*Differentiation Strategies, Grouping of Students, IEP Requirements, etc. Planning for Students w/Disabilities Use images when supporting important parts of the book Tell story across fingers Option of re-telling vs writing response Students may work with a partner Planning for ELL Students Use images when emphasizing important parts of book Use images to support vocabulary Display sentence starters: Planning for Fast Finishers Students should re-read and review their work OPENING (DO NOW) Time Allotted: 1 minute TEACHER ACTIONS "The main character in the book is", "He/she wants", "The problem is" "Hi! My name is Ms. Cisneros. Today I'm going to teach you how to retell a fiction story by focusing on the important things that happen to a character, using a graphic organizer. But first, I want to go over just a few rules so we can make the most of our 10 minutes together. As you see on my chart, the rules are to: 1. Silently raise your hand to speak unless we're quietly doing pair or group work. Follow my attention signal (all raise hands silently when I silently raise my hand-practice once). STUDENT ACTIONS ACCESSIBILITY 3. Show bo Say: This TEACH (I DO) Time Allotted: 2 minutes 3. Look at the person whose turn it is to speak so we all feel respected when we share. Show book. Say: This book is about a boy named George who is the smallest kid in his class. He decides to volunteer to be a trail blazer (introduce words with picture cards), which means he is offering to help clean up hiking trails in the woods. In his trail blazing club, he runs into a big problem. Today we are going to read to learn more about the big problem George has. When I say go, we are going to turn to our partners and for 20 seconds, brainstorm possible problems George might run into. Ready... Go. TEACHER ACTIONS Say: This book is a fiction story. How can we tell? When we retell a fiction story, we tell the important things that happen to the character, and it helps us to understand the book better. Show graphic organizer. Students say each vocabulary word aloud. Students turn and talk, brainstorming possible problems George might have. STUDENT ACTIONS Students respond, or turn and talk (there are characters, cartoons, the author tries to make us laugh). Vocabulary words posted at start of lesson. Show images when explaining important parts of the book as well as vocabulary words. ACCESSIBILITY Use, and encourage students to use fingers to retell the story. Show graphic organizer. Say: We can use this S-W-B-S (Somebody- wanted-but-so) graphic organizer to help us retell. Watch how I use it to retell the first part of Amos and Boris. Somebody: Amos was a very adventurous mouse who loves the sea. Wanted: He wanted to travel to faraway places on his boat. But: A big wave came and knocked him into the water. So: Boris the whale came and helped him by giving him a ride to the shore. Today you are going to work on completing this graphic organizer so you can retell the important parts of this story to your partner. When you see a pause sign, you are going to pause and see if you can add any new information to your retell. When you see a stop sign you are going to stop and go back to the beginning of the book to reread. If students are familiar with Amos and Boris, elicit responses from students about the W (want) and B (but). Graphic organizer contains images to support content. Point to each word as you say it "somebody" "wanted" "but" "so." As teacher retells story, show the picture from the story. Pause and stop signs in book.