Page 1 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
Page 2 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.
Page 3 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)
Page 6 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
Page 7 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
Page 8 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
Page 9 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
Page 1 AKS Lesson Plan
Academic Knowledge & Skills Lesson Plan
Lesson Name Lesson 2 How do readers retell a story using the title and setting?
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
Extended Literature Text: Suggested Text – Cheyenne Again by Eve Bunting
Retelling puzzle (example below)
Essential Questions What should students know when unit or lesson is completed?
How do readers retell a story using the title and setting?
Essential Vocabulary
retelling
title
setting
author
title page
Page 2 AKS Lesson Plan
Teacher Lesson Prep Suggestions (Optional)
Assessment Strategies Teacher Observations Anecdotal Notes Conference Records
Required Background Knowledge for Students concepts of print reading strategies 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 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)
Page 3 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.
Instructional Activities/Independent Time
Teachers should confer with a several students and discuss the title and setting of their books.
Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other
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.
Page 1 AKS Lesson Plan
Academic Knowledge & Skills Lesson Plan
Lesson Name Lesson 3 How do readers retell a story using the names and traits of the characters?
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
Extended Literature Text from previous lesson
Retelling puzzle (example below)
Essential Questions What should students know when unit or lesson is completed?
How do readers retell a story using the names and traits of the characters?
Essential Vocabulary
retelling
title
setting
author
title page Teacher Lesson Prep Suggestions (Optional)
Page 2 AKS Lesson Plan
Assessment Strategies Teacher Observations Anecdotal Notes Conference Records
Required Background Knowledge for Students concepts of print reading strategies 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 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…
Page 3 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.
Instructional Activities/Independent Time
Teachers should confer with a several students and discuss the characters in their books.
Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other
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, setting, and characters in their book with a partner.
Page 1 AKS Lesson Plan
Academic Knowledge & Skills Lesson Plan
Lesson Name Lesson 4 How do readers retell a story identifying the author’s purpose?
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
Three read aloud books to use as examples: inform, persuade, entertain
Retelling puzzle
Essential Questions What should students know when unit or lesson is completed?
How do readers retell a story identifying the author’s purpose?
Essential Vocabulary
retelling
author
author’s purpose
entertain
inform
persuade
Page 2 AKS Lesson Plan
Teacher Lesson Prep Suggestions (Optional) Collect 3 books: entertain, inform, persuade
Assessment Strategies Teacher Observations Anecdotal Notes Conference Records
Required Background Knowledge for Students concepts of print reading strategies 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: 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.
Page 3 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.
Instructional Activities/Independent Time
Teachers should confer with a several students and discuss the retelling of their book.
Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other
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.
Page 4 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)
Copyright/Citations (as needed)
Page 1 AKS Lesson Plan
Academic Knowledge & Skills Lesson Plan
Lesson Name Lesson 5 How do readers identify the main idea?
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
Previously read Extended Literature Text
Retelling puzzle (example below)
Essential Questions What should students know when unit or lesson is completed?
How do readers identify the main idea?
Essential Vocabulary
retelling
title
setting
author
title page
main idea
Page 2 AKS Lesson Plan
Teacher Lesson Prep Suggestions (Optional)
Assessment Strategies Teacher Observations Anecdotal Notes Conference Records
Required Background Knowledge for Students concepts of print reading strategies 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, 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.
Page 3 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.
Instructional Activities/Independent Time
Teachers should confer with a several students and discuss the retelling of their book.
Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other
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, setting, characters, author’s purpose, and main idea of their book with a partner.
Other (Optional)
Page 1 AKS Lesson Plan
Academic Knowledge & Skills Lesson Plan
Lesson Name Lesson 6 How do readers retell a story identifying the important details from the beginning, middle, and end?
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
Previously read extended literature text
Retelling puzzle (example below)
Essential Questions What should students know when unit or lesson is completed?
How do readers retell a story identifying the important details from the beginning, middle, and end?
Essential Vocabulary
retelling
title
setting
author
title page
main idea
beginning
middle
end
Page 2 AKS Lesson Plan
Teacher Lesson Prep Suggestions (Optional)
Assessment Strategies Teacher Observations Anecdotal Notes Conference Records
Required Background Knowledge for Students concepts of print reading strategies 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
Page 3 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.
Instructional Activities/Independent Time
Teachers should confer with a several students and discuss the retelling of their book.
Page 4 AKS Lesson Plan
Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other
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 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.
Copyright/Citations (as needed)
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