RE-TELLING AND IMAGINING ORAL STORIES LESSON PLAN

Adapted from Wiggins, Grant & J. McTighe (1998)

 LESSON PLAN

Date Lesson Title Grade Level

Re-Telling and Imagining Oral Stories 1

Time in Lesson 1.5 hours (2 Subject Literacy Lesson # 1 and 2

classes)
Developed by
Elizabeth Tran

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies

What are the SPECIFIC outcomes to be addressed in this lesson?

2.2 Respond to texts:

- Experience various texts: illustrate and enact stories, rhymes and songs; remember and retell familiar stories and rhymes
- Construct meaning from texts: relate aspects of stories and characters to personal feelings and experiences
o tell or represent the beginning, middle and end of stories
Indigenous Focus: Acknowledging and appreciating the tradition of oral story-telling, it’s importance, and the people who practice it.

Objective in student-friendly language Assessment Strategies

What will students understand/experience/appreciate as a result of this What will I accept as evidence of learning/development? Have I employed
lesson? formative assessment? Do I make use of prior assessments in this lesson?

By the end of this lesson students will practice re-telling a new story Visual Journal page
orally and illustrating a scene within the story. - Can students describe their scene from the story
- Can students make connections
By the end of this lesson students will practice appreciating the - Use SeeSaw to record their oral description of their scene as
tradition of oral story-telling, it’s importance, and the people who evidence
engage in it. Growth in oral re-telling using the 5-finger strategy
- Compared to previous practices

Adapted from Wiggins, Grant & J. McTighe (1998)

 Resources Personalization/Differentiation
What materials/resources/technology will be required? How will you attend to the needs of ALL learners in this lesson?

ELL: L, A, S
Visual Journals - Verbal prompts
Pencils - Increased check-ins
Erasers - Check-in after instructions are given to ensure understanding
Pencil crayons - Buddy work for confidence if necessary
Global Developmental Delay (Chromosome 16 deletion): So
SmartBoard - Sofia will provide oral answers to: Who was the character?
Laptop Where did the story take place? What happened in the story?
The Girl who married the star How did it end? What was your favourite part?
5-finger re-tell poster - An adult will record her answers to compare to her re-telling
of a familiar text
ADHD: J
- Calm bodies and making good learning choices
- Verbal prompts to stay on task and may need support by
working at an individualized desk
- Staying on task using verbal reminders

Extra Support (Attention/Behaviours/Literacy)

L, E, J, M, and Ai- confidence and details
- 4-star colouring focus, details within picture
- On-task picture
- Reminder to work slow and steady
- verbal prompts and praise
- more scaffolding and prompts for re-telling
- more one-on-one
Ma - confidence
- verbal prompts and praise
- direct instruction on resilience and growth mindset
- ability to use words to increase detail but still required to
create the scene visually
- Multiple entry points
Re-Telling: Ma, K, Ja, I, and G
Adapted from Wiggins, Grant & J. McTighe (1998)
 - increased expectation for descriptive words in re-telling
stories

LESSON PLAN SEQUENCE

Introduction
How will you ACTIVATE prior knowledge and ENGAGE them in the lesson and how does this lesson connect to prior lessons?

Tell the students the importance of oral traditions in Indigenous Communities

- Connect to the energy of the land
- Respect the stories of other communities and cultures
I want you to use your imagination because this is a story with no pictures, so it’s your job to listen and imagine what is happening
- Every student will imagine it in a different way, that’s okay, in fact it’s amazing, because it shows us how our brains are so unique and
interesting

Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.

What is the TEACHER doing? What is your plan for the body of What are the STUDENTS doing? How are they engaged while
Approx. time
the lesson? What steps are taken during the lesson? you are teaching the lesson?

Students will engage in positive and respectful listening 15 minutes

Listen to The Girl Who Married the Star behaviours. Not talking to each other, not touching anything (Class 1)
- Eyes closed if they want or staring at the constellation
video
10 minutes
Have students pair up and use the Five Finger re-tell Students will pair up and use the Five Finger strategy to re- (Class 1)
- Track those who need extra support (ELL, and tell The Girl who Married the Star
attention)
30 minutes
Have students illustrate the “scene” that impacted them Have students illustrate the “scene” that impacted them the (Class 1)
the most most
- Verbal explanations, labels Verbal explanations, labels
- Provide a completed model for students to reference
Adapted from Wiggins, Grant & J. McTighe (1998)
 as a reminder of the requirements and expectations 5-finger re-tell and describe the scene to an adult
- Look fors: detail, 4-colour colouring, adequate labels
Listen to students 5-finger re-tell and description of their
scene when done

20 minutes
Positive Physical Behaviours: (Class 2-
- No touching other kids or art after lunch)
- Actively engaging in other art, not just their own
Positive Social Behaviours
- Positive feedback, comments, and questions
Gallery Walk
Community Feedback
- Look fors: positive physical and social behaviours
- Each student and teacher will get the opportunity to
Community Feedback
say one positive thing they saw about another
student’s work
- Feedback must be specific (not just _____ did a good
job)

Conclusion
How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?

Ask students: Why is using our imagination important?

Discuss (Importance of our Lesson Today): the importance of acknowledging Indigenous people, their traditions, and their connection (as well as our
own) to the land we live on
- Re-telling stories help us to improve our memories and practice including juicy words and details to make our story-telling more vivid
- We can all connect to each other, no matter how different we are.
What did they do well? What can we work on next time?

PRE-SERVICE TEACHER SELF-REFLECTION

In your self- reflection of your lesson, please consider the following questions:
Adapted from Wiggins, Grant & J. McTighe (1998)
1. What went well in your lesson? What were the strengths of the lesson?
2. What are the areas that need to be refined? What might you do differently next time?
3. What are your next steps to further develop/ refine this lesson? How will you continue to grow in your practice? What actions
will you take?

These are additional questions that can help guide your response to the three self– reflection questions.

 How do you feel your students experienced this lesson?

 How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
 How did you employ formative assessment for/of/as learning?
 Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those
requiring accommodations?
 Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?

-Provide enough time for students who dedicate attention to details

- 5-finger re-tell expectations are lower as they depend on visuals day-to-day so it is novel to not have visuals to recall
- do not separate gallery walk from the whole lesson as you need to re-create student buy-in and jog their memories

Adapted from Wiggins, Grant & J. McTighe (1998)