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Identifying Sequence and Key Details with Maana, Iguana

Looking for Details in Text Grade 1


Lisa Ebel 2015
Overview/Overall Purpose:
This lesson will help students identify key details within a story and
sequence events into beginning, middle, and end.
As a result of this lesson/unit students will...
Understand the big idea that events happen in a sequence.
Understand that details are important to help readers create mind
pictures.
Know Spanish/English vocabulary such as the days of the week.
Be able to build careful listening skills and present their own thoughts in a
clear way.
Time Required: 2 sessions of 30-45 mins. (literacy block)
Instructional Groupings:
Whole group for read aloud and lesson and groups of 3-4 for project work.
Standards:
MA Curriculum Frameworks for English Language Arts and Literacy:
Reading Standards for Literature: Key Ideas and Details 1 (pg. 15, 2011)
Ask and answer questions about key details in a text.
Reading Standards for Literature: Key Ideas and Details 2 (pg. 15, 2011)
Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
Speaking and Listening Standards: Comprehension and Collaboration 2
(pg. 31, 2011)
Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
Speaking and Listening Standards: Presentation of Knowledge and Ideas
4 (pg. 31, 2011)
Describe people, places, things, and events with relevant details, expressing
ideas and feelings clearly.
English Language Proficient, Benchmarks and Outcomes:
WIDA Standard 2: The Language of Language Arts
Domain: Listening and Speaking
ELD Levels: 3
Students will be able to recall the main events of the story by participating
in small group discussions.
______________________________________________________________________________________________
Looking For Details In Text Grade 1
Lisa
Ebel 2015

What will I differentiate: Product


and interest

How will I differentiate: For readiness

Materials:
The book Maana, Iguana by Ann Whitford Paul and Ethan Long
A picture of a calender with the weekdays written in English and Spanish
Chart paper for small group story maps
8.5x3 card stock with string for character labels
Pictures of the turtle, rattlesnake, rabbit, and iguana characters to label on
the board (attached)
Worksheet to use for story timeline (attached)
Scoring rubric (attached)
Pre-Assessment:
Activate background knowledge of sequencing by asking students to recall
the story of the Three Little Pigs. Since different versions of this story were
used in an earlier lesson students should be able to give an appropriate
beginning, middle, and end.
Ask students for key details of the different Three Little Pig versions and
point out how little details made a big difference in the stories.
Steps in the Lesson:
Start the lesson by sharing the objective: Reader's find key details in the
beginning, middle, and end of a story.
Hold a quick discussion about why details are important.
They help the reader learn about characters, setting, and plot.
They help the reader create a mind picture of what is happening in the
story.
Inform students that this story contains some words in Spanish, write the
words fiesta, gracias, maana, and piata on the board.
Remind students that they will be listening for key details and begin reading
the story. As Spanish words come up in the story offer clarification verbally,
by using the calender, or by writing the translation on the board.
Pause at the page that starts with, On viernes, Iguana sighed. Ask
students to turn and talk to give their predictions about what might happen.
Ask students to share and explain their thinking using the key details they
have already learned.
Finish the story and draw out a chart that says beginning, middle, end on
top. Ask students for details they heard that helped them understand what
was going on in the story. This chart will serve as a reminder as students
move onto their small group projects.
Students will then be given a choice for how to represent their learning.
Working in groups of 3-4 students may draw or write a story timeline or
______________________________________________________________________________________________
Looking For Details In Text Grade 1
Lisa
Ebel 2015

perform a skit. Emphasis should be placed on presenting the correct


sequence of events while incorporating key details.
By offering a choice of activities students may choose what they feel
most comfortable doing; writing, drawing, or acting. The next time a
lesson like this is given encourage students to make a different choice to
expand their comfort levels.
The learning goal (which is taken from the rubric) for all projects should
be shared before group work begins:
Your project should include:
The characters names
The problem and solution of the story
Important details in the correct order
Closure Activity/Wrap-up:
After some working time tell students that they will be working on their
projects again tomorrow. They should have plenty of time to practice and do
their best work so everyone feels comfortable sharing their presentations.
On day 2 presentations will be shared.
Post-Assessment:
Group projects will be assessed for learning using this rubric:
P+

P-

Student included
character names, story
problem and solution, and
provided relevant story
details in order. Students
used clear language
(written and/or spoken) to
convey information.

Student included some


character names or only
part of the story's problem
and solution. Most details
are included in order, but
language may not be very
clear.

Student did not include


the story's problem and
solution and missed
significant details. Details
may be out of order or
written/spoken in unclear
language.

______________________________________________________________________________________________
Looking For Details In Text Grade 1
Lisa
Ebel 2015

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