Teacher: Juliette McBarry

Grade: PreK
Content Area: Language and Literacy
Lesson Date: 1/31

Content and Standards:

1.2 PK.A With prompting and support, retell key details of text that support a provided main
idea.
1.3 PK.A With prompting and support, retell a familiar story in a sequence with picture support.
1.3 PK.C With prompting and support, answer questions to identify characters, settings, and
major events in a story
1.3 PK.G Describe pictures in books using detail.

Prerequisites:
Students should be able to identify main characters and events from a familiar story.

Essential Questions:
What is the text really about? How does interaction with the text promote thinking and response?

Materials and Equipment:

storybook with simple plot (Saturday by Oge Mora), 6 feet of clothesline, clothespins, copies of
the illustrations from the story

Instructional Objective:
Given a specific illustration from a familiar story (Saturday by Oge Mora), students will be able
to recall main events and characters to correctly place one illustration in the sequence necessary
to retell the story.

Instructional Procedures:
Before: I will be photocopying the 6 major events in a familiar story (Saturday by Oge Mora),
along with a picture of the cover and a final page with the phrase “The End.” I will hang a
clothesline in the Library area of my classroom with the number of close pins needed for each
event from the story. I will attach the picture of the cover to the left-hand side of the clothesline
to indicate where the story begins, and the final “The End” page on the right hand side of the
clothesline to indicate where the story ends.

During: I will invite students in small differentiated groups to listen to me tell the story. I will
introduce the story to the students, clipping the title illustration to the clothesline at the left end
of the clothes line. I will then pass out the major event illustrations from the story to the students
to hold on to while reading the story. I will ask them to stand up when they notice their part of
the story is being read and hang their illustration up on the clothesline. I will continue to read the
story, asking each student to stand and hang their picture as their part of the story comes up.

After: I will remove the illustrations from the clothesline and distribute them, now, each one to a
different student than before. I will discuss each picture to minimize any confusion the children
may have about how the picture illustrates the characters and plot. Explaining that the students
will now tell the story. I will encourage students to stand and speak to each other to help place
the illustrations in the correct sequence. I will offer assistance as needed to help students
remember the story. I can introduce the retellings as such: "Now we'll tell the story again. This
time you, the students, will tell the part of the story that you see in your picture, please come up
and clip your picture to the clothesline where you think it should go.” As students finish with
their guesses and ideas about the sequence of events from the story I will encourage any students
with other ideas to voice their concerns or agreements by saying “do we all agree that this was
how the story happened? Did this character do this in the beginning of the story or the end? What
happened after this happened? What happened before this happened?”

Assessment:
I will know if students met the instructional objectives if they are able to accurately retell the
story by recalling key events and characters from a familiar story (Saturday by Oge Mora), and
place their illustration in the correct sequence to accurately retell the story. The final sequence
will help determine if students were able to comprehend the reading of the story, and will be used
as an artifact to assess.

Differentiated Instruction:
For students F.D, D.D, and I.R.S. I will give them two main event illustrations each. They will be
responsible for retelling and recounting two parts of the story as a means to assess their
comprehension of more parts of the story. I will also encourage them to converse with each other
more in their ideas on the sequence of events, seeing if they are able to help each other remember
parts of the story that the other may have forgotten.

For students A.D., J.R., and K.K., I will give these students who may need more help identifying
main events, just three illustrations out of the six. This simplification of the story will help these
students see a more basic approach to the sequence of events from the story, focusing more on
the beginning, middle, and end of the story. This will be a more accessible approach to these
students that may have a difficult time remembering a larger amount of events from the story. I
will also support them more by prompting them with “do you remember this” phrases to help
trigger their memory of the story.