Daily Planner

Ms. Quanrud
Brookland Primary School P4
Date: November 4

Class: English
Primary 4

Title: Lets Retell a Story

Pupils prior learning: The students have had experience with

identifying the characters and setting of a particular story. They are
confident in identifying the characters of the story, but lack confidence
and understanding that setting is not just the location of the story, but
the time as well.

Thinking skills and personal capabilities focus:

Self-Management: The children will be provided a
concrete way for them to engage in retelling a story by
being provided a plan on how to go about the task;
identifying the five elements of a story.
Managing Information: The children will be presented
with a model of how to select the most appropriate
method for retelling a story.

Cross curricular skills focus:

Communications (Talking and Listening): The students will be engaged in
whole group and partner discussion. During these times of engagement
students have the opportunity to listen as well as communicate
information, ideas, and opinions.

Learning intentions:
To participate in modelled, shared, paired, and guided reading
experiences.
To retell a text with reasonable detail.
To list the five elements of a story and understand why they help

Working with Others: During discussion the children will

be asked to discuss thoughts as a whole group and with
partners. When students are discussing with their elbow
partner they have the opportunity to listen actively and
share opinions.
Differentiation:
By Support - During this lesson I am working with my
students found to be in the blue reading group. The
work within Lets retell a story is differentiated to meet
their learning needs within their reading level ability as
well as stretch their ability in a comfortable way.
Suggested Success Criteria (AfL):
I can share my ideas during the read aloud.
I can list the five elements of a story.

Daily Planner
Ms. Quanrud
Brookland Primary School P4
us retell the story with reasonable detail.

Introduction:
Story Retelling Powerpoint
Inform students that over the four days that we have together
we are going to focus on retelling stories we read. We will be
focusing on retelling the story by first looking at the five
elements of a story.
Inform students of the WALT & WILF of this particular lesson
(page 1 of our story).

Activity:
Read aloud the story powerpoint.
Engage students in the read aloud by asking the key questions found
on the right side of this lesson plan.
The powerpoint story engages students in a story that helps
the students identify what each story element means through a
provided visual and definition.
At the end of the story provide students with the purpose in learning

Role of the teacher:

Demonstrator: I, the teacher, will be
demonstrating for how a good reader is able
to identify all the story elements and uses
them to help retell the story.
Differentiated Instructor: When teaching my
students I will provide them with a variety of
instructional strategies. Being a
differentiated instructor allows my students
to be engaged with lecture teaching, whole
group discussion, partner work, and
individual work.
Examiner: I, the teacher, will informally
assess my students at the end of the lesson
to see where they are at in being able to list
the five main elements of a story. I will then
use this information to influence our next
learning opportunity.
Key Questions:
What experiences have you had using
these elements to retell a story you have
read before?
Looking at the picture provided, what do
you think this particular story element
means? (Setting & Solution)
Turn to your elbow partner and discuss
what does the story element (insert story
element here) mean? (Character)

Daily Planner
Ms. Quanrud
Brookland Primary School P4
a stories elements and how by knowing a stories elements we are able
to provide a thorough retell and understanding of the story.
Once I have completed the powerpoint story, I will be a
demonstrator for my students. I will read aloud the story Dan and
Diesel by Charlotte Hudson and Lindsey Gardiner.

Why do you think it is important to know

and use the story elements when retelling
a story? (Slide 9 after Solution)

When I have read the characters I will stop and identify them
informing the students how some story elements will be provided at
the beginning of the story and some we just need to keep on reading to
identify. (Continue to read the story).
Once I have completed the story I will use I think . . . statements to
model to students how to retell a story using the five story elements we
just learned about.
Setting
Characters
Problem
Events (B), (M), (E)
Solution
Plenary:
Inform students on Thursday we will be creating bookmarks that
will be a tool they can use to remember the five elements of a
story and in the end help them retell the story we will read
together.
Informal Assessment (see assessment box below).

Resources:
Lets Retell a Story Powerpoint
Hudson, C., & Gardiner, L. (2006). Dan and Diesel.
London: Red Fox.
N. Lennert. (2014, September 19). Reading Strategy
Anchor Chart Ideas. Retrieved from:
http://www.theclassroomcreative.com/2012/09/readingstrategies-anchor-chart-ideas/

Daily Planner
Ms. Quanrud
Brookland Primary School P4
Assessment/Monitoring:
As students exit our time together, each one of them will verbally speak to me what the five elements of a story are.
Make anecdotal notes on each Childs ability to identify the five elements