Cara LutesDrake Student TeacherMadison Elementary-ELL2nd

Story Retelling: Beginning, Middle and End Date: Tuesday, October 6thSubject: 2nd Grade ELL, 1st Group L1s, 2nd Group L2sLesson Title: Story Retelling: Beginning, Middle, and End Materials Needed: Gingerbread Man Loose in School by Laura Murray Pencils Graphic organizer printed on cardstock (cut in half) Markers/crayons

Standards

English Language Proficiency Standards 2-3.3 An ELL can speak and write about grade appropriate complex literary and informational texts and topics.

Iowa Core RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Content ObjectivesStudents will create bracelets/book marks/foldables retelling the key details from the Beginning, Middle, and End of the story. Students will be able to retell the beginning, middle, and end to a partner.

Language Objectives

Students will be able to listen to the story.

Students will be able to verbally respond to questions about the beginning, middle and end of the text. (L1 Students only)

Students will be able to draw the beginning, middle and end of the text. (L1 students)

Students will be able to write about beginning, middle and end of the text. (L2 students)

Students will be able to retell the story to their partners.

Students will be able to listen to their partners retelling of the story.

Input/Modeling Teacher will explain that district assessments will test student ability to identify the beginning, middle, and end of a text. Teacher will explain that this class periods goal is a practice identifying the beginning, middle, and end independently. Teacher will explain that retelling the beginning, middle and end is sharing the most important details from each of those parts. Teacher will introduce the key vocabulary term Gingerbread Man and the setting of a school. As the teacher reads, she will ask questions to the L1 students about the beginning, middle and end. Students respond and discuss What happens in the beginning? What happens in the middle? What is the most important detail in the middle? What happens at the end? As the teacher reads, she will pause and ask questions. L2 students will have think time to prepare their thoughts for retelling the story. What happens in the beginning? What happens in the middle? What is the most important detail in the middle? What happens at the end?

3. Guided Practice

Upon completion of the story, the teacher will introduce the graphic organizer for retelling the beginning, middle and end. Every student is to add their name and the title. The L1 students need to draw the beginning, middle and end. The L2 students are to use the sentence prompts in order to write sentences to retell the story. The L2 students may add illustrations after they have written. Teacher will explain that after students have completed their work, they may turn the graphic organizer into a bracelet, a foldable, or a bookmark. L2 Students will brainstorm words they need to add to a word bank that will accessible during work time (ex. school, class, lost, etc).

4. Check for understanding Students will work independently to complete the graphic organizer. The teacher will roam the room to see student progress. The teacher will support students who may need linguistic support, though content support is intended to be independent. The teacher will use questioning to spur on student thought. The book will be available for support during work time, though the book should not be relied upon. 6. Assessment / Closure: The previous activity will serve as an assessment. The teacher will model strong partner work with a students. Students will be asked, What did you notice? (quiet voices, taking turns, sitting close to each other, respect, eye contact, thanking their partners etc.) Students will be paired up based upon time of completion of the bracelet. Teacher will also differentiate though ensuring that all students will feel comfortable with their partners, especially the less proficient L1 students. All students will practice listening and speaking skills retelling their story with the use of their graphic organizer. *Teacher will reflect on student thought and participation to determine what needs to be revisited or extended the next day in order to best prepare students to perform on grade level.

7. Adaptation for students who need extra help, time, or attention Word bank, sentence frames, questions, ability to draw answers, and frontloading are present throughout the lesson. Teacher will be in tune with individuals with IEPs and other linguistic and academic needs, being available for support.

8. Extension for students of high ability Students may add more detail to the retelling of their story Students may be challenged to use Tier 2 words Teacher will extend thought through questioning.

TOTAL LESSON TIME: 25 minutes9. References Consulted The Gingerbread Man Loose in the School by Laura Murray