Recounting Farfallina & Marcel Day 2 of 2

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Objective

SWBAT recount a literary text using with key details based on text evidence.

Big Idea

It is time to write and illustrate what happens in the middle. What is Farfallina changing into? What about Marcel?

Introduction

7 minutes

Context and Overview

Today, we finish recounting the story of Farfallina & Marcel. The students will read the story for the third time and concentrate on recounting the middle part of the story (we focused on the beginning and ending in the previous lesson). Some students need the extra time so that they finish recounting the ending from the previous task as well. Recounting skills are important in helping my students comprehend what they are reading. My students need much practice with this skill, and multiple readings help them hone in on the important details for when they recount.

Before they recount, they will read the story to aid their comprehension and builds their stamina. They will share with one another their work before they share with the whole group.

Lesson Opening

After I share the objective, I ask the students to think about what has happened the story. After this think time, they pair share, and then a few share with the group. This oral share helps students who struggle with putting their thoughts to paper during the written recount they will do later. We review the key details of the story together and then move into our rereading.

Rereading Farfallina & Marcel

20 minutes

For the rereading, I have given my students sticky notes again. I want to help them organize their recounting. As they read, they record 6-8 important details about the middle of the text on their sticky notes.

I circulate to make sure students are on task and to provide support where necessary.

Recounting the Midldle Section

30 minutes

Now my students recount the the middle. They sit at their table or on the floor but they are engaged. The sheet they are using is folded into eighths. There are four squares for them to recount with words on the top and four on the bottom to create corresponding illustrations. While the first square is to recount the beginning and the last square is to recount the ending, there are two squares to recount the middle. Therefore, I am asking them to write 2-3 details for the second and third square each, and in this way I hope to help them not repeat themselves and/or maintain the flow of the recounting. In working with my English Language Learners, I work at making tasks concrete as possible. There are some students who will need this guideline with the number of details to write and there will be other students who don't.

I also give my students who need it time to catch up with the task from yesterday of recounting the beginning and ending. If other students are done early, then they can get started on the illustrations.

As students work, I offer support with redirecting them if needed, with spelling words, with figuring out what key details need to be included in the middle and remind them that the illustrations need to show the recounting too.

Some students need more support, so I am pulling a Small Group to work with them at the round table. 

Here are some examples of recounting from the class:

Pair Share

7 minutes

I try to give my students plenty of opportunities to develop their academic language and different opportunities for them share with each other. Today, I choose who will share with whom. To give them space so that they can hear each other, I allow my students to sit around the room. I ask them to choose who will go first. I walk around and eavesdrop on their conversations to listen to the content of their sharing and to make sure they are on task.

Sharing Recounting With Whole Group

10 minutes

Today, many of the students wanted to share and I made the time for that. Here are the students who shared their recounting:

After each person shares they get feedback. The feedback is given in this way to help make the feedback process safe and fun:

  • Two Stars: Two different students share specifically what they liked about the content of the writing.
  • A Wish: Another student share specifically how the writing can be improved.