Candidate: Funanya Uchemefuna Subject: ELA/ELD

Grade Level: 1st Date: Oct. 11, 2021

I. Standards

Content: ELD:
RL.1.2 Identify the main topic and retell key PI.1.6.Ex: Describe ideas, phenomena and text
details of a text. elements in greater detail based on understanding
of a variety of grade-level texts and viewing of
CSTP Standards: multimedia, with moderate support.
Standard 1 CSTP: Engaging and Supporting All
Students in Learning Element 2
Connecting learning to students’ prior
knowledge, backgrounds, life experiences, and
interests

Standard 2 CSTP: Creating and Maintaining

Effective Environments for Student Learning
Element 4 Creating a rigorous learning
environment with high expectations and
appropriate support for all students

II. Description of Content

Students will use prior knowledge to connect to the story “Max Paints The House”. Students will listen
with intent to a story being read to them and use academic vocabulary to verbally answer questions that
will assist them in interpreting the meaning of words, pictures, and story structure.. Students will use a
5-finger retelling strategy to assist them in orally retelling the story using all 5 story structure elements.
Students will display their understanding of using story structure to retell a story by sketching and
labeling the characters, setting, beginning, middle, and end of the story in a story map. Pre-selected
students will orally present their retelling of the story with the assistance of their story map in a whole
group setting.
III. Learning Outcome
Students will be able to listen attentively and Students will be able to listen to a story and
verbally answer questions about “Max Paints The decipher the explicit and implicit meaning of
House” reading during a whole group discussion “Max Paints The House” reading by visualizing
using academic vocabulary and subject-specific the words in the book in order to understand the
terminology. Students will be able to demonstrate story better.
understanding of the content by sketching and
labeling the story structure elements of the story in
a story map and use it to orally retell the story with
academic vocabulary.
IV. Materials
● Max Paints The House By Ken Wilson-Max
● Sentence frames
● Story Structure chart
● 5-finger Retelling chart
● Story Map handout
● Timer

Academic Vocabulary/Language:
● Sentence frames:
First, _____________.
In the beginning, _____________.
Then ______________.
Next, _______________.
In the middle, ________________.
Finally, ______________.
At the end, ________________.
● Story structure
● Predict
● Characters
● Setting
● Problem
● Solution
● Beginning
● Middle
● End
● key details

V. Instruction
A. Engagement
Teacher: Story structure chart will be displayed and. Explain how story structure helps to retell key
details in a story in event order. I will direct students to repeat the academic terminology used within
the story structure chart.
Students: Repeat the academic terminology used within the story structure chart.
Teacher: Have you painted before? Students will be directed to turn and talk to their partner to tell
them how they felt when they painted and what they painted.
Students: Turn and talk to their partner to share how they felt when they painted and what they painted.
Teacher: Show “Max Paints The House” book to class. This is a fiction story about a boy, a pig, and
an elephant. In fiction stories characters can be animals doing human activities. Show video clip of
elephant painting. Have students share what they wonder or noticed about the video.
Students: Students share ideas.
Teacher: Explain that all stories have story structure elements with characters, settings, and plots.
OBJECTIVE: As I read I want you to help me pull out the story elements in my favorite story because
good readers listen to the words, read the pictures in a story so that they are able to retell what is
happening in the story in event order, so they can understand it better.
ESSENTIAL QUESTION: How does story structure help us retell?
 B. Instructional Sequence
Teacher: Facilitates an interactive read aloud using the “Max Paints The House” book. Questions will
be asked to the students throughout the interactive read aloud.
Students: Think, pair, share with partner and share responses to the whole group throughout the
interactive read aloud. Students will agree or disagree with their classmate by using TPR signals with
their hands.
Questions and Stop-and-Act:
Who are the characters in the story? How do you know?, What is the setting in the story? How do you
know?, Pretend you are Big Blue and show me with your hands how he painted the blue streaks onto
Little Pink’s house, Show me with your face how Little Pink could be feeling right now., What is the
problem in the story? How do you know?, Show me with your hands how Max painted the yellow sun
on Little Pink’s house., What are some details that give further clues as to what the problem in the story
is?, Was the problem solved? Where was the problem solved? How do you know?
Teacher: Display, explain, and echo read 5-finger retelling chart to help students plan their retelling of
the story. Go over sentence frames for the retelling with fingers activity.
Students: Echo read 5-finger retelling chart and sentence frames.
Teacher: Models how to retell the previously read story using the 5-finger retelling strategy and
provided sentence frames. Instruct students to think, pair, share their retelling of the story using their 5-
finger retelling strategy and provided sentence frames.
Students: Think, pair, share the retelling of the story to their partner by using the 5-finger retelling
strategy in order to plan what they will sketch in their Story Map handout.
Teacher: Explain to students that they will be participating in sketching and labeling the Characters,
Setting, Beginning, Middle, and End of the story previously read using a Story Map for the upcoming
activity.
Link: “When you sketch and label in your Story Map think about the story elements in the book to help
you retell what happened.”

C. Application Activity
Teacher: Instructs students to independently sketch and label to retell the story structure of the “Max
Paints The House” in their provided Story Map handout. A timer will be set for students to complete
this activity within 10 minutes. Early finishers will be asked to write a sentence for the beginning,
middle, and end of their sketch to help them retell the story verbally. I will walk around to check
student progress, redirect misconceptions, and provide verbal positive feedback . Two students will be
pre-selected during this time to retell the story using their Story Map in a whole group setting.
Students: Sketch and label their Story Map handout about the “Max Paints The House” reading.
Teacher: After time allotted for the Story Map activity, students will be instructed to orally retell the
story using their Story Map to their table partner. Students will then be instructed to gather at the carpet.
Two students will be pre-selected to use their Story Map to orally retell the story.
Students: Listen to the pre-selected students retelling and provide feedback to them by using TPR to
show what score the student should receive based on a 4-point scale. Students will be called on to
elaborate on their feedback by providing a response to what the student presenting did well in.
Teacher: Positive feedback will be reiterated.
Reflection:
Teacher: Responses on the “Know” section of the KL chart will be displayed and reviewed. Let’s add
to our KL chart to see how we have grown. Students will use TPR by signaling a thumbs up or down to
the questions: Were we able to identify characters in a story?, Were we able to identify the setting in a
story? Were we able to identify and retell the beginning of a story?, Were we able to identify and retell
the middle of a story?, and Were we able to identify and retell the ending of a story? These TPR
response questions will be followed up by the essential question for the lesson: What did we learn about
how story structure helps us retell? Think, pair, share will be facilitated and students will be called on
using equity sticks to share with the whole group. Student responses will be recorded on the KL chart
and choral read aloud when all student volunteer responses are jotted down.
Students: Think, pair, share and orally share their responses in a whole group setting. Responses jotted
down will be choral read.
VI. Scaffolding and Differentiation Strategies

Scaffolding:
● TPR
● Think time during whole group instruction and think, pair, shares for English learners
● Sentence frames during think, pair, share for English Learners
● Modeling how to plan across my fingers for visual learners
● Timer for personal time management and focus during Story Map activity
● Sketch and labeling for the Story Map handout to scaffold for struggling writers and English
Learners
● Planning across fingers before the Quick Write for Kinesthetic learners

Differentiation:
● Early finishers will verbally retell the story by challenging themselves to write sentences for the
beginning, middle, and end of their Story Map sketches.
● Differentiated sentence frames for beginning, intermediate, and early advanced language
speakers.

VII. Accommodations
● TPR
● Sentence Frames
● Modeling
● Sketching
● Possible 1-minute Brain breaks
VIII. Formative Assessment
Informal: The think, pair, share (oral responses) and TPR (physical responses) students displayed
throughout the lesson will indicate if they understood the questions asked and have comprehended the
story told. The 5-finger planning think, pair, share activity will be observed to determine if the students
were able to orally retell the story using the story structure elements. Students will also be able to reflect
and track their own growth through the use of a KL chart and respond to the essential question: What
did we learn about how story structure helps us retell? in order to initiate higher order thinking.
IX. Summative Assessment
Summative: The Story Map handout will be assessed using a four-point rubric to check if students can
extract the story structure: characters, setting, beginning, middle, and end of a story and use the
appropriate academic language and vocabulary.
Home Connection
Students will be sent home with individual readers for at home reading practice. Parents will be given a
sheet with tips on how they can help with reading fluency and comprehension skills.