Design for Learning

Instructor: Ellie Knox

Grade Level/Cooperating Teacher: 1st/Gartman
Lesson Title: Words of Retelling Stories Date: 10/16/2015
Curriculum Area: Language Arts
Estimated Time: 40 minutes
Standards Connection:

RL.AL.1.2
Retell stories, including key details, and demonstrate understanding of their central
message or lesson.
Learning Objective(s):
When given four separate pictures of examples of each of the four story elements,
students will correctly match each picture to the story element.
Learning Objective(s) stated in kid-friendly language:
Today boys and girls, we are going to learn four new words that will help to retell a story!
At the end of today, you will all come over to my baskets and match the pictures I give
you to the labeled basket with the correct story element!
Evaluation of Learning Objective(s):
The students will be given four pictures that explicitly relate to each story element. They
will first write their name on each of the pictures. They must walk over to the baskets
which will be at the front of the room and match the element word with the picture.
Students must correctly match all four elements will all four pictures to be considered
efficient and in the green zone. The students who correctly match three out of the four
pictures with their matching element will be in the yellow zone. The students who
correctly match less than three pictures with their matching element will be put in the red
zone for remediation.
Engagement:
The teacher will retell the story of A House for Hermit Crab, by Eric Carle, using the
pictures included. After she does this retelling, she will ask questions to the students if
that felt like the story. She will then read the actual story and ask the students to compare
the two. Ok boys and girls, in a second I want you to join me on the carpet. Can the girls
come first and take their spot on the rug? Ok, how about the boys now! Oh, I love how
quietly student A is sitting on the rug and is ready to listen. I appreciate how good you
were during the Daily News! I am so excited to teach you a lesson today! Now, I have
seen how well you can sit and listen, so I ask that you will do that for me. So first, I have
a question for you all. Who can raise their hand and tell me what this is? The teacher will
hold up the picture of the hermit crab. Has anyone ever seen one of these before or might
even have one as a pet? Student B? What is this? You are right! It is a hermit crab! Do
you all know what a hermit crab is? Give me your hand signal on your chest to show me
if you know what a hermit crab is? The teacher will give the students ten seconds to put
up their hand signals. Ok, I see a lot of thumbs up. Perfect! The teacher will then

transition to retelling the story of A House for Hermit Crab using the pictures. I have a
story for you all, but today I am going to tell you the story. Here are some pictures to
help me tell the story. Here is hermit crab. The teacher holds up the picture of a hermit
crab. He just outgrew his shell and needs a new one. He searches the ocean to find a new
shell that will fit him. He then finds a shell, but it is sooooo boring! The teacher will hold
up a plain shell and then hold up a picture of a hermit crab with the shell. So the hermit
crab looks for a way to make his shell more exciting. As the months pass by, the hermit
crab invites friends to join his shell to make it more colorful. The teacher holds up a
picture of the hermit crab covered in barnacles, coral, and a starfish. He even finds
friends who keep his shell clean and light the way for him in the dark. The teacher holds
up a picture of the hermit crab in one hand and the objects and animals that cover the
shell in the other. After a year has passed, hermit crabs shell begins to grow tight. He
outgrows the shell but gives it away to a smaller hermit crab looking for a new home.
The teacher will hold up a picture of a small hermit crab. Our friend, Hermit Crab, soon
discovers a newer and bigger shell just waiting to be decorated. The teacher will ask the
students if they understood the story of the hermit crab. Did you all like that story? Did it
feel like a story in a book? Student C, how did you feel about that story? Did you like it?
The teacher will give the student thirty seconds to answer the question. The teacher will
then hold up the book, A House for Hermit Crab, and explain that the story she just told
the students was based off of the book. Can you believe boys and girls that the story I
just told you all was the story in this book? I am going to now read this book to you, and
I want you to really listen to the story. Use your listening ears and listen to the part of the
book that are the same as the story I told you. When you hear something familiar that I
told you in the other story, I want you to give me a quick thumbs up. The teacher will read
A House for Hermit Crab. She will ask a follow up question about if the two stories were
similar. Ok boys and girls, I have a question for you. Was that the story similar to the one
I told you with the pictures? Yes! It was. That is because the story I told you all was a
retelling of that story. The teacher will transition to teaching.
Learning Design:
I. Teaching:
The teacher will begin by introducing the word retelling. The teacher will write the word
RETELLING on the board. RetellingI am going to write this word on the board. Lets
all read the word together class RETELLING. Good job! Retelling involves our story
element words! We are going to talk about these. The teacher will hold up the printable
for the word CHARACTERS. The teacher will stick it to the white board. The teacher
will put the anchor chart beside her on the easel. She will point to the word on the chart
and read the definition. This word is CHARACTER. A character is a person, animal, or
thing that the story is talking about. Now, I want you to turn and talk with a partner
about who you think some characters in the book we just read may be. The teacher will
give the students about 20 seconds to talk with their partners. She will then ask the
students to tell her who the characters were. Student B and C, can you tell me who one of
the characters were? Yes! The hermit crab was one. The teacher will put the picture of
the hermit crab on the wall. This might be a little tricky. Can someone show me with a
thumb on their chest if they found any other characters? The teacher will look around

and call on a student who had a hand on his chest. Student Y, can you give me another
character in the book? Yes! You are right! As the students call out characters in the book,
the teacher will either stick the picture up on the board or will write the word on the
board. The teacher will be looking for anemone, snail, barnacles, and starfish. Wow, you
all did such a great job identifying the characters! So what was our first story element
word. Lets all say it together on the count of three. The teacher will point to the word
CHARACTER on the board as the class says the word. One, two, threeCHARACTER.
Great job class. The teacher will remove the pictures that went with character and move
the character word to a different spot on the white board. Our next story element is
setting. The teacher will stick the picture of the word SETTING to the board. Does
anyone know what the word setting means? Give me a thumb on your chest if you know
the definition of setting? The teacher will give the students around 10 seconds to think of
the definition of the word. Student D, I see that you have a thumb on your chest. Will you
tell the class what the word setting means? Great job! Wow boys and girls, you are all so
very smart! The teacher will point to the anchor chart and read the definition of setting.
The setting is where and the story takes place. Now, I want you to find another partner
and talk about where you think the setting was in our story. The teacher will give the
students a minute to discuss the setting. Wow, I heard a lot of good thinking first grade!
Student H, tell me what you and your partner discussed for the setting. You are right! The
setting is in the ocean. You are so smart. How did you know that? Who else said the
ocean? Student G, tell me how you knew that? Wow, I am so impressed by all of you. Ok,
lets say our second story element word here on the count of three. The teacher will point
to the word SETTING as they say the word aloud. One, Two, ThreeSETTING. The
teacher will then move the picture of the word SETTING beside characters on the white
board. The teacher will hold up the picture for the word PROBLEM. The teacher will
stick the word conflict to the board. Ok class, I want you to listen very hard. These next
two elements can be a little tricky, but you all have shown me how smart you are and I
know you will learn them! Problem. The teacher will point to the word on the anchor
chart. The problem in the story is something that causes trouble for the characters. I want
you to sit for 15 seconds and think about the word problem. Where did you see problem?
Now, I do not want to see any hands. I want you to sit and think for a minute about the
word. The teacher will give the students 15 seconds to think. Ok, who can give me a
thumbs up if they can think of a problem here? Student A, what problem in the story did
you see? You are right! The hermit crab needed a new shell. I think I actually might know
another conflict. Can anyone tell me another one? The teacher is looking for students to
say that the shell was boring and needed decoration. Yes! The shell was boring. Wow! I
am so impressed. Ok, lets say this word together on the count of three. The teacher will
point to the word as the students say it aloud. One, Two, ThreePROBLEM. The teacher
will move the word PROBLEM over to the other words. We only have one story element
left boys and girls! That word is SOLUTION. The teacher will hold up the picture of the
word SOLUTION and stick it to the board. She will then point to the word on the anchor
chart. A solution is how the problem is solved. A solution is an answer to our problem. I
want you to find a third partner and talk about what the solution is in this story. The
teacher will give the students 30 seconds to talk about the solution. Who can remind me
of our conflict? Student E, can you remind me of one of our conflicts? Yes! The hermit
crab needed a new shell. Who knows what the solution to that was? Student B, can you

tell me what your group said? Yes! Hermit Crab got a new shell. I am just so impressed
with your hard work and listening skills. Who knows the solution to our other problem?
The teacher will call on a student who has his hand raised. Student G, what was the
solution? You are right! He decorated his shell! Who can tell me what he decorated the
shell with? The teacher will hold up the picture with the hermit crab covered in his
friends. Yes! He decorated his shell with his friends. The teacher will stick the picture on
the board. Lets all say our fourth story element together. The teacher will point to the
word as the class reads together. One, Two, ThreeSolution. The teacher will take the
picture off the board and move the SOLUTION picture to the other words. Great job
everyone! You all listened so well. Now, we are going to practice with our story elements.
Transition to practice
II. Opportunity for Practice:
The teacher will split the class into groups according to their tables. She will first model
the practice. She will use a slide show to show different images that will each fit into the
different story elements. Each group of three will have the four story element words cut
out and given to them. The teacher will give every student the four story element words,
but they must work in a group. When the teacher shows a picture on the slide, the groups
must discuss which story element is it. When the teacher counts to three, the group must
hold up the correct story element word. Ok boys and girls, like I said now you all get to
practice. So, I want you to all go sit back at your tables quietly, and I am going to pass
out some paper for you. The teacher will give one set of four story element words to the
students once they are seated at their tables. The quiet tables will get their paper first, so
I will wait until everyone is quietly waiting. Once the teacher passes out the pieces of
paper, she will turn on the Powerpoint. She will do the first slide with the groups, and
then they will discuss by themselves for the next. , Lets look at the first slide. The teacher
will show the first slide in the Powerpoint. What do you see? Well, I see characters but I
see them doing an action. Hmmnow if they are doing something, I think this would be
more than just the characters. When I look harder at the picture, I see them angry
looking. Hmmnow angryOh! That looks like they might be having some type of
PROBLEM here. Wait! I know conflict is one of our story words! So, I would hold up my
conflict word! Now it is your turn! The teacher will show the next slide. Make sure that
you talk about what you see in the picture. Do not show me what word yet, I want you to
all discuss it. After 30-40 seconds, the teacher will tell the groups to hold up their card.
Oh I see your answers. Good job! It was setting! If a group incorrectly guessed, then the
teacher will discuss it with the students. Ok, great job! We are going to look at another
picture now. The teacher will show the next slide on the Powerpoint. Ok, I want to hear
good discussion now! The teacher will give the students 30-40 seconds to discuss. I
heard some great talk over at table 2! Ok, lets see what you all thought. Hold up your
story element word! Great job! That was solution. Wow! You are all doing so well. The
teacher will show the next slide on the Powerpoint. Discuss this with your groups. We
have just one more to go. I want you all to look at this picture. The teacher will give the
students 30-40 seconds to discuss. Hold up your story element word! Great job everyone.
That was character! Wow! I think you are all ready to do this on your own. Transition to
the assessment

III. Assessment
The teacher will introduce the assessment and explain the directions. The students will
first write their names on each picture. They then can walk when they are ready and
distribute the pictures into the baskets. Once they are finished, they must take a seat on
the carpet to prepare for the closure. I want everyone to wait quietly in their seat!
Remember what I told you at the beginning of our lesson? Well now, you all get the
chance to show me what you learned. I am going to give you each four pictures. These
pictures are similar to the ones that we just practiced with, so you will know what to do!
Now, as soon as I pass these out I do not want to hear any talking. I want you to show me
what You know, not what your neighbor knows. First, I want you to write your name on
every single picture I give you on the Name line. I will call you by tables to place your
pictures into the proper baskets. If you are waiting to be called, I want you to sit quietly.
Then, you can walk to the front of my room where I have my baskets. We have said these
words many times, so I want you to do your best to read them and use the picture that is
on the basket. You have to walk over there! Put each picture in the right basket, and then
I want you to come back and join me on the carpet. The teacher will give the students 3-5
minutes to complete the assessment and will give the students stickers once they join her
on the carpet. After all the students are finished, the teacher will transition to the closure.
Transition to closure
IV. Closure:
The teacher will ask the students to remind her of the four story elements and will leave
the students with a preview of the next lesson over retelling stories. Wow boys and girls. I
had such a great time with you and discussing our story element words! I am so
impressed by your hard work and your listening ears. We are almost finished, but I want
you all to remind me of our four story element words. The teacher will point to the anchor
chart with the story element words. Lets say them altogether, because I do not want you
to forget them. Read them as I point to them. The teacher will point to each of the story
element words and have the students read the words aloud. Good reading everyone! Next
week, we are going to use our story element words to retell a story just like I did earlier
in this lesson. So, keep remembering those story element words, because we will be using
them. You all did such a phenomenal job. The teacher will dismiss the students back to
their tables. Ok, everyone can quietly go back to their seats and wait for Ms. Gartman to
tell you what to do next.
Materials and Resources:
Powerpoint online with the slides (attached)
The sheet with four individual pictures for students to use during the assessment (16
copies) (attached)
Anchor chart
A House for Hermit Crab by Eric Carle
Retelling images from A House for Hermit Crab (attached)
Tape
16 Sets of the story element words (attached)
Set of stickers
4 Baskets

A set of large story element words (attached)

Differentiation Strategies (including plans for individual learners):
Green zone:
Students in the green zone will read a book individually and discuss the individual story
elements that they see in the book.
Red zone:
Students in the red zone will read a book aloud with the teacher and have a group
discussion to see the different story elements in the story.
Data Analysis:
I was unable to complete the assessment at the end of the lesson, but I was able to
formatively assess during the activity. I did not have an assessment that was able to help
me group them by their understanding, but I was able to gage the understanding by
tables. Table 1 seemed very confused on setting and problems. I do not think that they
completely understood the lesson. Table two has two ELL students, but they seemed to do
very well with the pictures in the lesson. I believe that they have an understanding, but I
will still need to work with them. Table three worked together, but they were able to
explain their answers to me. I feel comfortable with them. Table four struggled as well,
and I will need to work with them more. Table five seemed very confused on setting and
solution as well. We were unable to complete the entire activity, but I was able to gather
the students understanding of the story element words. While I walked around for the
activity, I was able to see students struggle with the words setting and solution. I think if I
had more time in the lesson, I would need to clarify these words more. The students who
I was concerned about really seemed to thrive on use of the pictures, and my ELL
students seemed to understand. I see that some students need more explanation and
examples than what I was able to give, so I would need to meet with a small group to
explain the story elements in a different way. While this was a group activity, I was able
to see the students discuss and see their thinking. I saw one student who I really thought
would understand this seem confused, so I definitely would work with a small group of
students to look over these words again. At the closure of the lesson, I asked different
students to remind me of the four story elements. Many of them used the board, but I saw
some say it immediately by memory.
Reflection:
This was my first lesson to ever teach, and I actually think it went much better than
expected. I videotaped this lesson, and I was able to see where I struggled and succeeded.
I definitely see where I could have taught in different ways here, but it was difficult
because I ran out of time. My biggest realization was that first graders probably do not
know how to partner talk. I told the students to find a partner, and everything turned
chaotic. I felt like I lost all control of the class, so I stopped the conversations and
brought everyone back to the carpet to discuss partner work. While this felt incredibly
chaotic to me, the video showed that it was not as horrible as I felt. I told the students that
we might not do partner work again, but they wanted to. I allowed them to do it again,

and it worked much better. I believe that I will either assign partners next time, or I will
tell them to turn and talk with their neighbor. I believe that students would not be as
frantic to find their friends if I assign partners. During the group practice, I think that it
would have been more beneficial to give every student a copy of the story element words.
All of the students were fighting over the words, and I could have prevented that by
giving each of them a set of words. I also originally had not allowed time for individual
practice, but I did not have time anyways. I adjusted my lesson plan to allow for
individual practice. I also think that my anchor chart was not big enough. Anchor charts
are useful and important, but I did not use it because it was too small. Next time, I will
use the entire sheet and will write huge on the paper. Overall, I think that this lesson went
well. I was very impressed that my ELL students seemed to understand. I really think my
use of pictures worked for them. The majority of the students seemed engaged, and I
believe that many of them understood the lesson. I think it was on the correct level,
because some students struggled with differentiating the words. I believe if I could have
taught the whole lesson, more of the students would have understood the lesson.

Samford University
Design for Learning