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Molloy College

Division of Education

Denise Redfern Supervisor: Susan McLaughlin
Content Area: Literacy Cooperating Teacher: Kelli Geilman
Grade 3 Lesson# 1 Topic: Retelling Date: 10/3/18
School District: Amityville School: Northwest Elementary School

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

After listening to a read aloud of “Knuffle Bunny” and a mini lesson, students will individually
read a passage and identify the characters, setting, problem, events, and solution of the passage
on the “5-Finger Retell” graphic organizer attaining a minimum score of 24 out of 28 on the
“Story Retell Rubric.”

NYS-CCLS / +NYS STANDARDS AND INDICATORS
CCSS.ELA-Literacy.RL.3.3.
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their
actions contribute to the sequence of events.
Indicator: This will be evident when students outline the character’s actions in the
beginning, middle, and end of the story.
CCSS.ELA-Literacy.SL.3.1d.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing
their own clearly. Explain their own ideas and understanding in light of the discussion.
Indicator: This will be evident when students participate in a discussion with their
reading partner on the main details throughout a story.
CCSS.ELA-Literacy.SL.3.1e
Seek to understand and communicate with individuals from different cultural backgrounds.
Indicator: This will be evident when students communicate with their peers of different
backgrounds as part of the discussion during the lesson.

© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
INSTRUCTIONAL RESOURCES

 “Knuffle Bunny” by Mo Willems
 Five Finger Strategy anchor chart
 “5-Finger Retell” graphic organizers
o https://i.pinimg.com/originals/80/0f/0f/800f0f9c68c5395383a58ea35443bc56.jpg
 “Targeted Lessons: Strategy Groups. Guided Reading: Retelling”
o https://www.teacherspayteachers.com/Product/Strategy-Groups-with-a-Focus-on-
RETELLING-3rd-Grade-3788150
 “Story Retell Rubric”
o https://www.teacherspayteachers.com/Product/Story-Retell-Rubric-1038394
 Roll and Retell
o https://docs.google.com/file/d/0B_mieVEhjKG5cjJKclRGUEFYa0U/edit

MOTIVATION (Engaging the learner(s)*)
Teacher will review what students have already learned prior to the lesson about retelling.

DEVELOPMENTAL PROCEDURES
(including Key Questions)
1. Teacher will review what students have already learned prior to the lesson today about
retelling. (What did we learn yesterday during reading? How do we retell a story? (2
minutes)
2. Teacher will direct instruct the “5 Finger Strategy” using an anchor chart. (2 minutes)
3. Teacher will read aloud the story to students and use questioning from Bloom’s
Taxonomy to check students’ comprehension of the elements of the story. Students will
turn-and-talk at various points throughout the book. (What do you predict this story will
be about by using the title and pictures? Who are our main characters? What is the
setting? What is the problem of the story? What are the main events of the story? What is
the solution of the story? What does “errands” mean? What does “boneless” mean?) (10
minutes)
4. Teacher will model how to use the 5 Finger Anchor Chart by organizing important details
of the text into the anchor chart using teacher created index cards and posting them
within the graphic organizer. (Who are our main characters? What is the setting? How
does the “Knuffle Bunny” begin?) (3 minutes)
5. Students will do a turn-and-talk with their reading partner to discuss the middle of the
story, the end of the story, and the solution. (Keeping the beginning of the book in mind,
what did we learn in the middle of the story? What happened in the end of the story and
how did the problem resolve? Are we focusing on big ideas or small ideas?) (6 minutes)
6. Under supervision of the teacher, students will be called to organize the pre-made index
cards and posting them within the graphic organizer to help organize the thoughts we
© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
shared orally with the reading partner. (Where can we organize what we discussed with
our partner on the graphic organizer?) (2 minutes)
7. Students will be sent to their reading spots to complete the “5-Finger Retell” graphic
organizer about the reading passage. Students will identify the characters, setting, main
events, problem, and solution in the reading passage. (Who are the main character(s)?
What is the setting? What is the problem and solution? What are the beginning, middle,
and end events?) (Assessment) (13 minutes)
8. To close this lesson, students will be informally assessed by orally reviewing the five
finger strategy. (What does each of the fingers stand for? What is a summary of important
details in a story called?) (2 minutes)

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Modeling
Indicator: This will be evident when the teacher models how to retell a story using the
important details and using transition words.
Discussion
Indicator: This will be evident when students participate in various turn-and-talks
throughout the lesson.
Scaffolding
Indicator: This will be evident when the teacher provides visuals for the struggling
learners.

ADAPTATIONS (Exceptionality*)

 The student who struggles to focus and attend will be re-directed through use of specific
non-verbal cues.
 The students who struggle with instructions will be frequently checked to ensure
understanding of the assignments.
 The ENL students will be assisted by the visuals in the graphic organizer and will be
given simplified directions.

DIFFERENTIATION OF INSTRUCTION

Struggling Students
 Struggling students will receive extra support from the cooperating teacher and the
passage will be read aloud

© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
 Struggling students will be given graphic organizers to illustrate the characters, setting,
problem, solution, and main events of the story.
Average Students
 Average students will be given the “5-Finger Retell” graphic organizers.

Advanced Students

 Advanced students will be given the “5-Finger Retell” graphic organizers and will need
to include two details per box.

ASSESSMENT (artifacts* and assessment [formal & informal]*)
Students will individually read a passage and identify the characters, setting, problem, events,
and solution of the passage on the “5-Finger Retell” graphic organizer attaining a minimum score
of 24 out of 28 on the “Story Retell Rubric.”
Informal assessments will include questioning derived from Bloom’s Taxonomy and teacher
monitoring and conferencing with students during the completion of the lesson.

INDEPENDENT PRACTICE

Students will identify the characters, setting, problem, solution, and events in their independent
reading books. This information will be logged into their reading notebooks.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND
ACADEMIC ENRICHMENT

Direct Teacher Intervention
Teacher will use a timeline as a different strategy to retell the story. Students will be able to
visualize the events on a timeline rather than in a graphic organizer.

© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
Academic Enrichment
Students will play a “Roll and Retell” game in which students roll a dice and the number on the
dice correlates to a question on the sheet. Students will orally answer the question.

© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
REFERENCES

Can’t Stop Smiling. (2018). Strategy groups with a focus on retelling 3rd grade. [PDF file].

Retrieved from https://www.teacherspayteachers.com/Product/Strategy-Groups-with-a-

Focus-on-RETELLING-3rd-Grade-3788150

Iwai, K. (n.d.). 5-Finger Retell. [PDF file]. Retrieved from

https://www.pinterest.com/pin/AcgM1cAphAdYKp2qcPDI4MHe1bDE5Oh1Gg4YS-

dfE7ZtOziZC0c-kDY/

My Hoppy Place. (n.d.). Story retell rubric. [PDF file]. Retrieved from

https://www.teacherspayteachers.com/Product/Story-Retell-Rubric-1038394

National Governors Association for Best Practices, Council of Chief State School Officers.

(2010). Common Core State Standards for ELA: third grade. Retrieved from

https://www.engageny.org/resource/new-york-state-p-12-common-core-learning-

standards-for-english-language-arts-and-literacy

Roll and retell. (n.d.). [PDF file]. Retrieved from

https://docs.google.com/file/d/0B_mieVEhjKG5cjJKclRGUEFYa0U/edit

ALTEC at University of Kansas. (2008). RubiStar: free tool to help teachers create quality

rubrics, 4Teachers: teach with technology. Retrieved at October 1, 2018, from

http//rubistar.4teachers.org/index.php?screen=CustomizeTemplatePrint&

© Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language