Sequencing with Added Detail
Lesson 5 of 5
Objective: SWBAT retell a story using pictures and add sentences with detail using first, then, after that, and in the end.
Common Core Connection:
The focus this week was primarily on sequencing when retelling, so we spent our time building towards mastering RL.1.2.
In order to retell a story, students need to be able to not only retell it in order, but to retell the details as well, which is the second part of RL.1.2. Using pictures is an ideal way to introduce adding details to retelling stories in order. Pictures are concrete images that students can see and describe.
In this final lesson of this unit my students continued to explore sequencing, however, to help them with their retelling skills, I introduced adding a detail when they retold the story in sequenced order.
To end this week’s lessons on sequencing I asked my student’s to retell the story The Cat Sat to me. After giving them a moment to remember the story I used the magic cup (Demonstration: Magic Cup) to select three students to retell the story using the words beginning, middle, and end. As these three selected students each retold one section of the story, the rest of the class showed me they agreed by showing me a thumb up (Demonstration: Thumb Up, Thumb Down). After I complemented my students for doing a good job sequencing the story and for using their hand signal for agreeing, I introduced (Introducing the lesson) the next story The Mat, by Nadine Bernard Westcott. I also told my students besides practicing sequencing they would add a detail when they retold the story.
After reading the title I instructed my students to listen to the words and look at the pictures to hear and see what was happening in each section.
After we read, I had students stop and look closely at the pictures, my students quickly realized that the pictures and words went together, in that the animal that came in the house next was pictured in the background while the first animal was in the house.
I modeled what I wanted them to be able to do when they retold the middle part of the story, which was not just to say, “In the middle the cow came in, then the goat… at the end the mom said go”, but to add the detail that the animals made a mess, and at the end the mom said go because they made mess. After modeling, my students practiced with me. First the cat sat on the mat and made a mess. Then the cow, goat and dog came in and made a big mess. At the end of the story the mom said, “Go” because the animals made a big mess. I explained to my students that retelling a story in sequence order from the beginning helps to make it make sense and the details make the story interesting.
Whole Group Activity
At this point I had my students stand up and take a stretch because they had been sitting for a long time, and young children were not made to sit still for long periods of time (Demonstration: Adding Movement). Once my little ones were re-settled in their desks I displayed the Comic Strip Creations activity sheet on the Promethean board. As I did I asked my students what they noticed about it. They unanimously chorused back that it was blank. "And so it is," I replied. I told them the reason it was blank was because they were to use it to retell the story The Mat in sequence order by using pictures. When they finished drawing their pictures they were to write a detailed sentence to go with each picture, using the words first, then, after that, and in the end.
To check for understanding I used the magic cup to select a student to restate the directions to the class. Once I was satisfied that my students understood what they were to do, I had them take their pencil and crayons out of their desks and stand up. I then instructed them to sit with their partner, and, once they were paired with their partner, they were to sit at whose desk they were closest to.
When all my students were partnered up, I passed out their Comic Strip Creations activity sheet. As they started working I circled around the room and met with each pair of students to make sure they understood the assignment and were working.
At the end of 15 minutes I called my students attention back to the front of the class and used the magic cup to select three students to share their finish product with the class using the doc-u-cam. When these three students finished their presentations, I had the rest of the class hold their work up so I could see it.
When I finished viewing all their work it was time to transition into the independent part of the lesson, where my students go into their leveled reading groups.
During this time my students rotate every 15 to 20 minutes through ELA work stations. One work station that I always include is journal writing. Journal writing is different than the dedicated writing block, as it is a time for students to practice writing independently in their journals about what they just practiced during the guided and collaborative part of the reading lesson. This helps the students synthesize what they learned in the lesson.
In today’s journal I had my students summarize the story using the words first, then, after that, in the end, and to add a detail.
The Journal Prompt I put on the board today: First, the ___. Then, the ___. After that, ___. In the end ___.
As my students rotated to my differentiated reading group I checked each journal for completeness and understanding.
Ticket Out the Door
For a sticker my students needed to tell me 1. Why it was important to retell a story in sequenced order, and 2. What does adding detail do to the retelling of a story?