Lesson 2: Retelling a Story with Story Elements
Dog Breath: The Horrible Trouble with Hally Tosis | 610L
- Learning Goal
- Retell a story using the story elements (characters, setting, problem, solution).
- Approximately 50 minutes
- Necessary Materials
Provided: Independent Practice Worksheet
Not Provided: Dog Breath: The Horrible Trouble with Hally Tosis by Dav Pilkey and When Charlie McButton Lost Power by Suzanne Collins, chart paper, markers
will explain that in retelling a story, it is important to include all the important elements of the story (characters, setting, problem, and solution). I will retell the story of Dog Breath: The Horrible Trouble with Hally Tosis, leaving out the characters and setting. (Example: He has bad breath and they may have to get rid of him. Then he saved them from being robbed so they decided to keep him.) I will point out that retelling a story without the characters or setting is not interesting to the listener and also may cause confusion. I will retell the story again, including the setting and characters and modeling for students a strong retelling.
TIP: Students should be able to identify the main problem and solution in the story. It may be necessary to model choosing main problems over secondary or smaller problems.
Ask: How did I retell the story in a way that was interesting and made sense to the listener? Students should respond that you included the story elements - characters, setting, problem, and solution.
will practice retelling our favorite book to a partner, including the story elements of character, setting, problem, and solution. Our partner will listen for the story elements of character, setting, problem, and solution. As a class, we will chart one volunteer’s retelling. We will read aloud When Charlie McButton Lost Power by Suzanne Collins, thinking about the characters, setting, problem, and solution.
will write a retelling of the story When Charlie McButton Lost Power, including the characters, setting, problem, and solution. You will share your retelling with a partner by reading it aloud. Your partner will complete the retelling checklist and check to make sure you have included all four story elements in your retelling. (Student Independent Practice is provided below in Teacher and Student Materials.)
TIP: Differentiate the Independent Practice for your students struggling with writing by creating a graphic organizer that they can use to organize their retelling.
Build Student Vocabulary dread
|Tier 2 Word: dread|
|Contextualize the word as it is used in the story||Charlie’s heart filled with dread when his whole world lost power.|
|Explain the meaning student-friendly definition)||Dread is very great fear or concern about what will happen next. When the power went off, Charlie felt fearful and concerned about what might happen without electricity.|
|Students repeat the word||Say the word dread with me: dread|
|Teacher gives examples of the word in other contexts||I am filled with dread when my son rides his bicycle in traffic. I dread swimming in the ocean, because I am afraid of the waves. I don’t like to visit her, because her cooking is dreadful. I am afraid to eat it. Please don’t wear that dreadful hat to my wedding.|
|Students provide examples||Tell me about something that you dread. Start by saying, “I dread ___________________.”|
|Students repeat the word again.||What word are we talking about? dread|
|Additional Vocabulary Words||gadget, power|
Explain that you are going to read a story in which the main character loses electricity at his home. Electricity powers the machines we use in our homes, such as refrigerators, lights, radios, etc. Electricity comes from oil, nuclear power, natural gas, or the sun. Over 100 years ago, we had not converted electricity for everyday use. Instead, we used fireplaces and coal to heat our homes, and candles and oil lamps to provide light when it was dark. People kept food cool in iceboxes and cold, underground spaces called cellars.
Texts & Materials
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