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Charmeika Tarrence

Bellarmine University
Lesson Plan: Retelling
1. Standards your lesson is addressing
ILA: Curriculum and Instruction: Candidates use instructional approaches, materials, and
an integrated, comprehensive, balances curriculum to support student learning in reading
and writing.
2.2 Candidates use appropriate and varied instructional approaches, including those that
develop word recognition, language comprehension, strategic knowledge, and readingwriting connections.
Literate Environment: Candidates create a literate environment that fosters reading and
writing by integrated foundational knowledge, instructed practices, approaches and
methods, curriculum materials, and the appropriate use of assessments.
5.1 Candidates design the physical environment to optimize students use of traditional
print, digital, and online resources in reading and writing instruction.
ISTE: 2. Communication and collaboration b) Communicate information and ideas
effectively to multiple audiences using a variety of media and formats.
6. Technology operations and concepts a) Understand and use technology systems
KTS: 6.1 Uses available technology to design and plan instruction.
6.2 Uses available technology to implement instruction that facilitates student learning.
CCSS/ELA: RL.1.2: Retell stories, including key details, and demonstrate understanding
of their central message or lesson.
2. Grade Level: First grade
3. Time needed to complete the assignment
This lesson will take 3 days to complete in the 3rd week of the entire Retelling lesson. It
will come after 3 days of modeling in the first week and 3 days of guided instruction in
the second week. Each section will take an hour. It will take 3 hours for the I do phase,
3 hours for the We do phase, and 3 hours for the You do phase. Each day is a

different phase of the lesson. The overall time will be 1 hour each day. This lesson will be
a total of 3 hours for the week. For the entire unit it will take 9 hours to teach.
4. Materials (ex. Computers, handouts, etc.)
Laptops and/or iPads, microphone, headphones, retelling graphic organizer for students,
writers notebook, pencils, rubric, mentor text, internet, poster size retelling graphic
organizer, SMART board, speaker for SMART board, and poster size flip chart paper.
5. Learning targets of the lesson
Effective Understanding: Effective readers use a variety of strategies to make sense of
key ideas and details presented in text.
I can retell a story and include key details.
I can tell the central message using details from a story (will be taught in a later lesson).
6. Procedures of the assignment (steps)
Day 1
Read (30 minutes) - Verbally read mentor text aloud for students or let them read
individually. Allow time for them to view the pictures.
Oral Retelling (30 minutes) - Let students verbally discuss the story with their
peers. This can be guided depending on the level of the students. Scaffold may be
slower for some groups.
Day 2

Review (20 minutes) - Allow students to review the oral retelling with each other.
Graphic Organizer (40 minutes) - Using paper and pencil, students will individually
complete the Retelling Graphic Organizer.

Day 3

Review (15 minutes) - Allow students to review the Retelling Graphic Organizer
verbally from the previous day.

Written Paragraph (25 minutes) - Using paper and pencil, students will independently
complete the Written Retelling based on the Retelling Graphic Organizer. The

information will be used to complete the paragraph.

Podcast (20 minutes) - Students will use the internet on the laptop or iPad and a
microphone to record themselves reading their written paragraph on Audacity.com.
They will then use the headphones to listen to their reading and compare it with their
written paragraph as part of their proof reading.

Full Retelling Lesson

Week 1
(I Do)

Phase 1

Phase 2

Phase 3

Read Aloud Mentor

Text: Amelia Bedelia
Chalks One Up

Review Guided Oral


Review of Guided Oral


Modeled Retelling and Story


Review of Story Map

Modeled Guided Oral

Retelling of Mentor Text

Week 2
(We Do)

Week 3
(You Do)

Read Aloud New Mentor

Text: Winston and George

Modeled Written Retelling

(based on the Story Map)
Review Shared Guided Oral

Review the Shared Guided

Retelling with Story Map

Shared Guided Retelling

and Story Map

Shared Guided Written

Retelling (based on the
Story Map)

Read Aloud Mentor

Text: Arthurs New Puppy

Review Oral Retelling

Review Retelling with

Story Map

Guided Oral Retelling

Oral Retelling and Story

Written Retelling (based on
the Story Map)

Shared Guided Oral

Retelling of Mentor Text



7. How students will be assessed

Students will be graded based on their Podcast matching their retelling paragraph and
encompassing all of the elements of the Retelling Graphic Organizer. A rubric will be
8. Accommodations and modifications for students
Students will work in small groups based on similar reading levels and discuss the story
after reading. Books that are on the groups reading level will be used. There will be
continuous scaffold instruction after watching modeling by the teacher and guided
instruction of the activity. Those that are more advanced can type online in a Word
Document. Continuous scaffolding can be done based on the students progress.