Lesson 4 of 10
Objective: SWBAT retell a story using the words first, next, and last.
Common Core Connection and Lesson Overview
This standard asks the students to retell a story, and I am providing this opportunity in the guided practice and the partner work. Students even get to engage in a very high order thinking activity as they evaluate each others work in the student reflection section. In addition, the students reflect upon their new knowledge using a Tweet Board that I made. It is like exit tickets but more fun because it is different.
This lesson offers collaboration between heterogeneous groups of two or three. The students read high quality literature and then create a graphic organizer based on the text. Common Core supports peer work and higher order thinking. This lesson involves collaboration, application, creating, and analyzing literature.
I ask the kids to talk about what happens in the lunchroom. This is an activating strategy that gets the students thinking about what happens first, next, and last. Then I share what I heard them say. All of the students are familiar with the experience and it has a clear first, next, and last. In my class when I ask this question they are not too chatty because lunchroom discussions are usually about them acting better. So then I have to let them know we are going to discuss the events involved in eating lunch at school. It makes learners more engaged when I connect learning to their real life experiences. So, relating the terms first, next, and last to the lunchroom makes learning new terms easier. Last I share the lesson goal and ask the class to chant it three times as they move to their desks. This creates a smooth transition and reiterates what they will be learning. I can retell a story using the words first, next, and last.
Since first graders need to move around about every twenty minutes I ask the class to go to their seats for the discussion of lunchroom activities. They discuss what happens first as they get their lunches. One person shares out, and I write the response on my graphic organizer that is on the board. Then the students discuss what happens in the middle of the lesson and I ask a volunteer to share. Last the students discuss what happens last in the lesson. I share what I heard and ask the class to use thumbs up or down to agree or disagree. If we all agree then I write it on the board. This discussion is a way to for students to collaborate as a group. It engages all learners and allows everyone to participate. The other plus is that if one student does not know the answer, his or her peer can tell them in a very comfortable situation.
We go back to the first section and discuss what happens and why. They pick up their trays and go sit down. I ask them why they have to be in a line and what kind of interactions they have as they are getting their tray. I ask, "who talks to you?" Then I ask them why they are talking to them. They are discussing what they selected for lunch or helping them make a purchase. Then we discuss what happens at the table. I ask them who they talk to and why. Last we discuss the dumping the tray and lining up. This is where they get wild. So, I ask them what they do. I ask what the assistant does. We talk about why she works to keep them in a line and why they should stay straight on the wall.
Then I ask them what is the purpose of the interactions you have in the lunchroom. The lunch ladies have a purpose. You have a purpose as you talk to your friends. What is the assistant's purpose? This is just one way I try to increase the complexity of the lesson and allow students to analyze the people involved. There is a Model in the resources of our work.
They select a book of their choice out of a pre-made bag of books on their lexile level. Giving students choices is a really nice way to show that your value their feelings and want to make learning relevant and fun.
They read the book and fill in their own graphic organizer. As I support the students I walk around and listen to their conversations so I can help guide them in the right direction. There is a video (Student Reading Work) of a student reading their work in the resources.
They trade work with another group. The other group reads their work and gives them feedback. Evaluating others' work is a higher order thinking skill. I have to model what they might say. I like the way you illustrated a picture with your work. I like the way you used punctuation marks. Your handwriting is neat. I agree that your events are in the correct order. I might change the order of the events. Then one group shares their work with the class. This gives us a chance to work on their speaking and listening skills.