Academic Knowledge Skills Lesson Plan -...

AKS Lesson Plan

Academic Knowledge & Skills Lesson Plan

Lesson Name Lesson 1 What are the important parts of a retelling?

Grade Subject Course Topic‐Strand 2 Language Arts Reading Retelling

Unit Name Estimated Time Needed for Lesson (Minutes/Hours/Days) Retelling 1 hour

AKS # Description

A9 Read and comprehend literature, including stories and poetry, in the grades 2‐3 text complexity band proficiently, with scaffolding as needed at the high end of the range by the end of grade 2

E29 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups

A5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action

Materials/Links/Text References

Retelling puzzle (2_reading_retelling_lesson 1 Appendix A)

Suggested Book List (2_reading_retelling_lesson 1 Appendix B)

A cover for the puzzle

Essential Questions What should students know when unit or lesson is completed?

What are the important parts of a retelling?

Essential Vocabulary

retelling

AKS Lesson Plan

Teacher Lesson Prep Suggestions (Optional) Prepare puzzle

Assessment Strategies Teacher Observations Anecdotal Notes Conference Records

Required Background Knowledge for Students concepts of print reading strategies retelling a story retelling vocabulary

Quality + Teaching Strategies X Assessment

Comparison & Contrast

Literacy

Non‐Verbal Presentation

Technology

Questioning

Summarizing

Background Knowledge

Collaboration

X Modeling & Practice

Problem Solving

Student Goal Setting

Vocabulary

X

X X

X X X

CHECK ALL THAT APPLY

Activating Strategy/Mini‐Lesson/Warm‐Up Connect: Tell students that they have learned how to use their reading strategies to help them figure out unknown words. Teach: Tell students they are going to learn how to retell. Begin your lesson by asking your students if they like to put together puzzles. Engage them in a conversation and let them share their schema for working on puzzles. Next, tell them that you have a big puzzle that you need their help labeling. Be dramatic about revealing your big retelling puzzle. Throw off the cover, and announce that this is their class retelling puzzle. Explain that when readers are finished with their book, they can retell it to themselves or to someone else. Invite them to help you think about all of the parts of a good retelling.

AKS Lesson Plan

As they share their ideas for a good retelling, label each puzzle piece. Add and discuss all parts that are not mentioned. When the mini lesson is over, the puzzle should look like the puzzle example. Discuss with them, that as with all puzzles, each piece is very important and necessary to have a completed puzzle. We have to be careful not to leave out any pieces. In order for our retellings to be complete‐ we have to use all the puzzle pieces. Active Engagement: [You might say] I want you to read your “just right” book for one minute. Turn and talk

to tell your partner about the beginning of this part.

Link: Explain to your students that over the next few days, they will be exploring each characteristic of a retelling and discussing the important details to include.

Instructional Activities/Independent Time

Teachers should confer with a several students and notice the strategies students are using.

Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other

Summarizing Strategies/Share Gather readers together and ask students to begin to practice a retelling with a partner.

Other (Optional)

AKS Lesson Plan

Copyright/Citations (as needed)

2_reading_retelling_lesson 1 Appendix A

AKS Lesson Plan

2_reading_retelling_lesson 1 Appendix B

AKS Lesson Plan

Quarter 1

Informational Short Texts

Creatures of Earth, Sea, and Sky: Poems Georgia Heard

Butterfly Eyes and Other Secrets of the Meadow Joyce Sidman

Feathers – Poems About Birds Eileen Spinelli

Safe, Warm, and Snug Stephen Swinburn

Between Earth and Sky: Legends of Native American

Sacred Places

Joseph Bruchac

The Circle of Thanks: North American Poems and

Songs of Thanksgiving

Joseph Bruchac

Dancing Teepees Virginai Driving Hawk Sneve

The Earth Under Sky Bear’s Feet Joseph Bruchac

Informational Extended Texts

Buffalo Hunt Russell Freedman

Clambake: A Wampanoag Tradition Russell M. Peters

The Long March Marie‐Louis Fitzpatrick

Sacagawea Liselotte Erdrich

Sequoyah James Rumford

The Cherokee Virginia Driving Hawk Sneve

Monarchs Kathryn Lasky

Why? Lila Prap

Wings of Light‐The Migration of the Yellow Butterfly Stephen R. Swinburne

Monarch Butterfly Gail Gibbons

One Tiny Turtle Nicola Davies and Jane Chapman

AKS Lesson Plan

Short Literature Texts

Growing Frogs Vivian French

The Emperor’s Egg Martin Jenkins

Please Bury Me in the Library J. Patrick Lewis

Wonderful Words – Poems About Reading, Writing,

Speaking, and Listening

Lee Bennett Hopkins

Every Living Thing Cynthia Rylant

Waiting To Waltz: A Childhood Cynthia Rylant

Night In The Country Cynthia Rylant

Extended Literature Texts

Squanto’s Journey Joseph Bruchac

The Lotus Seed Sherry Garland

One Green Apple Eve Bunting

Fly Away Home Eve Bunting

Amelia’s Road Linda Altman

The Great Kapok Tree Lynne Cherry

All I See Cynthia Rylant

An Angel For Solomon Singer Cynthia Rylant

Cheyenne Again Eve Bunting

Sitting Bull Remembers Ann Turner and Wendell Minor

Walk Two Moons Sharon Creech

The Lotus Seed Sherry Garland

A Boy Called Slow Joseph Bruchac

The Legend of the Indian Paintbrush Tomie dePaola

AKS Lesson Plan

Up North at the Cabin Martha Wilson Chall

How Chipmunk Got His Stripes Joseph Bruchac

Swimmy Leo Lionni

An Extraordinary Egg Leo Lionni

First The Egg Laura Vacarro Seeger

I’ll Follow The Moon Stephanie Lisa Tara

Owl Moon Jane Yolen

The Tiny Seed Eric Carle

Community Building Texts

Molly Lou Melon Patty Lovell

I Like Myself Karen Beaumont

Dumpy LaRue Elizabeth Winthrop

Hurty Feelings Helen Lester

Enemy Pie Derek Munson

When Sophie Gets Angry Molly Bang

Chrysanthemum Kevin Henkes

The Recess Queen Laura Huliska‐Beith

The Dot Peter H. Reynolds

Meggie Moon Elizabeth Baguley

Odd Velvet Mary E. Whitcomb

Have You Filled a Bucket Today Carol McCloud

Non‐Fiction Big Books

AKS Lesson Plan

Growing Vegetable Soup Lois Ehlert

Being a Scientist Natalie Lunis and Nancy White

Life in Your Backyard Natalie Lunis

Living Things Alan Trussell‐Cullen

A Butterfly Is Born Melvin Berger

Caterpillar Diary David Drew

Tadpole Diary David Drew

Chickens Aren’t The Only Ones Ruth Heller

Magazines

Click Science, Exploration, Nature, and History

Ask Arts and Science

Kids Discover Social Studies or Science

National Geographic Young Explorer Science, Social Studies, and Geography

Scholastic News Current News

Time for Kids News Magazine

Weekly Reader Weekly Magazine

Websites

www.nationalgeographic.com/kids Geographic, Scientific, and Historical Concepts

www.timeforkids.com/TFK Current Events

www.nwf.org/kids Animals and Animal Conservation

www.nytimes.com/learning News Summaries and Science Q&A’s

AKS Lesson Plan

www.thinkquest.org Education Website Resource

AKS Lesson Plan


Lesson Name Lesson 2 How do readers retell a story using the title and setting?



AKS # Description





Extended Literature Text: Suggested Text – Cheyenne Again by Eve Bunting

Retelling puzzle (example below)


How do readers retell a story using the title and setting?


retelling

title

setting

author

title page

AKS Lesson Plan

Teacher Lesson Prep Suggestions (Optional)


Required Background Knowledge for Students concepts of print reading strategies retelling vocabulary



Literacy


Technology

Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X

X X

X X X


Activating Strategy/Mini‐Lesson/Warm‐Up Connect: Tell students that yesterday they learned that readers retell books when they are finished reading. Teach: Tell students that today they are going to learn how to include a title and the setting in a retelling. Show your students the cover of the text. Talk to them about the title and tell them you always include the title in a retelling. Read the story aloud. After reading, ask if they have noticed where the story takes place. After they have shared their thinking with a knee to knee partner, tell them that they have just named the setting. Allow them to share how their partners described the setting. On the piece of the retelling puzzle labeled Setting, bullet the ideas that they should remember to include. (Look for them to say: time of day, describe the place…) (See example)

AKS Lesson Plan

Active Engagement: [You might say] Read your “just right” book for one minute. Turn and talk and describe when/where the story took place. Link: Tell students to try to notice and remember the title and setting of the book they are reading. Ask students to think about how the setting in their book is similar or different to the book we read aloud today.


Teachers should confer with a several students and discuss the title and setting of their books.


Intervention: Make picture cards with the parts of a retelling for these students. Extension: Students can make their own retelling puzzle based on their just right book.

Summarizing Strategies/Share Gather readers together and ask students to share the title and setting of their book with a partner. Tell students to share with their partner how the setting in their book was similar or different to the book read aloud today.

AKS Lesson Plan

Other (Optional)


AKS Lesson Plan


Lesson Name Lesson 3 How do readers retell a story using the names and traits of the characters?



AKS # Description





Extended Literature Text from previous lesson



How do readers retell a story using the names and traits of the characters?


retelling

title

setting

author

title page Teacher Lesson Prep Suggestions (Optional)

AKS Lesson Plan





Literacy


Technology

Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X

X X

X X X


Activating Strategy/Mini‐Lesson/Warm‐Up Connect: Tell students that yesterday they learned how to include a title and the setting in a retelling. Teach: Tell students that today they are going to learn that readers retell a story using the names and traits of the characters. Show your students the cover of the previously read extended literature text. Ask them to tell who the characters are and give a few important details about each. On the piece of the retelling puzzle labeled Characters, bullet the ideas that they should remember to include. Guide them to include: name of character, what they look like, a specific action, their feelings, etc…

AKS Lesson Plan

Example:

Active Engagement: [You might say] I want you to read your “just right” book for one minute. Turn and talk

to describe the characters in your book.

Link: Tell students to try to notice and remember the title, setting, and characters of the book they are reading.


Teachers should confer with a several students and discuss the characters in their books.



Summarizing Strategies/Share Gather readers together and ask students to share the title, setting, and characters in their book with a partner.

AKS Lesson Plan

Other (Optional)


AKS Lesson Plan


Lesson Name Lesson 4 How do readers retell a story identifying the author’s purpose?



AKS# Description





Three read aloud books to use as examples: inform, persuade, entertain

Retelling puzzle


How do readers retell a story identifying the author’s purpose?


retelling

author

author’s purpose

entertain

inform

persuade

AKS Lesson Plan

Teacher Lesson Prep Suggestions (Optional) Collect 3 books: entertain, inform, persuade





Literacy


Technology

Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X

X X

X X X


Activating Strategy/Mini‐Lesson/Warm‐Up Connect: Remind students that they learned how to include the characters when the retell a story. Teach: Tell students that today they are going to learn how to identify the author’s purpose. [You might say] Today, I will show you how to identify the author’s purpose when retelling a story. Pay close attention to why the author may have written the book. Display 3 texts (with three different author’s purposes). Examine the cover and title of each book. Read the first few pages of each book. After reading, have students brainstorm their ideas for why the author may have written the book. Explain that the following are often purposes for an author to write a book: to inform, to entertain, and to persuade. Decide which one fits each book. On the piece of the retelling puzzle labeled Author’s Purpose, bullet the ideas that they should remember to include. Look for them to say: entertain, inform, or persuade.

AKS Lesson Plan

Example:

Hold up the Extended Literature text from the day before. Ask students to help identify the author’s purpose of that text. Active Engagement: Hold up the Extended Literature text from the day before. Ask students turn and talk to a neighbor and identify the author’s purpose of that text. Have 3 students share their thinking.

Link: Tell students to try to notice and remember the title, setting, characters, and author’s purpose of the book they are reading.


Teachers should confer with a several students and discuss the retelling of their book.



AKS Lesson Plan

Summarizing Strategies/Share Gather readers together, and ask students to share the title, setting, characters, and author’s purpose of their book with a partner.

Other (Optional)


AKS Lesson Plan


Lesson Name Lesson 5 How do readers identify the main idea?



AKS # Description





Previously read Extended Literature Text



How do readers identify the main idea?


retelling

title

setting

author

title page

main idea

AKS Lesson Plan






Literacy


Technology

Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X

X X

X X X


Activating Strategy/Mini‐Lesson/Warm‐Up Connect: Tell students that, yesterday, they learned that it is important to include the author’s purpose when retelling a book. Teach: Tell students that today they are going to learn that readers retell the main idea of a story. Show your students the cover of the previously read extended literature text. Picture walk through the story to remind students of the events. Have students think about how they could tell you what the story is mostly about in only one or two sentences. Explain to your readers that when you tell the main idea of a story, you tell what it is mostly about in a sentence or two without giving away any of details. On the piece of the retelling puzzle labeled Main Idea, bullet the ideas that they should remember to include.

AKS Lesson Plan

Example:

Active Engagement: [You might say] I want you to read your “just right” book for one minute. Turn and talk

and tell your partner the main idea.

Link: Tell students to try to notice and remember the title, setting, characters, author’s purpose, and main idea of their book.





Summarizing Strategies/Share Gather readers together, and ask students to share the title, setting, characters, author’s purpose, and main idea of their book with a partner.

Other (Optional)

AKS Lesson Plan


AKS Lesson Plan


Lesson Name Lesson 6 How do readers retell a story identifying the important details from the beginning, middle, and end?



AKS # Description





Previously read extended literature text



How do readers retell a story identifying the important details from the beginning, middle, and end?


retelling

title

setting

author

title page

main idea

beginning

middle

end

AKS Lesson Plan






Literacy


Technology

Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X

X X

X X X


Activating Strategy/Mini‐Lesson/Warm‐Up

AKS Lesson Plan

Connect: Tell students that yesterday they learned how to include the main idea of a story in a retelling. Teach: Tell students that today they are going to retell a story by identifying the important details from the beginning, middle, and end. Show your students the previously read extended literature text. Remind students of the story by taking a brief picture walk through the text. Tell students that the beginning of a story introduces the story and that the ending concludes the action. Have students break into three groups. Have one group discuss and be ready to share the important details from the beginning of the story. Have another group talk about and be ready to share the important details from the middle of the story. Have your last group be responsible for the end of the story. Gather groups back together, and let them report on their part of the book. On the pieces of the retelling puzzle labeled Beginning, Middle, and End ‐ bullet the ideas that they should remember to include. Encourage them to share important things that happened in each major section of the story. Example:

Active Engagement: [You might say] I want you to read your “just right” book for one minute. Turn and talk with a partner, and discuss the beginning, middle, and end from your “just right” book. Link: Tell students to try to think about all of the pieces of the retelling puzzle.



AKS Lesson Plan



Summarizing Strategies/Share Gather readers together, and ask students to share their complete retelling with a partner. Each partner should check the class retelling puzzle to be sure they included every part.

Other (Optional) Assessment: Use the full sheet version as an assessment. Students can write their retelling response on each piece. For an intervention, allow students to orally retell each part of the puzzle. You might want to extend this lesson for 3 days, focusing on the beginning of the story on the first day, the middle of the story on the second day, and the end of the story on the third day.


Academic Knowledge Skills Lesson Plan -...

Documents

Transcript of Academic Knowledge Skills Lesson Plan -...