LearningExperienceTemplate

Name:RosaKleinman
Dateandtimeofthelesson:10/29,9:30a.m.
School:PS124
Grade:1
Cooperatingteacher:Ms.LauraLai
Roomnumber:1225
Contentarea:ELA
CentralFocus/EssentialQuestion
Thislessonwillguidestudentsindevelopingandreinforcinganessentialstrategyforreading
comprehensionbypracticingsequencing(beginning,middle,end)bothorallyandinan
independent,inclasswritingassignment.
GoalofLesson
Todayslessonwillbeareadaloudinwhichthestudentswillusetopracticetwoessentialliteracy
strategies:retellingandsequencing(beginning,middle,end).Iwilldiscussthese.Theywillalso
practicemakingobservations/predictionsbylookingatthepicturesbeforereading.Studentswill
practiceretellingandsequencingorallywithpartnersandindependentlyinwritingwiththeaidofa
graphicorganizer.Inaddition,theywillanswercomprehensionquestionsandjustifytheiranswerswith
evidencefromthetext.Bytheendofthelesson,thestudentswillbeabletoretellstoriesorallyandin
writingusingkeysequencingwords.
CommonCoreStandards
ThislessonengagesthefollowingCommonCoreStandards:
CCSS.ELALITERACY.RL.1.1:Askandanswerquestionsaboutkeydetailsinatext.
CCSS.ELALITERACY.RL.1.2:Retellstories,includingkeydetails,anddemonstrateunderstandingof
theircentralmessageorlesson.
CCSS.ELALITERACY.RL.1.7:Useillustrationsanddetailsinastorytodescribeitscharacters,
setting,orevents.
CCSS.ELALITERACY.W.1.3:Writenarrativesinwhichtheyrecounttwoormoreappropriately
sequencedevents,includesomedetailsregardingwhathappened,usetemporalwordstosignalevent
order,andprovidesomesenseofclosure.
CCSS.ELALITERACY.SL.1.2:Askandanswerquestionsaboutkeydetailsinatextreadaloudor
informationpresentedorallyorthroughothermedia.

Materials&Resources
GraphicOrganizer(seeattached)


LessonDevelopment
Forthislesson,IwillreadthebookCuriousGeorgeGoestoaCostumePartyaloudtothestudents.I
willbeginbydoingapicturewalkofthetexttopiquethestudentsinterestandhavethemmakesome
observationsandpredictionsaboutthestory.
TodaywearegoingtoreadCuriousGeorgeGoestoaCostumePartybyMargretandH.A.Rey.
Beforeweread,wewilldoapicturewalktolookatthepicturesandthinkoutloudaboutwhatmight
happeninthebookbasedonwhatwesee.
p.3:Wheredoyouthinkthecharactersaregoing?
p.6:WhatdoyounoticeaboutGeorgeandhisfriendversustheotherpeopleonthispage?
pp.89:WhatdoyouthinkGeorgeisdoingonthispage?
pp.1011:IwonderwhatGeorgeistryingtodo.Anyideas?
pp.1617:Howdoyouthinkthepeopleonthispagefeel?Howdoyouknow?
pp.22:Whatdoyouthinkishappeningonthispage?WhatdoyounoticeaboutGeorgevs.theother
characters?
Nowwearegoingtoreadthebook.Listentothestorycarefullybecausetodaywearegoingto
practiceTWOreadingstrategieswithourpartners:retellingandsequencing.
Doesanyoneknowwhatsequencingis?(puttingthepartsofastoryinorder)Whyissequencing
importanttoretelling?(Wesequencesoweknowwhateventshappenedwhen).
IwillaskthefollowingcomprehensionquestionsandpausetohavestudentsdoTurnandShare
duringreading:
p.3:WhereareGeorgeandhisfriendgoing?(costumeparty)
p.4:HowdoyouthinkGeorgeandhisfriendarefeeling?Howdoyouknow?(surprised/scared)
pp.67:Whatothercostumesdoyouseeonthispage?
p.9:WhatcostumesdoesGeorgetryon?
Afterreadingpage10,stopandgiveinstructions:PartnerA,turntoyourpartnerandretellwhat
happenedinthebeginningofthestory.MakesureyouusethephraseInthebeginningofthestory
whenyouretellGive1minuteandthencallclassbacktoorder.Callononestudenttosharewhat
happenedinthebeginningofthestory.
Continuereading:Whenwestopped,Georgehadjustfoundhiscostume:letsseewhathappens
next.
p.13:Anyideasaboutwhatwillhappenonthenextpage?
p.19:Whyiseveryonelaughing?(Becauseitsnotreallyaghost,itsGeorge!).Whatwasthe
ghost?(theblanket)DidGeorgeknowthathewastheghost?Howdoyouknow?
Atthispoint,stopandgiveinstructions:Turntoyourpartners.Thistime,PartnerBwillstartwith
retellingthebeginningofthestoryandPartnerAwillretellthemiddleofthestory.Makesureyouuse
thephrasesInthemiddle/beginningwhenyouretell.Give2minutesandthencalltheclassbackto
order.Callontwostudentstosharewhathappenedinthebeginningandmiddleofthestory.
Continuereadingpp.2024(totheend).

Afterfinishingthestory,stopandgiveinstructions:Turntoyourpartners.Thistime,PartnerBwillstart
withretellingthebeginningofthestory,PartnerAwillretellthemiddleofthestory,andPartnerBwill
retelltheend.MakesureyouusethephrasesInthemiddle/beginning/endwhenyouretell.Give3
minutesandthencalltheclassbacktoorder.Callonthreestudentstosharewhathappenedinthe
beginning,middle,andendofthestory.
Nowwearegoingtoreturntoourdesksanddoindependentwritingonwhathappenedinthestory.
Youwillhaveagraphicorganizerwhereyouwillretellbywritinganddrawingpicturesaboutwhat
happenedinthestory.Youwillalsouseyoursequencingwordstotellyourreadertheorderofwhat
happenedinthestory.Whatareoursequencingwords?
Putthegraphicorganizeronthesmartboardanddemonstratehowthestudentswillretellusingthe
phrasesInthebeginning/middle/end.Dismissstudentstotheirdesksandremindthemthatitisa
quiet,independentactivity.Walkaroundandobservestudentsastheywrite.
DifferentiatedInstruction
AlthoughtherearenostudentsinthisclasswithIEPs,20outof30studentsareEnglishlanguage
learnersinvariousstagesoflanguageacquisition.
Mylessonwillappealtoauditoryandvisuallearners.Iwillalsoaskavarietyofquestionsduringthe
readaloudtogivestudentsachancetospeak.Thosewhodonotgetthechancetosharewiththe
classwillhaveatleastthreeopportunitiestotalkwiththeirpartnerbeforedoingtheculminatingwriting
activity.
IchosetofocusonretellingandsequencingforthislessonbecausetheyaretwoCCLSliteracyskills
thatthisclassiscurrentlyworkingon.Ithoughtthatitwouldbefuntopracticetheseskillsandengage
thestudentswithaHalloweenthemedCuriousGeorgebook,whichMs.Laisuggestedbecausethe
childrenarefamiliarwithandlovethischaracter.Finally,thebookisagoodlength/levelrelativetothe
otheractivitiesthatwewillbedoingduringthelesson.

Assessment
Ihaveobservedthestudentspracticingretellingandsequencinginclasspreviously,soIknowthat
thesearenotbrandnewstrategies,butstudentsstillneedpracticewiththem.Retellingand
sequencingmustbemasteredbytheendofthefirstgrade,accordingtotheCCLS.
Iwillassessthestudentsduringthelessonbylisteningtothemastheyturnandshareandbylistening
towhatindividualstudentssayaftertheyturnandshare.Iwillfurtherassessthemduringthe
culminatingactivitywhenIwalkaroundandobservewhattheywrite.Forthestudentswithlower
literacylevels,IwillchecktoseewhattheywritebutIwillalsochecktheirdrawingstoseeifthey
correlatewiththeeventsinthestory.