2nd Grade Reading Workshop Retelling

1.1 Integration of Learning Outcomes: -Students will be able to pick out the main characters, setting, beginning, middle, and end of a story. -Students will be able to give an effective retell of the story. 1.2 Standards: CCSS.ELA-Literacy.RL.2.1 Ask and answer such questions as who, what, where, when, why, andhow to demonstrate understanding of key details in a text. CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and challenges. CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. CCSS.ELA-Literacy.SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). 1.3 Anticipatory Set: The students will gather on the carpet for the read aloud. I will be reading The Hallow-Wiener by Dav Pilkey. Before I begin reading, I will ask the students what we have been working on in Reading Workshop (retells) and that we are coming to the end of that unit. I will tell the students that we will be doing a group retelling of the book The HallowWeiner and that they should all be paying attention to the parts of the story that will be necessary for a good retell. I will begin reading the story and as I am reading, I will stop at a few points to remind the students to continually be looking for the story elements that we need for our strongest retells. 1.4 Procedures: Before: (see anticipatory set) During: With the students still sitting on the carpet, I will have a piece of chart paper. I will ask the class what is one of the story elements that we need to start with for a good retell. Their answer should be characters. I will have a picture of a little boy and girl to represent the characters. I will paste this onto the chart paper and ask for the students to name the main characters in the story. Then we will move onto another story element that is important for retells: setting. I will have a picture of a house to paste onto the paper and I will ask the students for details about the setting. Then I will have pictures for the beginning, middle, and end and the students will tell me the main ideas of what happened in each section of the story. Then once we have the chart paper completely filled in, I will ask one or two students to give me a full retell of the story (they can use the chart if they would like). If they give a very strong retell, I will point out some of the great elements that they included. If they missed a few things, I will point them out and ask if either the student that gave the retell or a classmate could fill in the gaps. After: After we have had the discussion on the retell of The Hallow-Wiener, I will remind the students to continue working on their retelling with their Halloween book that they have received. I will be giving them a rubric that we have already discussed in class in order to guide
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their retells. The strongest retell they could give would include a beginning, middle, and end in order, the names and feelings of the characters, and the details about the setting. They will go to do independent reading to get their retells ready and then partner reading to retell the story that they read to their partner. Their partner could use the rubric to score the retell and tell them what they could add or have done differently. 1.5 Differentiation: For students who are below a second grade reading level, I will ask them to focus their retells mainly on have the main ideas in the beginning, middle, and end of their retell. They also need to focus on who are the most important characters and where the setting is in the book. If they can achieve this goal, we can move onto more details about the setting and characters. 1.6 Closure: After the students have completed their retells with their partners using the rubric, we will come back together and share some of the best parts of our partners retells. We will talk about how knowing the characters feelings and the details about the setting can help us understand the book better. We will discuss that retelling is a great way to test ourselves to see if we actually understood what the book was about and it can be helpful when trying to recommend a certain book to someone else. 1.7 Formative and Summative Assessment: In order to determine if the students have met the objective of retelling, I will assess that they tried to participate in the discussion during the reading of the book or after when we were filling in the story elements chart. I will be walking around while the students are giving their retells to their partners and at the end of the class, I will collect the rubrics they used to score their classmates retells. 1.8 Materials: Pilkey, D. (1995). The hallow-wiener. New York, NY: Scholastic Inc. Chart paper Markers Glue stick Cut out pictures of story elements Retell rubrics iPad iPad adapter 1.9 Technology: During the whole lesson, I will have a picture of the rubric on my iPad so that I can project it onto the Smartboard. This will remind the students of what they are aiming for; they are working towards the strongest retell that they can. 2.0 Reflection on Planning: As the story elements and retelling unit is coming to a close, Mrs. Brown and I wanted the students to do a group retell. I chose the book The Hallow-Wiener because it is Halloween week and I thought that the students would enjoy something to go along with the festivities of the week. Also, this book will go along with Wednesday meeting because it talks about a wiener dog that gets made fun of for his shape, size, and eventually his Halloween costume. Mrs. Brown received the pictures that I will paste onto the chart from another teacher. She gave them to me and let me decide how I would use them. This shows that
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you dont always have to reinvent the wheel with all of your lesson plans. As the retelling unit was progressing, Mrs. Brown and I were coming up with criteria on what would make the strongest retell. This is what translates onto the rubric that the students will receive for their retells. Also, in Ellerys textbook Creating Strategic Readers, there is a section on retelling stories. She says that it is important to guide students with visual propsto increase their detail retells. The pictures I am using in this lesson can be considered visual props because it is guiding their retell of the book. 2.1 Reflection on Instruction: I think that this is one of my best taught lessons to date in this classroom. I worked on my wait time, I was very prepared for the lesson with all of the materials that I needed, and I encouraged a lot of student feedback. I was happy with how much participation I received from the students and I think that the lesson kept them engaged the entire time. I think the pictures that I used enhanced my lesson and helped guide the retell. If I were to teach this lesson again, when the students and I were going over the strongest retell on the rubric, I would have a student standing next to the chart to point out the parts that we had included in the retell. This will get the students more engaged in using the rubric. I have a goal to get better at closing out a lesson and transitioning the class into a new activity or lesson. I have found that that is my biggest downfall in my lessons. I think that in this lesson, I can see some improvement with myself but I still need to continue working on it.