Retell Bear Shadow

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Objective

SWBAT sequence events from the story.

Big Idea

Shadows are all around us.

Prepare the Learner

15 minutes

Video Reread of Bear Shadow

This is the ninth lesson in a series of fifteen.

I have the students revisit Bear Shadow through a video read.  I prompt: As we listen to the story again, I want you to pay attention to the order that things happen in the story.  We call this 'sequence of events.'  Everybody say 'sequence of events.' (students repeat)

 

 

 

Multi-Media in Common Core

We see multi media addressed throughout Common Core.  As our students get older and we prepare them for college and career, it will be important for them to be comfortable with different forms of media.  We also want them to be able to listen for information and be actively engaged through media.  Presenting the story through video meets all of those needs!

 

Interact with text/concept

30 minutes

Sequence/Retell

 

Sequence Bear Shadow whole group with large retell cards in the pocket chart.

 

I enlarge these events so that the whole class can do this sequencing activity together.  I like to sequence in a pocket chart, but a chalk board ledge works well too.  Before we begin, I review each of the sketches, out of order.  This is my way of making sure the kids know what each picture signifies.  I usually place the first square at this point in the year.  I say:  This is the name of the story Bear Shadow.  Do you remember what we call the name of the story?  (title)  The title always goes first so that the reader knows what story we are talking about. 

I say: Now, let’s look at the events we have here.  Which event came in the beginning of the story?  What was the FIRST event of the story.  You can take volunteers or pull a name stick and have a student come up to the pocket chart to identify the first event of the story.  If they do not know, I choose another student.  When they pick the correct one, I help them to place it right next to the title in the pocket chart.

I follow that same pattern until all of the events are placed in order after the title.  After all of the events  have been placed, we ‘reread’ the events.  I say: Boys and girls, this fast way of telling a story is called a retell/summary.  A retell/summary is when we tell the story with the main events.

We then retell the story as a whole group.  I say: What is the word we use to tell that we are beginning the retell?  (First)  How would we tell about our FIRST event of the story? (First, Bear thought his shadow scared away the fish.)

I say: How would we tell about our SECOND event of the story?  (Second, Bear tried to run from his shadow to get rid of it.)

I continue on in this same fashion as we work our way through each of the events represented by the pictures.

 

It is important for students to practice sequencing and retelling with guidance from the teacher.  I can prompt students and model by thinking aloud to help students see and hear how we think through a sequence and/or retell.  They then build the understanding of how important order is to telling a fluid and coherent story.

 

 


Extend Understanding

20 minutes

Write Off the Maps

Our sight words this week are ‘he’ and ‘she.’  I review the  circle maps with "He is a" and "She is a"in the center.  I prompt:  Are there any more ideas you can think of to add to our maps for our 'he' and 'she' sentences?  Remember, 'he' is for a boy and 'she' is for a girl.  I have to point this out and offer multiple opportunities to practice writing and reading these words because my students are all second language learners.  They often confuse 'he' and 'she' in their usage.  

 

Because we have practiced both sentences in previous lessons, I let students pick one of the sentences to write.  I direct:  You can either write ‘He is a __ ‘ or ‘ She is a ___’   in your journals.  I clarify:  Boys and girls, please remember that if you write ‘he’ your picture has to be a __? (students respond ‘boy’)  If you write ‘she’ your picture has to be a __? ( students say 'girl')

Students go to their seats and write off the map.  Their illustrations for this writing are done in shadow form.  I let students draw just the shadow/silhouette or they can draw the picture with the shadow.  But they must have a shadow in their picture.

I direct: Because we are studying shadows, let's make shadows in our pictures!  What do we need for shadows? (light, something to block the light, surface) Yes, so in my picture, what could be a light source? (light, sun)  My picture will be the block of the light.  What will be the surface?(the ground)

While students are writing, I am monitoring and assisting where necessary.  As students finish, they raise their hand.  When I come to them, they must read their writing to me, showing 1:1 correspondence with their finger as they read.

 

Reading Our Writing

I always have students read their writing back to me.  We do this every day, so students are familiar with the procedure.  I have them read back to me so that I can see how they are applying sight word knowledge, letter/sound and blending knowledge and tracking.  This particular writing piece also allows me to see if they understand the return sweep.  

 

If students are struggling, I have them echo me and I help them to track by using hand over hand and moving their finger along as we read.