Beacon Lesson Plan Library

Let's Retell This Story

Jolie Ducey

Description

Students will identify story grammar elements of folk tales. Teacher will model completion of chart with help of students. By re-reading the story grammar element sentences, students will complete a story retelling.

Objectives

The student understands explicit and implicit ideas and information in fourth-grade or higher texts (for example, knowing main idea or essential message, connecting important ideas with corresponding details, making inferences about information, distinguishing between significant and minor details, knowing chronological order of events).

The student reads and organizes information (for example, in outlines, timelines, graphic organizers) throughout a single source for a variety of purposes (for example, discovering models for own writing, making a report, conducting interviews, taking a test, performing a task).

Materials

--Three Billy Goats Gruff-, Paul Galdone, 1979, New York: Houghton Mifflin Co. or any other well structured folk tale.
-Copies of story grammar chart for individual or pairs of students (see associated file)
-Assessment rubric (see associated file)
-Overhead transparency of story grammar chart (see associated file)

Preparations

1. Locate a folktale told with a well-developed story grammar. (The Three Billy Goats Gruff is an example of one such story.)
2. Prepare overhead transparency of story grammar retelling chart.
3. Make copies of chart for students one per pair, individual.
4. Read story carefully to identify story grammar elements.

Procedures

1. Tell students that today we are going to learn how to retell a story by identifying the important parts of a story we all know. Learning to identify the story parts, or elements, will help you understand, retell, and remember stories better.

2. Show cover of book. Ask students to identify title, author and illustrator. Ask them what parts of the story they remember.

3. Read the story to enable all students to recall story grammar elements.

4. Show students the story grammar chart.

5. One by one, identify each element by name and define. Ask students to tell what each element was in the story you just read.

6. Write story grammar element into chart using complete sentences.

7. The resulting chart should identify story grammar elements and provide a complete retelling as students read the right hand column.

8. Read story grammar element sentences in sequence.

9. Discuss:
a. Does the story make sense?
b. Does our retelling include all the important parts of the story?

10. Reread retelling sentences in choral reading fashion once more.

11. Remind students that the ability to identify story grammar elements will help them understand, remember and retell stories better.

Assessments

Story retellings will be evaluated using the attached rubric.

Attached Files

The rubric, the chart and an example.     File Extension: pdf

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