6th, 7th & 8th Grade Intro: Story-asking

Teacher: Dr. Stephanie L. Perry

Unit/Session: Ornitorrinco/Platypus Story-Strip 

Ornitorrinco

Date of Instruction:  1/17-21

Standard/s: MLI.INT2A Differentiate among statements, questions, and exclamations.

MLI.INT2B Recognize basic non-verbal cues.

MLI.IP1D Ask for clarification.

MLI.IP1E Give simple descriptions.

MLI.IP1G Ask questions and provide responses based on suggested topics.

MLI.PIH Use sequenced information meaningfully.

Learning Target/ Teaching Point: Students will be able to listen to, participate in, and translate target structures/vocabulary in a story.

Success Criteria: Students can listen and comprehend statements, questions, and exclamations with at least 80% accuracy.

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3,4,5, 8,10

INTRODUCTION/CONNECTION: I remind/review the structures from the previous Day 1 and our introduction of the main character and secondary character and the details we established about them. 

Story-asking is a collaborative effort between students and teacher. 

We completed the first two steps on the first day of the story and on Day 2 we complete the last three steps above.

DIRECT INSTRUCTION: After establishing meaning on the board and with gestures, I ask students personalized questions to make them familiar and relevant. Asking a story is a 5-step process: 

1. Introduce main character

2. Introduce secondary character

3. Set up the problem

4. Attempt to solve the problem (unsuccessfully)

5. Solve the problem

If we have time after the original Story-asking, we do the following Story-Strip, which already has pictures, so there is not as much room for change.

VIDEO (29 min.):

Ornitorrinco-Platypus Story

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10

GUIDED PRACTICE:  After introducing the main character and secondary character on day 1, on Day 2, I set up a problem. I make a simple statement to set up the conflict of our story by saying, “Oh no clase! There is a problem!” Then I ask the class what the problem is. If they have a better idea than mine, I run with it. I verify all information in present tense directly with actors and past tense with the class, asking scaffolded, differentiated yes/no, either/or, and question-word questions to get in as many repetitions of the structures of the language. After exhausting the possibilities with the problem, ask the class where the character went to try to solve the problem and move the character to that place.

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION: Continue with the main character in a different “location.” Collaboratively, I continue to ask questions of students to establish how the character tries to solve their problem. Each time I establish a new fact in our class story. At the end of the scene or location, the character still has not solved the problem, so we ask the class, “Where did he go now?”

Finally, in the last scene of the story, the character will solve the problem. Again, I will ask questions of the class to get the plot line of the story. I talk to my actors in present tense and the class in the past tense. Always, I ask differentiated yes/no, either/or, and question-word questions to check comprehension.

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING: Students will write for 10-minutes without stopping, not worrying about spelling, all they can remember about the story.

Formative Assessment: Use scaffolded easier YES/NO questions, moderate EITHER/OR and WHAT/WHERE/ WHEN/WHO questions, and more challenging WHY/HOW questions throughout the story and as a summary.

Homework

Study flashcards of phrases and words that were difficult during the story-asking.You can use a mirror or literally switch places and practice conversing.