SEQUENCING AND RETELLING A STORY

Sequencing and Retelling a Story: A Letter to Amy

Author(s): Valencia Blair and Crystal Williams
Class number 19017

Lesson plan found on the Technology integration website
http://www.kent.k12.wa.us/KSD/it/inst_tech/TechClassroom/k6

Grade Level:

1st Grade

Timeframe:

5-7 days, 45 minutes a day

Lesson Description or Explanation

Students will use Shared, Guided and Independent reading techniques to read the Spotlight on Literacy text, A Letter to Amy.
Students will use sequencing and retelling skills to develop and demonstrate comprehension.
Students will use their individual writing for support.

Indiana Curricular Standards

Reading 1.3 Identify and describe the plot, setting, and character(s) in a story. Retell a story’s beginning, middle, and ending.
Reading 1.4 Identify a variety of sources of information (books, online sources, pictures, charts, tables of contents, diagrams) and document the sources (titles)
Reading 2.1 Comprehend important ideas and details.
Reading 2.2 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas.

ISTE Standards

Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology.
Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.

Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations.
Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.

Assessments:Formative/Summative

Formative:

Students will write in their writers notebook daily
We will conduct writing conferences
Students will verbally retell stories
Students will use illustrations to aid in retelling
Students will read aloud to a partner demonstrating the techniques learned.

Summative:

Students’ ability to sequence events in the text will be evaluated when they sequence illustrations inserted into PowerPoint slide show frames.
Students’ ability to accurately retell the story (including character, setting, beginning, middle, and end) will be evaluated when they independently add text to describe the illustration frames of an accurately sequenced PowerPoint slide show.
Students will be assessed using a rubric. The rubric will include questions asking:
Does the story have a begging middle end, is it readable, does the illustrations match the story, does it have a title, did the students use punctuation, do they understand the story line.



Prior Knowledge

Curricular Knowledge or Skills:

Students will have gone through the writing process so that they could become familiar with story structure.

Technology Knowledge:

Students have worked with power point, Microsoft word, and practice with opening and saving files.

Technology
Internet Resources: (please list URLs)

Hardware:

Students will use A letter to Amy book found in class.

Software:

Students will insert information into a template.
Students will type text into a word processing document.
Students will be introduced to file and folder organization on the server and will practice (with assistance) opening and saving files and applications to and from the server.


Procedure

1. Pre-reading: Teacher builds background by taking a “picture walk” through the story, A Letter to Amy, predicting events. Discuss the many ways we send and receive messages.
2. Shared Reading: Teacher reads text aloud. Group discusses character, setting, and plot.
3. Guided Reading: Teacher meets with small groups to read text, focusing on the logical sequence of events in the story.
4. Teacher models retrieval of PowerPoint template and operations needed to sequence frames. (Use slide sorter view.) Model saving document in student’s folder. Use projection device.
5. Students independently sequence illustrations from the text scanned into PowerPoint slide show frames.
6. Independent reading practice: Students re-read text and then practice oral retelling, following the text illustrations.
7. Teacher again models retrieval of PowerPoint and then insertion of text to identify illustrations. Again, model saving document. Use projection device.

DIFFERENTIATED INSTRUCTION


ESL

Students may listen to A Letter to Amy on tape.
Students may be paired with a parent or cross-age tutor, or work one-on-one with teacher to discuss story events and sequence.



Challenge/Extend

Following the above model, students can scan illustrations from other independently read books, create a slide show, and make a presentation to classmates. They can also choose to create a play through reader’s theatre.

Special Needs
Students may be paired with a capable student for assistance in completing computer tasks.
Students may insert sound objects (orally identify illustrations) instead of text.