Retelling Stories

Contributor: Hailey Miller Sample NearPod Lesson

In this unit, first grade students will be learning how to retell stories, including keys details while demonstrating understanding of the central message or lesson. Students may not understand how to specify the central message or lesson in the story. Students may also have difficulty with only giving keydetails rather than giving non-important details in their retelling of the story. These issues can be tackled by showing students stories in different ways in addition to the traditional class read-aloud. Teachers can use technology applications and websites to give students multiple ways of hearing a story this can help them become more engaged with the story. The students will participate in interactive read-alouds, group discussions, and digital media. Retelling stories is an important skill to learn because students will need it to determine central ideas or themes of a text and to summarize the key supporting details in a text. Once students learn how to effectively retell stories, they can apply the skill to any text and be able to summarize using key details and identify the theme or central message.

Retelling stories, including key details, is a learning expectation covered Common Core English Language Arts Standards Reading: Literature Grade 1: Key Ideas and Details, Standard 2.

Retell stories, including key details, and demonstrate an understanding of their central message or lesson.

Tell Us About It and Make A Movie!

Name: Hailey Miller Subject Area(s): English Language Arts Duration of Lesson: 45 minutes Grade Level: 1st

Analyze learners

How many students will you be teaching? How many males? Females?

What is the age range or grade level(s) of the students?

What are the identified English language proficiency levels of the students? What do you know about the students’ conversational and academic English? How do you know?

What prior knowledge, skills, and academic background do students bring to the lesson (consider previous learning experiences, assessment data, etc.)? How do you know?

What additional needs might students have (describe any special considerations and/or exceptional needs)? How many students have Individualized Educational Plans or 504 plans?

What are the represented socio-economic, cultural and ethnic backgrounds of the students? How might these influence your planning, teaching and assessment?

What do students already know or know how to do with regard to the particular standards and objectives of this lesson.

State & NETS*S objectives

CCSS.ELA-LITERACY.RL.2.2

Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

ISTE Standard

6.a. Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

Behavioral Objective:

The students will be able to use story elements and questioning to retell a story and summarize the key points. They will be given a story to read and summarize, students will work in groups to read and summarize the book. In their groups, they will fill out a summarizing organizer worksheet. After students fill out the worksheet, they will us an iPad and the Apple camera app to make a movie based on the summary of the same story they summarized in their groups to show their understanding of the standard.

Language Objective:

Key vocabulary: summarizing, literature, characters, action, problem, solution.

Key vocabulary terms will be taught at the beginning of the lessons to give students knowledge of the words and how they will use them to summarize stories. The teacher will model how to summarize a story using a summary organizer. With this language, students will be able to retell and summarize stories.

Academic Language Function:

To express understanding, the student will use the keys vocabulary terms to create a summary of the story. Each group will use their knowledge to summarize the story using the summarizing organizer worksheet. After each group completes their worksheets, the groups will create a movie summarizing the story. At the end of the lesson, each group will share their movies with the whole class.

Select instructional methods, media, and materials •Summarizing organizer worksheet - 1 copy for each group (student-centered)

•Pencils (student-centered)

•Books – one for each group (student-centered)

Technological Resources

•iPads (student-centered)

•Apple camera app (student-centered)

•AV Adapter (student-centered)

•HDMI Cord (student-centered)

•Smart Board (teacher and student-centered)

•Printer with ink and paper (student-centered)

Utilize media and materials

•Check the printer, ink, and paper supply

•Make sure the printer is connected to the CPU

•Print worksheets for each group

•Check battery percentage of iPad

•Have the Apple camera application prepared on the iPad

Prepare the Classroom

•Turn on the smartboard.

•Display screen for writing.

Prepare the Learner

•Introduce the lesson and vocabulary terms by referring to the vocabulary terms poster.

•Display vocabulary terms poster.

•Model for students how to summarize a story using the summary organizer worksheet.

•Complete summary of the story as a class.

•Students will divide into groups at one of the available books.

•Students will read the story.

•Group of students will complete their summarizing organizer worksheet.

•Group of students will create a movie telling their summary of the story.

Require learner participation After instruction and modeling how to summarize a story using the summarizing organizer. All students will be assigned to groups each group will be given a book to read. After they have read the book the groups will then be provided with a pencil, handout, and iPad. From there the students will be instructed to work together to fill out one worksheet for each group. When they are done, they will be instructed to write a summary statement at the bottom of the paper. A member of the group will raise their hand and the teacher will check their summary. When the teacher has checked over the group's work, they will be provided with an iPad the start their movie. Students will rehearse in their groups before recording their movies. The last portion of the lesson will be used to allow groups to present their movies. The students who present in each group will present by display their movies on the smartboard using the Digital Av adapter and HDMI cord. The students will be graded on their completion of the summarizing organizer worksheet, their movies, and their participation efforts within their group.

Evaluate and revise

Formative assessments will be used when the teacher conferences with each group while they are collaborating and completing the summarizing organizer worksheet. Students will demonstrate their understanding by working together while completing the summary organizer worksheet correctly using key vocabulary terms. Students' participation will be recorded used for the formative assessment. Students will be graded individually for their participation in the group and they will receive a grade as a group. The teacher will give the students the formative assessment as they work together to finish their worksheets. All students will be expected to work together in their group to complete their assignments. Also, the student’s participation in the movie of the summary will be graded. I will conference with each group and provide students with verbal feedback after they present their movies. If the majority of the students do not meet the objective, the teacher will stop ask students about to assess any misunderstandings and readdress the objective if needed. If an individual student is not meeting the objective after being formally assessed, they will be given additional instruction separate from most of the class.

Summative Assessment (Product):

The summative assessment will include each group's participation during the lesson, the correctness of their summary organizer worksheet, and the presentation of their movie. The students will receive a grade that will be graded on their induvial participation within the group, the group's completion of the story’s summary, and their role in the creation of the movie. The student's work will note the student’s ability to Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (CCSS.ELA-LITERACY.RL.2.2) and their ability to choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication (ISTE 6.a.). It will also document the student’s ability to successfully use an iPad.

Lesson Vocabulary

Completion of the Summary

Total 3

middle, and end of their summary. 2 The group completed the beginning and middle of their summary. 1 summary.

The created The The The summary created created created includes 3 or summary summary summary more of the includes 2 includes 1 includes 0 listed or more of or more or more vocabulary the listed of the of the terms from vocabulary listed listed the vocabulary terms vocabular vocabular poster. from the y terms y terms vocabulary from the from the poster. vocabular vocabular y poster. y poster.

The group completed the beginning,

/6 The group The group completed did not the complete beginning any of the of their summary. 0

Student’s Participation

Student’s Communication

Total 3

Participates actively. Thoroughly completes assigned tasks. Actively participates in helping the group work together better.

Shares many ideas. Encourages all group members to share their ideas. Listens attentively to others. 2

Participates in group. Participates in meeting goals. Completes assigned tasks. Demonstrate s effort to help the group work together.

Freely shares ideas. Listens to others. Considers other people's feelings and ideas. 1

Sometim es participa tes in group. Complet es some assigned tasks.

Shares ideas when encourag ed. Allows sharing by all group members . Listens to others.

/6 0

Particip ates minima lly. Comple tes assigne d tasks late or turns in work incompl ete.

Does not share ideas. Watche s but does not contrib ute to discussi ons. Does not show conside ration for others.

Media Share Resources

5 Finger Retell

5 Finger Retell is a great resource for teaching students how to retell stories. The short video helps teach students story elements using 5 finger retelling. The retelling hand diagram in the video shows that each finger represents the characters, setting, problem, events in the story, and the solution. This video is geared toward lower elementary students it is a great way for younger students to remember elements of retelling the stories by using their fingers. This video covers the common core standard (CCSS.ELALITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson).

Julie Palterman (Account Holder). (2017). 5 Finger Retell. [YouTube Video]. Retrieved on September 7, 2020 from https://www.youtube.com/watch?v=RxkY4R4bjbk

Epic!

Epic is the leading digital library for kids, where kids can explore their interests and learn with instant, unlimited access to 40,000 high-quality books, audiobooks, learning videos, and quizzes for kids 12 and under. With this resource, students can see and listen to stories in a different way than the traditional class read-aloud. This can be used in unison with a classroom read-aloud students will need to hear a story more than once to retell it, so this website gives educators a fun free way to engage students. This website covers the common core standard (CCSS.ELA LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson).

Epic. (2013). Epic [Website]. Retrieved on September 7, 2020 from https://www.getepic.com/? utm_channel=search&gclid=EAIaIQobChMIpe_I4czX6wIVbf_jBx36LwNpEAAYASAAEgJb4PD_BwE

How To Retell a Story For Kids

How To Retell a Story For Kids is a great resource for teaching students how to retell stories. The short video explains how to retell a story by telling the characters, setting, and major events from beginning to end. The narrator in the video retells the story of Goldilocks and the Three Bears while using by using all the necessary components of story retelling. This video is geared toward lower elementary students it is a great way to continue the concept of retelling stories in the classroom. This video covers the common core standard (CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson).

Teaching Without Frill. (Account Holder). (2016). How To Retell a Story For Kids. [YouTube Video]. Retrieved on September 7, 2020 from https:// www.youtube.com/watch? time_continue=1&v=w33-m8geuM&feature=emb_logo

Imagistory: Schools Edition – A Storytelling App

Imagistory: Schools Edition - A Storytelling App is a great way for students to retell stories at all reading levels. This app allows students the ability to retell stories in a creative fun way in addition to traditionally writing or speaking when retelling stories. Is also allows students to explore the main elements of the story by having kids review the illustrations first then map out their story highlighting the beginning, middle, and end, as well as the characters, problems, resolutions, and other important points in a story arc. Imagistory is suitable for use in lower elementary classrooms. This app is compatible with iPad Requires iOS 9.0 or later. This mobile app covers the common core standard (CCSS.ELA LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson).

Imagistory Publishing Limited. (2014). Imagistory Publishing Limited. [iTunes App, Cost: $3.99] Retrieved on September 7, 2020 from https://apps.apple.com/us/app/imagistory-schools-edition-astorytelling-app/id922697169

Storyline Online

Storyline Online is a Daytime Emmy®-nominated and award-winning children’s literacy website, streams videos featuring celebrated actors reading children’s books alongside creatively produced illustrations. This resource is a great resource for educators to use to engage students in storytelling. It allows students to hear text from new and familiar faces. Each book includes supplemental curriculum developed by a

credentialed elementary educator, aiming to strengthen comprehension and verbal and written skills for English-language learners. Reading aloud to children has been shown to improve reading, writing and communication skills, logical thinking and concentration, and general academic aptitude, as well as inspire a lifelong love of reading. This website covers the common core standard (CCSS.ELA LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson).

Storyline Online. (2002). Storyline Online [Website]. Retrieved on September 7, 2020 https:// www.storylineonline.net/

Toontastic 3D

Toontastic is a great to used when teaching story elements and plot. Using Toontastic to reinforce ones teaching and help students get excited about creating their own animated stories using the app. This app will allow students tell retell stories in a fun and creative way. This mobile app covers the common core standard (CCSS.ELA LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson).

Toontastic 3D. (2017). Fruit Ninja [ Google Play App, Cost: Free] Retrieved on September 7, 2020 from https://play.google.com/store/apps/details?id=com.google.toontastic