover up to this point.
When would be an appropriate time in school to
retell a story to your friends?

Daily Planner
Ms. Quanrud
Brookland Primary School P4
five elements found within our story. (Wait Time 1 minute).
Share out student findings of the elements. Write students answers to the
left of the element found on the bookmarker.
Plenary:
To wrap up our time together, the students and I will engage in an open
conversation about any questions they have about the five elements of a
story, discuss openly the elements that came with more difficulty, and
discuss after learning about it, why retelling using the story elements, is
so important?
Students will conclude our time together by creating their own
bookmarker by creating pictures that represent each element of a story.
Inform students that the next time we meet they will use their
bookmarkers to help them retell the story provided to their partner.

Resources
Activity 1:
Jeffers, Oliver. The Way Back Home. London:
HarperCollins Children's, 2007.
Whiteboard
Markers
Activity 2: (Conclusion)
Bookmarker example
White bookmark paper
Felt Tip markers
N. Lennert. (2014, September 19). Reading Strategy
Anchor Chart Ideas. Retrieved from:
http://www.theclassroomcreative.com/2012/09/readingstrategies-anchor-chart-ideas/

Assessment/Monitoring:
Once students and I have completed our retell, I will ask the children, informally, how they feel about understanding the content.
Thumbs up = I got it
Thumbs down = I dont get this
Thumbs sideways = I need some more support to understand