Name: Maya Lourdes Bueno
1. Texas Essential Knowledge and Skills (TEKS): (C2)
ELA.3.7D Retell and paraphrase texts in ways that maintain meaning and logical order.
2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
Students will be able to retell and paraphrase texts while maintaining meaning and in logical order.
3. SMART
Objective(s): (C3)
Essential Question:
4. Central Focus
(C4)
How will this lesson link
with other lessons in the
unit?
Learning Targets
I CAN statements that
Clearly show alignment
with TEKS
5. Academic Language
(C5)
Academic language
represents the language
of the discipline that
students need to learn
and use to engage in the
content area in
meaningful ways.
There are 4 language
demands to consider as
you require students to
read, write, speak, listen,
demonstrate and perform.
6. Targeted Language
Supports (C5)
The resources,
representations, and
strategies you will
provide to help students
understand, use, and
Grade/Subject: 3rd ELA Date: 10-25-2022
By the end of the lesson, students will be able to independently retell and paraphrase a passage in logical
order with at least 80% accuracy.
Why is it important to be able to retell texts we have read?
What is a strategy we can use to retell a story?
The purpose of this lesson is to build on the student's prior knowledge of different response
skills. Students will learn different strategies they can use to retell text. The lesson will also
serve as a building block for summarizing in the future.
I can retell a story in my own words.
I can use the strategy I learned to retell text I have read.
Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Students will be able to summarize a story.
Students will be able to explain the 5 parts of a story.
Vocabulary (words, phrases, and/or symbols that are used within disciplines):
Character Setting Problem Events Solution
Discourse (Structures of written and oral language, how will they talk, write, and participate in
knowledge construction: discussions, reports, essays, multi-media presentations, performance):
Talking: Partner discussion, asking and answering questions, think-pair-share
Writing: Fill out a graphic organizer
Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):
Sequence of Events
Graphic Organizer
Language Function (How will you help them demonstrate the DO verb?)
Summarize?
Vocabulary Strategies - (GO TO Page)
1. Frayer Model- for the words Character and Setting
practice the concepts and
language they need to 2. Word Games
learn within the
discipline

Site the researcher’s Discourse strategies - (GO TO Page)

name as you refer to the -Write: 5 finger method
strategy.
-Talk: Think pair share

Syntax - (GO TO Page)

1. Anchor chart

2.

Making Content Comprehensible (R9)

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative:
Assessment(s) must be
aligned to the TEKS, Think pair share
and objectives.
Summative:
Embedded assessment

Assessment of your language demands:

Formative:

low stakes quiz

Summative:

Cumulative work

8. Hook (C7) Hook activity (make connections to prior learning)

Scavenger Hunt- Use clues to get the title of a new book.

Closure (C7) Closure Activity: (make connections to prior learning)

Whip Around- Students quickly and verbally share one thing they learned.

Personal assets:refers to specific background information that students bring to the learning
Student Assets (C7) environment. Students may bring interests, knowledge, everyday experiences, family
backgrounds, and so on, that a teacher can draw upon to support learning.
Cultural assets: refers to the cultural backgrounds and practices that students bring to the
learning environment, such as traditions, languages, worldviews, literature, art, and so on, that a
teacher can draw upon to support learning.
Community assets: refers to common backgrounds and experiences that students bring from
the community where they live, such as resources, local landmarks, community events and
practices, and so on, that a teacher can draw upon to support learning.
9. Body of Lesson/
Teaching Strategies and I DO –
Learning Task(s) I will begin with a read aloud of a short story. I will have a 5 finger chart on an anchor chart .I
(C9) will model my thinking and how I would fill in the chart as I read. I will be asking higher order
of thinking questions throughout the read aloud to check for understanding.
Be sure to include:
How will students learn
and use academic WE DO –
language? After the read aloud, as a class we will go over the 5 finger chart. With the help of the class, we
will begin to retell the story in our own words with help and guidance from our chart.

Three higher order

thinking questions.
YOU DO –
In partners, students will read a short story and fill out their 5 finger chart together.
Marzano Strategy Independently, the students will write out their retelling.

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity: Tiered Instruction: For independent work
students will have a story that is at their reading level. Tomlinson

o Gifted / advanced learners: Anchoring Activities: For students that finish early; they can
do an anchoring activity. Tomlinson

Technology: -(GO TO page)

If we finish early I will use Kahoot at the end of the lesson to review the terms and strategies we
learned.
Marzano Strategy - (GO TO page)
I will be using the 5 finger Retell strategy to teach how to retell and summarize a story.

Higher Order Thinking Questions (GO TO page)

1. How would you differentiate between character and setting (UNDERSTAND)

02. Who do you think is the main character of the story? What is their problem?
(UNDERSTAND)
3. If .... happened would that change the problem of our story? How? (ANALYZE)

Grouping / Partnering Technique: (Hattie)

Cooperative Grouping- Four Corners

I will assign each corner of the room, either a vacation destination, soft drink, candy bar, etc.I
will then ask students to pick a corner and "go on vacation" or go to their favorite corner. Once students
are in their chosen corner, they form a partnership with someone who has selected that same corner
preference. I will then ask questions related to the lesson.
Students work with their partner to answer and justify their responses.

Potential misconceptions and your plan to address it:

When retelling a story, information should be presented in the same order in which it happened
to ensure students understood the cause and effect relationship for events and other story
characteristics.
10. Resources and Short Story
materials needed (C9) Pencil
Paper
(E7) 5 Finger Retell Copies
Flashcards

(How might you differentiate materials and resources for learners with various needs?)

SUBMIT LPG and SELF EVALUATION RUBRIC – C9

11. Classroom
Management Strategies
(CBM5)
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?

Add 3 procedures
12. Academic Supports
for Students (E6) Accommodation(s)- (A change that helps a student overcome or work around obstacles):
What instructional 1.
strategies and planned
supports, will you employ to 2.
meet the needs of each
student that has identified
3.
special learning needs?
Modification(s)- (A change in what is being taught or what is expected from the student):
1.

2.

3.

(E11)
Strategies for ELLs (strategies that support language acquisition)

1.

2.

3.

4.

5.