Three-Week Calendar for Story Elements/Retelling Unit

Days Objective: Day 1

SWBAT identify the setting by imagining their home as the setting and writing a description with illustrations of their home/setting.

Day 2
SWBAT identify the characters by creating character trading cards including drawing pictures of characters and describing their traits.

Day 3
SWBAT identify the problem by using familiar fairy tales to understand the concept of problems within a story.

Day 4
SWBAT identify the beginning and middle by remembering the beginning and middle of their morning before getting to school by using a peanut butter sandwich to signify the sequence of actions. # will define the term beginning and middle. # will also ma,e a peanut butter sandwich showing the sequential e"ents of creating a sandwich. # will read Charlottes Web, Wilbur Finds a Friend by %ennifer &rant'. As a group! the students will orally identify the beginning and middle in the boo,. The students will write the beginning and middle in their story retelling graphic organi'er and add to their retelling rope. # will as, the students to write down on sheets of construction paper shaped in a peanut butter sandwich the beginning! middle! and end of their morning from the time they wo,e up to arri"ing at school. 0ach student will ha"e the same ending and we will focus on identifying the beginning and middle.

Day 5
SWBAT identify the end by creating a do-it yourself guide describing the beginning! middle! and end of the acti"ity they ha"e chosen to do or build.

Model:

# will define the term setting and pro"ide "arious illustrations for e$amples. # will read Charlottes Web, Wilbur Finds a Friend by %ennifer &rant' and point out the first setting.

# will define the term characters. # will read Charlottes Web, Wilbur Finds a Friend by %ennifer &rant' and point out one character.

# will define the term problem and upload the story (ittle )ed )iding *ood http+//www.littleredridingho od.ca/ that will read aloud including illustrations. # will discuss the problem. # will read Charlottes Web, Wilbur Finds a Friend by %ennifer &rant'.

# will define the term end. # will ha"e them watch http+//www.brainpop-r.com/ readingandwriting/compreh ension/ sequence/pre"iew.weml that models sequencing. # will read Charlottes Web, Wilbur Finds a Friend by %ennifer &rant'.

Activity:

Students will add a house to their story retelling rope that they will raise to signify each time the setting changes. As a group! the students will orally identify each setting. The students will list each new setting on their story retelling graphic organi'er Students will be paired together to read a boo,. They will draw the setting of that boo, on http+//www.brainpop-r.com/ readingandwriting/story elements/setting/drawabout it Students will imagine their home as the setting of a story. They will write a description and illustrate their home.

As a group! the students will orally identify each character in the boo,. The students will list each character on their story retelling graphic organi'er and add the character to their story retelling rope Students will ma,e character trading cards! drawing the characters and writing traits about each character on the cards.

As a group! the students will orally identify the problem in the boo,. The students will write the problem in their story retelling graphic organi'er and add it to their retelling rope. Students will read a shorter "ersion of the Three (ittle .igs and /inderella! identifying the problem in each fairy tale on an acti"ity sheet.

As a group! the students will orally identify the beginning! middle! and end of the boo,. The students will use their retelling graphic organi'er to assist them in the acti"ity. #n cooperati"e learning groups! the students will create a do-it yourself guide describing the beginning! middle! and end of the acti"ity they ha"e chosen to do or build.

Days

Day 6

Day 7

Day 8

Day 9

Day 10

Three-Week Calendar for Story Elements/Retelling Unit

Objective:
SWBAT identify the solution by using their retelling flap boo,. SWBAT construct the story elements by creating their own story with illustrations. SWBAT orally read and share their own stories by sharing their story with a partner/classmate. SWBAT retell a story by using illustrations and written descriptions. SWBAT identify boo, characters! e$press themsel"es! and de"elop an appreciation of the "isual arts by ma,ing character puppets with recyclables # will show the 3outtube eboo, The Lorax! by 2r. Seuss! at http+//www.youtube.com/ watch4 "5so)b6l.b*0o7 feature5youtube8gdata8 player Before showing it! # will tell students to pay particular attention to the characters and to note each of them on post-it notes as # read about them. #n small groups students will discuss each character and traits in The Lorax! noted on their postit notes. 0ach group will share with the class their ideas about each character 0ach group will create a different character from The Lorax! using recyclables pre"iously brought in by students.

Model:

# will define the term solution. # will also e$plain the relationship between problem and solution. # will read Charlottes Web, Wilbur Finds a Friend by %ennifer &rant'. 1odel how to create the retelling flap boo,.

# will read Strega Nonas by Tomie 2e.aola.

# will retell Frog and Toad are Friends by Arnold (obel highlighting the story elements. # will also share with the class the reasons why # en-oyed and selected this particular boo,.

# will read Mrs. Wishy Washy by %oe /owley and as, the students to pay attention to the story elements.

Activity:

As a group! the students will orally identify the problem and the solution in the boo,. The students will write the solution on their story retelling graphic organi'er and add to their story retelling rope The students will create their retelling flap boo, by folding a paper into three sections+ What is the .roblem4 9draw a loc,:! What is the Solution4 9draw a ,ey:! and *ow does the story end4 9draw their interpretation: Students will cut each flap so they open separately. When the section is opened! the student;s written problem! solution and end of the story is underneath

As a group! the students will orally identify all story elements in the boo, by using their retelling graphic organi'er. The students will create their own boo,! constructing the elements! including illustrations and de"eloping the order of e"ents.

The students will be paired and practice reading their stories from 2ay <. They will also share why they wrote this particular story. The students will then record their stories on http+//www."oicethread.c om which will also include their illustrations from their story.

=sing the boo,! Mrs. Wishy Washy! the class will be di"ided into groups by story elements. 0ach group will then illustrate and write a description under their illustration pertaining to their story element. The entire class will then put the illustrations and te$t in sequential order to create a wall mural in the classroom of the boo, Mrs. Wishy Washy.

Days Objective:

Day 11
SWBAT retell the story!

Day 12
SWBAT distinguish between

Day 13
SWBAT collect litter that

Day 14
SWBAT organi'e!

Day 15
SWBAT identify the

Three-Week Calendar for Story Elements/Retelling Unit

e$press themsel"es! and de"elop an appreciation of dramatic play by puppet role playing The Lorax and do a writing retell from their character>s perspecti"e. actions that better and worsen the en"ironment by sorting cards and writing/illustrating about how they can ma,e it better. # will re-read parts of The Lorax that show different actions by the ?nce-ler that caused change and/or harm to the natural habitats/en"ironment. # will re-read parts of The Lorax where the ?nce-ler tells you what to do to ma,e the en"ironment better. # will read the poem We are .looters! in the poetry boo, "ts #aining $igs % Noodles! by %ac, .reluts,y. people caused to harm the en"ironment! by going on a litter hunt wal, while singing We>re going on a litter hunt to the tune of the boo,/lyrics Were Going on a ear !unt. # will e$plain that litter and pollution is waste/garbage that is disposed of improperly. # will e$plain that litter is dangerous to humans and animals! and wastes natural resources when not recycled. # will inform that we are going on a litter hunt outside school to find waste out of place. The students will watch and sing-along with the classic boo, Were Going on a ear !unt! by 1ichael )ose! on www.youtube.com/watch 4"5hb-nTnriT.@ The class will ta,e a wal, in small groups on school property! collecting litter they belie"e has had a harmful effect on the en"ironment! habitats! and/or animals As the students loo, for litter we will sing! Were going on a litter hunt to the tune of the lyrics Were Going on a ear !unt The students will place the collected litter on each group>s piece of cardboard in the classroom represent! and interpret litter collected from their litter hunt wal, by ma,ing a concrete graph. basic needs of li"ing organisms related to their habitat by planting grass in different en"ironments and assessing effects of those differences. # will read orn to e ' utter(ly by Aaren Wallace. # will discuss butterflies and how they e"ol"e! which includes sequencing. # will discuss how butterflies li,e other li"ing organisms need clean air and en"ironment.

Model:

# will show a mo"ie on drama and theater from http+//www.brainpop.com/arts andmusic/artconcepts/drama/ pre"iew.weml # will e$plain the purpose of )eader>s Theater # will read a script of The Lorax to students from

Activity:

The students will be grouped together by their character puppet groups from pre"ious day! and assigned their lines. #n pairs 9according to character puppet:! students will practice their lines to each other. #n their writing -ournals! students will retell the beginning! middle! and end! pro"iding ,ey details from their character>s point of "iew. =sing the script and puppets made by them! each student will participate in the showcase performance of The Lorax

Students will discuss similarities of actions of polluters in .looters poem and The Lorax #n groups! students will sort cards which describe+ 9B: actions that better the en"ironmentC and 9D: actions that ma,e the en"ironment suffer #n their writing -ournals! students will respond and illustrate to the prompt+ What could you do! or do differently! to ma,e the en"ironment better4 Students will share their writings with the class by reading them aloud! and listen to other writings.

# will read !arriets !allo&een Candy! by 6ancy /arlson # will e$plain that there are different types of graphs and we graph to interpret data! which means to ma,e it "isual and easier to understand. # will show how to graph 9bar graph: *arriet>s candy! with categories/types on the $-a$is and numbers on the ya$is. # will instruct students to gi"e their graphs a title. #n groups! students will classify the litter collected on the wal, into three categories! creating a concrete graph. #n groups! students will pose two questions about the quantitati"e nature of the litter represented in their graph. #n groups students will respond to questions on cards pro"ided! including the total number in each category! how many more or less are in one category as compared to another category! and the total number of litter items collected Students will indi"idually create pictographs and

Students will each plant their own grass seeds in two separate containers. Students will place one of their grass containers in a dar,! dirty closet and the other one on the windowsill of the classroom. Students will obser"e the effect that the two different en"ironments ha"e on the growth of the grass seeds and record obser"ations daily on a class blog! including sequence.

Three-Week Calendar for Story Elements/Retelling Unit

respond to questions from information gleaned from their pictographs.