![]() ![]() Next, have a stack of books ready to show the class that have the names of the main characters in the title.Model the Main Character Graphic Organizer for students. Discuss some of the events that occurred and how Chrysanthemum is the most involved (her actions, her feelings, her words).Then ask your students who they think the story is mostly about.(You can use the previous lesson’s organizer for this.) Read the story aloud to your students and then list all the characters.One suggestion is the book Chrysanthemum by Kevin Henkes. Some students will be ready for writing a name, while others might not.)įor this lesson find a story that has lots of characters, but one with a very obvious main character. (We have created two versions of both of these resources – one with just a box for pictures/words and another that contains a line for students to write the name of a character. As students do their independent reading today, you can have them do this for a book that they are reading, or you might want to use our half-sheet Character Exit Tickets to do a quick check for understanding.You might want to model how they can copy the name from the book if they need to. Use our Who is a Character organizer to model how to create a list of all the characters with the class.Find a book from your classroom library that contains a lot of characters.For this lesson we have created a What is a Character? Anchor Chart that you can use to facilitate a discussion about characters.īe sure to address the fact that some characters might not be people, but animals, superheroes or maybe even robots. Since we have very young learners, we need to make sure that they know what the term “character” in a story means. Once you have given students time to share with partners and draw pictures, have a few of them use their organizers to share their retells aloud in front of the class.This organizer has a series of boxes for students to draw pictures in after sharing their stories verbally with partners. Next, explain the directions for the First… Then… Last graphic organizer.Begin this lesson by pulling your class together and brainstorming some ideas for how to think of personal stories (an event in their life, a place they went, etc).Many kids love to tell stories about their families or something they have recently done. Lesson 2: Practice Verbal Retelling using Personal Stories You will use them at different points in the unit. There are a total of five slips in this download. Send home reading reminder slips to explain to families what you are doing in the classroom. An additional idea is to use a second wordless picture book (you would need several copies) and have small groups or partners look at the pics and retell as you circulate.You might want to record their retell on chart paper, then open the book to look at the pages again and see if their retell included important parts. Flip through the book a few times showing pictures, then close it and have class help to retell the story verbally. ![]() For this lesson, you will only focus on the line that says “Retelling is telling a story in your own words.” Use a wordless book such as Tuesday by David Weisner or Pancakes for Breakfast by Tomie dePaola.(We have provided two of these – one with just the elements, and one with a short explanation of each story element). ![]() We suggest that you display the anchor chart, but cover up the bottom concepts so that you can focus on just one thing at at time.A good retelling should have… characters, setting, events in order and problem & solution.Use our Retelling Anchor Chart to help your students understand what you are asking them to do. ![]() Many times when asked to retell, they will simply open the book and attempt to read it to you. Students need to understand what we mean by “retelling” a story.
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