Discovering Fairytales Day 2 of 2
Lesson 2 of 5
Objective: SWBAT identify the key details of a fairytale and use those details to retell the beginning, middle, and end of the story.
Summary and Context:
Today my students will finish recounting their fairytales because the majority of them still need time to finish telling details from the beginning, middle, and end. In recounting, they will need to demonstrate how the story events move from the beginning to the end, and they will need to recount key details about the characters, setting, and plot.
I review the key details of a fairytale by adding to the chart we started yesterday.
I continue by reviewing the fairytale, The Three Little Pigs, which we watched yesterday, and modeling the recounting process to help my students further understand what they are doing.
Then they will work independently.
I start with my students on the rug. I review the objective with the students in a student friendly manner: I can recount key details of a fairytale. I have students read it chorally it with me. I review the academic vocabulary words: recount, key, and details. In addition, I ask my students to add elements to the fairytale chart that they have discovered in reading fairytales. The reason for creating the chart is to bring awareness to my students about what distinguishes a fairytale from other narratives. This helps them become proficient readers.
I model retelling the beginning, middle, and end with the story of The Three Little Pigs. In recounting, I share my thinking aloud as I use the words and pictures to draw the key details of The Three Little Pigs. I use a chart to write those key details. I remind that they will need to show setting, the main characters, problem and solution in their recounting.
Students work independently to recount their fairytales. This time, as they read they will recount the story, so the tasks are intertwined.
I expect them to work diligently at their task. As they recount, I walk around and offer assistance. They will be at various places in their recounting, and some will need me to explain the task again. Others will need spelling support, and others will need closer seating.
Here are examples of their written recounting:
My students are developing academic language, and I take the time to ask some of them to recount the story orally:
We meet on the rug and I ask my students to pair share what they learned about fairytales. Then a few share out loud. We add more to the chart we started yesterday.
I refer back to the objective and ask them if we met it or not. I bring closure to the lesson.