Kinard

Teacher Candidate: Kelsey Kinard Subject/Grade: ELA/Kindergarten Learning Objective:

Lesson # __5___ Date and Time of Lesson: 11/26/2013; 10:15 am

The students will be able to retell The True Story of the 3 Little Pigs using sequencing cards.

Alignment with Standards: CCSS.ELA-Literacy.RL.K.2 With prompting and support, retell familiar stories, including key details. SSCA: The main character in the story is faced with confrontation and acts upon it. This lays way for a classroom conversation about the correct way to deal with confrontation and bullying. Developmental Appropriateness or Cross-curricular connections: At the kindergarten level, the students have been exposed to various works of literature through shared reading, read-alouds, and guided reading groups. Most students can tell you about a story that they have read or heard, but many have trouble identifying the important parts of the story and retelling the story in the correct order in which the events happened. To meet the lesson objective, the students must be able to listen to a read-aloud and use comprehension skills to understand what happens in the story. Assessment(s) of the Objectives:
Lesson Objective(s) Assessment(s) of the Objective(s) Pre-Assessment: The students will retell the traditional story of The Three Little Pigs correctly and include key details. Use of Formative Assessment

The students will be able to retell The True Story of the 3 Little Pigs using sequencing cards.

Based on the students achievement and the results of the assessments, I will know which students grasp the concept and which During Assessment: Anecdotal students still require help. notes will be taken on students For those who do not do ability to answer questions, well with the sequencing behavior, involvement, etc. activity, I can emphasize during the interactive readsequencing, identifying aloud and sequencing practice. key details, and retelling stories during instruction Post Assessment: in Guided Reading groups. Independently, the students will I can use the assessments use sequencing cards to retell to group students based The True Story of the 3 Little on similar needs and Pigs. abilities and structure the following lessons.

Kinard

Accommodations:
While all of the students are working to put their sequencing cards in order, the students who have already correctly sequenced their cards will color the illustrations in their sequencing card booklet. They can then take turns retelling the story with a partner using their completed booklets. For slower-paced learners and ESOL students, including those who are not able to read the text on the cards, I will read the cards aloud to them and allow them to put the cards in order that way. Students who are still having trouble can work with me or another classroom teacher individually and turn back to the book as a reference. Different aspects of the lesson will appeal to various learning styles within the class. Using their hands to put their own set of sequencing cards in order appeals to the kinesthetic learner, seeing the story retold using the instructional set of sequencing cards appeals to the visual learners, hearing the read-aloud and hearing the story retold and explained appeals to the auditory learners, and the discussions about the content appeals to the language-oriented learners.

Materials: The True Story of the 3 Little Pigs by Jon Scieszka Instructional set of sequencing cards (1) Individual set of sequencing cards (29) Pencils Crayons Stapler Anecdotal note paper

Procedures:
The lesson will be performed as a whole group. The activity to be used for assessment will be done individually by the students. The entire lesson should last about 30-45 minutes. 1. Invite the students to the carpet. 2. Encourage the students to share what they know about the traditional story The Three Little Pigs. Allow volunteers to take turns telling parts of the story. 3. Introduce the title, author, and illustrator of the book The True Story of the 3 Little Pigs. 4. Show the cover of the book and discuss what the wolf is doing and what the story may be about. 5. Read aloud The True Story of the 3 Little Pigs. 6. Have the students raise their hands to answer questions or turn-and-talk with a partner at various points throughout the book. 7. After reading the book, use the instructional set of sequencing cards to retell the story. 8. Dismiss the students back to their seats and pass out the individual sets of sequencing cards. 9. Have the students put the cards in order to retell the story. 10. Have the students raise their hands when they are done sequencing their cards. Check the order of the cards for accuracy before stapling the cards together to form a booklet. 11. Ask students questions about the story or have them retell the story verbally while stapling their booklets. 12. Allow the students to color their booklets once they are done. Critical-thinking questions: What does the word sequencing mean? Why is sequencing important when we retell stories? What information do we need to include when retelling a story? Can you predict what is going to happen to the wolf in this story? How is The True Story of the 3 Little Pigs different from the traditional story that we know?

Kinard What is the same in The True Story of the 3 Little Pigs and the traditional story that we know? Whose version of the story do you believe? Why?

Activity Analysis:
Activity 1: Use the book The True Story of the 3 Little Pigs as an interactive read-aloud. After reading, use sequencing cards to retell the story as a whole group. This activity directly applies to the objective of the lesson. The students will practice sequencing the events of the story with the help of their peers and teacher support before working independently. All of the students can benefit from the collaborative practice. This will be especially helpful for students with lower ability and developmental levels and provides ESOL students with additional language practice and support. Activity 2: Use individual sequencing cards to retell The True Story of the 3 Little Pigs. The activity reinforces what the students learned during the lesson about sequencing events. The students will put the cards in order and raise their hand for their work to be checked. Teacher prompting and support can be provided if a mistake has been made or the students are confused by the activity. This will be an accommodation made for ESOL students or those with lower ability levels. After the students have successfully sequenced the events, the cards will be stapled together into a booklet which they can color and use as a tool to retell the story later. Technology: Technology will not be implemented in these activities because it is not needed to enforce the content of the lesson. For this lesson, an interactive read-aloud book and sequencing cards are the most effective means of instruction.

References:
Common Core Standards: http://www.corestandards.org/ELA-Literacy/RL/K Scieszka, J. (1989). The true story of the 3 little pigs. New York, NY: Penguin Books USA Inc. http://www.teacherspayteachers.com/