Winthrop University

Richard W. Riley College of Education

Common Lesson Planning Sheet

Title of Lesson: Retelling

Subject(s)/Content Area : Reading and Listening

Name: Tristan Langley

Grade level(s): Pre-Kindergarten Montessori Class

Lesson Duration: 20 minutes

Date Lesson is Taught: April 8th, 2014

National/State Objective(s) Assessment Mastery or

Standards (as Tool Performance
required by subject Level, Criteria
area)
Common Core: The student will be The teacher will
Reading Standards K- able to identify key give students For example:
5, Key Ideas and details in a story objects which Students will be
Detail; Kindergarten they can use as assessed using a
such as what
support to help checklist. Passing
happened at the them retell a criteria is 8 out of
2. With prompting
beginning, middle story. Students 10 or (80%) on the
and support, retell
and end of the will be assessed checklist.
familiar stories,
story with the by a checklist.
including key details. For students who
support of
prompting with do not receive
mastery, I will re-
80% accuracy.
read the story to
them and then we
will try the activity
again.

Instructional Plan
Materials/Equipment:
Per teacher:
One copy of the book Chesters Colorful Easter Eggs by Theresa
Smythe
Four objects that go along with the book Chesters Colorful
Easter Eggs by Theresa Smythe; a stuffed bunny, a colorful
plastic Easter egg, a hand drawn picture of an Easter egg being
hidden and a picture of a rainbow.
One copy of the book The Very Hungry Caterpillar by Eric Carle

Per student:
Four objects that go along with the book The Very Hungry
Caterpillar by Eric Carle; a cocoon on a branch, a caterpillar, a
picture of food and a picture of a butterfly. I made the cocoon on
a branch and the caterpillar out of pompoms and pipe cleaners.
Laminated copy of the works: first, then, next & last.

Essential Vocabulary:
Retell: to tell a story again using your own words.
Cocoon: a silky case spun by the larvae of many insects for protection
when they are transitioning into a new stage of life.

Extension Activities for the lesson

Technology: http://www.dailymotion.com/video/xheay8_the-very-
hungry-caterpillar_animals student could watch and listen to this video
on the book of The Very Hungry Caterpillar by Eric Carle and they could
follow along with their own copies of the book.

Literacy: Students could write or dictate their own story about the life
cycle of a butterfly.

Game/Activity: Student could create their own butterfly using markers,

a coffee filter, a little bit of water and a pipe cleaner.

References/Resources:
Carle, E. (1987). The Very Hungry Caterpillar. N.p.: Scholastic.

(n.d.). In Kids.Net.Au Dictionary. Retrieved February 21, 2014, from

http://dictionary.kids.net.au/word/
Smythe, T. (2014). Chester's Colorful Easter Eggs. Broadway, NY:
Scholastic.

Instructional Procedure(s)
Introduction (10minutes)
Once the five year old students are lined up to come in into the
classroom from lunch, they will be told to quietly walk into the
classroom and to sit criss cross apple sauce on the front carpet.
Once the students are sitting down on the carpet, the teacher
will tell them they are going to be working on retelling stories
making sure they include key details of the story in the correct
order.
The teacher will introduce the book Chesters Colorful Easter
Eggs by Theresa Smythe to the group of students and tell them
they should make sure they listen carefully to the story because
after the story is read, they will be completing an activity on the
story.
The teacher will then read the book to the students.
After the story, the teacher will place the four objects that go
along with the book Chesters Colorful Easter Eggs by Theresa
Smythe; a stuffed bunny, a colorful plastic Easter egg, a drawn
picture of an Easter egg being hidden and a picture of a rainbow
on the floor.
The teacher will tell students that together as a group, they are
going to place the objects in order which they came up in the
book and that they are going to use the objects to help them
retell the story Chesters Colorful Easter Eggs.
The teacher will place the four laminated words on the floor; first,
next, then, last. The teacher will leave enough space between
the words for objects to fit underneath each word.
Together the teacher and students will work together to place the
object in order in which they appear in the story the teacher just
read. There should be one object under each of the four
laminated words.
Then, together they will retell (by dictating) the story Chesters
Colorful Easter Eggs in their own words.
The teacher will let each student try to retell the story on their
own.
The teacher will tell students that later on in the day, she is
going to individually read another book to each one of the
students and they are going to follow the same steps they did for
Chesters Colorful Easter Eggs to help them retell the new story.
Main Activity (7 minutes) * The teacher will read the book to
students individually and the students will individually retell the story
to the teacher.
The teacher will approach the student and tell them that she is
going to read The Very Hungry Caterpillar by Eric Carle to them.
The teacher will remind students of the activity they did in a
group earlier today and that they are going to do the same
activity with the book The Very Hungry Caterpillar by Eric Carle.
The teacher will read the story to the student.
The teacher will place the four laminated words on the floor; first,
next, then, last. The teacher will leave enough space between
the words for objects to fit underneath each word.
The teacher will then place the four objects that go along with
the book on the floor in front of them to use. The student must
place one object underneath each word in the order they thing
the objects appeared in the novel. For example, under the word
first the student will place a caterpillar, under the word next
the student will place the picture of food, under the word then
the student will place the caterpillar in the cocoon and under the
word last the student will place the butterfly.
The student will then retell (by dictating) the story by using the
four prompts to help them to the teacher.

Closure and transition (3 minutes)

As the student is retelling the story, the teacher will use the
assessment checklist to record how well the student did with the
activity.
The student will clean up the four objects and four laminated and
give them back to the teacher.
The student will then go get another activity to complete off the
shelf.

Assessment:

Checklist:

*If the student uses provided objects to help prompt them in

retelling the story they automatically receive two points. The
other eight possible points students can get come from the
checklist.
 Included in Needed Was not able
retell of the prompting from to correctly
story on their the teacher (1) retell the
own (2) parts of the
story (0)

The student was

able to retell
what happened
first in the
story (the
beginning of the
story).

The student was

able to retell
what happened
after the
beginning of the
story (student
will classify this
as the then
stage).

The student was

able to retell
what happened
next in the
story.

The student was

able to retell
what happened
last in the
story (at the end
of the story).
 Differentiation of Instruction
Student A is an ELL student. For this student I will first read the story to
them in their first language. Then I will read them the story in English, I
may have to read the story to the student one than once. I will make
sure to point to the words as I am reading them.

Student B is a gifted and talented student. For this student, I let the
student attempt to read The Very Hungry Caterpillar by themselves
instead of the teacher reading it to them. The student also may be able
to retell the story without using the objects to help guide their retelling.

Student C is visually impaired. For this student I will place them closer
to me as I am reading so it is easier for them to see the words and
pictures in the book. I may also make the pictures in the book into a
PowerPoint so the picture will be enlarged and it will be easier to see
them.

Student D is ADHA for this student, I will have them watch and listen to
The Very Hungry Caterpillar video on an iPad. This may keep them
engaged longer in the story.

Student E is a lower performing student. For this student, I may have to

read the story to them twice and also place the four objects in the
correct order for the child so they will be able to retell the story to me.