Title: What are ways to retell a story?

Grade: 1st
Overall Goal:
To prepare the students for this project as a class we will read The Voyage of Turtle Rex
and discuss the main idea and emotions of the characters. This will help the students understand
the characters better so that when they retell the story they can better relate to them. If they
understand the main idea that shows that they are understanding what they read. All of this
would get the students involved and prepared to recreate their own story.
The students main project will be to create a product, from the options given, and retell
the story using this. Giving the students options on what to do allows them to express their
creativity while also being structured.
After the student create their project they will present it to the kindergarten classes in
their groups. While presenting the instructor will go around to make sure the students are
pointing out the main ideas and fully understanding the feelings and emotions of the characters.
When their presentations are over students will head back to the classroom for a brief
discussion to conclude whether or not the students can now identify the main idea, feelings and
senses in the story.

Standards Learning Objective Assessment

1.RF.5 Orally read grade-level
appropriate or higher texts smoothly
and accurately, with expression that
connotes comprehension at the
independent level.
By the end of this lesson, the
student will be able to read aloud
confidently to a group of younger
students and engage the younger
students by using expression and
accurate emotion displayed in the
text.
In groups students will read
the book they chose aloud
and work together to figure
out the correct way to
express the story.

1.RN.2.2 Retell main ideas and key
details of a text.
By the end of this lesson, students
will be able to summarize the main
ideas of the story they are telling
and explain using details from the
story why those ideas are the main
ideas.
In the small groups students
will work together to
determine the main idea of
the story. They will also
come up with important
details so that it is easier to
retell the story.
1.RV.3.1 Identify words and phrases in
stories, poems, or songs that suggest
feelings or appeal to the senses
(touch,
hearing, sight, taste, smell)
By the end of this lesson, students
will be able to identify emotions and
feelings that a character is
encountering in songs, stories, and
movie clips.
Students will write down the
emotions they believe
Moana is feeling in the hook
video. They will also
incorporate emotions and
senses into their final
project.

Key Terms & Definitions:

Character: A person in a story
Emotions: How someone feels
Happy: Feeling or showing pleasure or contentment.
Sad: Feeling or showing sorrow; unhappy.
Angry: Having a strong feeling of or showing annoyance, displeasure, or hostility
Excited: Very enthusiastic and eager
Expression: How someone shows emotions, thoughts, or feelings
Story: An imaginary event told for fun
Main Idea: The most important part of a story
Retell: To tell a story again including the main points from the story
Before: Earlier in time, previously
After: Happening later than the main point
Sense: How your body connect to the world around you. (Touch, Hearing, Smell, Sight,
Taste)
Describe: Give an account in words of what happened or someone
Model: Representation of a person, thing or structure, typically smaller than the original
Drawing Board: A large flat board on which to work on to draw, color, or create.
Felt Board: A board covered with felt to which Other felt creations stick when
pressed firmly in contact.
Sound Affects: A sound other than speech or music made for use to illustrate sounds of
characters
Ipad: Tablet with a touch screen used for many things
App: An application downloaded by a user to a mobile device

Lesson Introduction (Hook, Grabber):

https://www.youtube.com/watch?v=b--VfuHxvl8
The instructor begins this lesson by handing out 1 page of construction paper to each student.
The instructor will tell the students to pay attention to the feelings moana is having during the
clip. Then the instructor will play a clip from Moana that is linked above and ask the students at
the end of the clip to draw out all the different emotions and what sense from our five senses
discussed earlier in class they noticed during the clip. The clip from Moana will engage the
students because it is a well known Disney movie that most children will recognize and engage
in. A very quick discussion will be held after to talk about why the students drew out the
emotions using what they saw from the clip.

Lesson Main:
To prep for this project assignment the instructor will need to read The Voyage of Turtle
Rex to the class and discuss what main idea is and how to identify it, the feelings of each
character, and what the 5 senses are and how characters use them in stories; to familiarize the
students with the words.
In preparation for the projects to begin the teacher will need to gather poster boards,
play-doh, a few ipads with the sound effect app installed, felt boards with felt that can be cut out,
and art supplies. In groups of 3, Students will be reading paperback versions of either Giggle,
Giggle, Quack or What The Ladybug Heard. Throughout each of the stories the students will
begin thinking about the emotions behind the characters and what the main idea is. They will do
this by using a sheet provided where they can fill in the main idea and characters and beside
each character's name provide emotions they had.
The groups will then choose from these options to help them present the story. The
teacher will present the class with the materials needed after they make a decision.
Use the app Nature Sound Effects Free!! to create animal noises or sound
effects to make the story come to life while retelling the story. The students will
have practiced retelling the story to each other during their work time and
incorporating the sound effects.
Create a felt board; the group will be provided with the board but they will be in
charge of creating the felt pictures to stick to the board as they are retelling the
story. The pictures they create should include the characters as well as important
objects in the story.
Create a model with play doh; with this the students will create characters or the
setting and retell the story by showing the models as they retell each scene of the
story.
Create a drawing board of the objects, smells, feelings, or actions associated with
the story to help understand the senses involved. While retelling the story
students can point these out.
After the students chose their presentation tool they will work together for 30 minutes a
day for 5 days during class to finish their product. Their Presentation should include the
requirements outlined on the rubric and they should show a sense of understanding the
standards.
During the presentation students should be able to read the story aloud while explaining
the emotions/sense involved. They should be aware of what the main idea is and enforce that
while performing their presentation.
 By the end of the project students should understand the main idea of their story and the
emotions/senses associated. They should also be able to read the story aloud and use their
projects to tell the story as they go along; showing that they understood the story and the
feelings associated.

Introduce the Central Question: After the beginning activity, students should have a general
idea of emotions and expression through fictional characters. This should prepare students for
the following activities main topic, What are ways to retell a story?

Brief Content Lecture: After discussing the question the instructor will give the students the
assignment to choose between Giggle, Giggle, Quack or What The Ladybug Heard. In groups of
3 and with that story, identify parts of it such as main character, the events taking place, and the
senses of the characters. To help the students identify these things we will have practiced in
class several times before we start the project. With these identified it will provide a foundation
for students to connect to the emotions and feelings of the character and the story overall.
Students will be provided with resources such as soundboards, movie making apps, Legos, Play-
Doh, and drawing apps. To make sure the students know how to use these project tools we will
have videos and/or a brief introduction to them before we begin using the tools. Before each
group starts their project they will view the video connected to their tool they chose.

Create Presentation: Using their resources, students have unlimited room for creativity in
retelling and displaying the emotions from their story of choice. They will create 3 dimensional
constructed displays, build small figures and move them around to simulate dialogue and
interaction, and present pictures with writing while talking briefly about each picture's meaning
and importance. Students can also use felt boards to tell a 2 dimensional story and point to each
aspect of their presentation while giving brief explanations about them. Students also have the
option to make songs and use other artistic to retell their story with a more creative and
individual style.

Performance Section: Now it's time for students to let their inner actor come to life! Students will
be able to take on the personas of the characters theyre retelling and use the classroom as their
stage! They can also show off their creative skills with the displays and crafts they put together to
strengthen their show! Also students will get a chance to show off their reading skills as they play
the role of the teacher and lead the class with their retelling of their stories. During students
presentations there should be clear context behind their creations and explanations. They should
establish who the characters are and whats happening with their displays, and then they should
be able to clearly reflect the emotions from these characters. For example, This is ____ and she
is sad because ______ is an excellent phrase for them to use during their presentations. They
should be able to at least explain four emotions from one character or two from multiple
characters in their story.
Lesson Ending:

Reading to Class Activity: When students arrive in the Kindergarten classroom there will be 7
stations set up for the groups to prep their activity. The groups will be able to set up their project
and review what they're going to use to tell the story and who has what role.
While reading to the students the instructor(s) will be going around to check that they are
meeting the requirements on the rubric.

After the group readings students will go back back to class. The class as a whole will discuss
what the students did for their presentation and their impressions of the stories. They will tell
each other what their main ideas were for each story; also how they explained to the
kindergarteners the feelings each character had and what was going on around them involving
their senses.

Assessment Rubric:

Great (3pt) Doing well (2 pt) Needs Work (1 pt)

Reading Presentation Story is read loud and Story is read Story is read to the
confidently aloud to confidently aloud to younger students
the younger students the younger students without confidence
using correct with some incorrect using incorrect
pronunciation of pronunciation and pronunciation and
words and correct some incorrect use of incorrect use of
use of pauses and pauses and breaths pauses and breaths
breaths

Resource Usage Used one resource Used one resource Used one resource
given effectively and given effectively and but did not focus on
efficiently by focusing efficiently by focusing the five senses or
on the five senses on only the five feelings when using
and feelings to senses or feelings, the resource
incorporate into their not both
project

Discussion Participation during Participation during Participation needs

discussion is discussion is good by worked on and
outstanding by raising raising hand to discussion is poor
hand to answer answer questions and without any answers
questions and using discussing some or opinions based on
great reasoning to opinions based on evidence from project
answer questions projects
based on evidence
 from project

Resources / Artifacts:

Kaitlynn:

How to create an iMovie for our project using sounds, pictures, transitions, and backgrounds.
https://youtu.be/VFROVVXhbko

Madison:
This video helps explain to students how to retell their story using play doh.

https://youtu.be/o0Q7K_-zeTo.

Alauren:
Heres my Pictochart Infographic/Presentation!
https://magic.piktochart.com/output/24768503-project-based-learning-pictochart-alauren

Differentiation:

For this project students are offered different books to read and put in groups to come up with a
way to retell the story. The students must make sure to include the main idea, senses involved,
and feelings of the characters.

1. Differentiation for ability levels

High ability learners will be expected to point out the main idea, senses and feelings
while retelling the story. This way they are more challenged to retell and understand.
Low ability learners will be given more leeway with the perfectionism of the project. They
will still need to have it complete but they dont need to be able to retell the story without
looking at their project constantly.

2. Differentiation for demographics

We give the students options for what to read and how to present their project. This is
allowing children with different demographics to still connect with the story and work
together in their project group.

3. Differentiation for languages

 If there are students that cant read in the language the story is written a voice recorded
version or a book in a different language will be provided. Though in their groups they will
be challenged to work with english speakers so that they begin to feel comfortable with
the common language.

4. Differentiation for access & resources

Internet nor computers are needed for any of these projects. Ipads are necessary but if
that doesn't work out students can make the noises on their own.

Anticipated Difficulties:

Students may have a hard time discovering the emotions/senses involved in the story. To
help overcome this the instructor should pull out these details from stories read in class to
help students identify them. If students are still struggling with pulling these out
themselves the instructor could make a list of common emotions and the senses with
definitions and let the students use this as a tool to identify the emotions/senses in the
story.
Students may feel uncomfortable retelling the story to the kindergarteners. To prepare
them for this they will be practicing their presentation with their groups.

References:

https://www.doe.in.gov/standards/englishlanguage-arts
https://www.merriam-webster.com/dictionary/dictionary
http://theimaginationtree.com/2013/11/12-creative-storytelling-activities.html
http://www.bbcactive.com/BBCActiveIdeasandResources/MethodsofDifferentiationintheCl
assroom.aspx
https://www.edutopia.org/discussion/15-ways-use-play-doh-junior-high-or-high-school-
classroom