Lesson 1
Lesson-Mr. Bun Storytelling Experience
Materials:
-students journals
-Story-Mr. Bun Little Round Bun - Ukrainian FolktalePrimary Objectives:
-The students will demonstrate their ability to respond to a fantasy story.
-The students will demonstrate their ability to identify important events and characters in a story.
Secondary Objectives:
-The students will draw using crayons.
-The students will practice responding appropriately as audience members.
-The students will use their singing voices to echo short melodic patterns.
Introduction
This lesson starts out by me sharing my history related to the story, Mr. Bun which I am
about to tell the class. I have a cultural link to the story and I want an opportunity to share
that cultural experience with them. I also have a personal link to the story because it was
a much loved story of mine when I was their age.
Storytelling Piece
I tell the story to the children utilizing inflection in my voice, different voices,
actions/gestures and eye contact. I also add a rhythmic cadence to the story with a song
that contains actions. This is what helps to make the story memorable and connected
inside the children’s brains.
Direct Instruction
Next I lead the student’s into a journal writing activity where they are to draw a
memorable or favorite scene from the story into their journal.
Independent Practice
While students are working on the pictures, I work my way around the classroom and ask
them to dictate to me what they are drawing about.
Modifications
Students who are ready to write a word or two or even a sentence on their own are
encouraged to do so. Some may be writing with temporary spelling, others may be
writing a string of letters and still others will stick only to pictures.
Assessment –
The anticipated product of this activity is to see if students can accurately
respond to the journal writing prompt and stay on topic responding to the storytelling
experience and express themselves through story and picture what they enjoyed in the
story.
Lesson 2
Lesson-Retell Mr. Bun with Story Mapping Primary Objectives:
The students will demonstrate their ability to identify important events and characters in a story.
The students will practice retelling familiar stories.
Secondary Objectives:
The student will use their voice to tell the story and explore with dramatizing and
movement as was modeled for them by instructor.
The student is able to stay on topic and draw and write incorporating at 1 story element.
As the students retell the story they will experiment with voice by using their singing
voice to echo short melodic patterns.
Introduction
This lesson starts out by me once again repeating the retelling of Mr. Bun but this time
students have a job to do. Explain the different storytelling pieces and tell children that
they will hold up the different pieces as I tell the story.
Storytelling Piece
Storytelling Pieces
Retell the story Mr. Bun watching for students to hold up the pieces. Model how to use
the pieces as you tell the story.
Direct Instruction
Now children team up in pairs and practice retelling the story to each other with the
storytelling pieces.
Independent Practice
Students illustrate the story map on their own.
Modifications
The story map in itself is a modification as it allows for scaffolding in the
event that a child gets stuck. You can use the manipulatives to get them to think of what
comes next in the story. Other modifications would include providing a child with a set of
pictures for sequencing and responding to the retelling with these prompts.
Assessment
Assessment is done by rotating and listening in on student pairs as they are
retelling. Also more assessment is done by talking to students about what they are
drawing on their story maps.
At the end of the series of lessons, a formal oral retelling must be done for report card
reporting.
Lesson 3
Lesson-Comparison between Mr. Bun and the Gingerbread Man
Primary Objectives
The students will demonstrate their ability to listen and respond to stories based on well-
known characters, themes, plots, and settings.
-They will analyze the information presented in the storytelling experience.
Gingerbread Man Cut and Paste Activity
Assessment
Completion of cut and paste sequencing activity with a score of 4/4 being
goal is met, 3⁄4 partially met, 2/4 needs reteaching, 1⁄4 does not understand task.
Wrap-up- Read the Story Rechenka’s Eggs by Patricia Polacco and share. Bring in a real
Ukrainian painted Easter egg to share and show the wonderful cultural piece that was a
part of my childhood. Find Russia and specifically, the Ukraine on the globe. Talk about
some of the words and clothing that is traditional that is seen in the illustrations.
Have a discussion about story origins. Also point out that The Gingerbread Man came
from Germany as opposed to the Ukraine. Add that to the Venn diagram.
Common Core Standards
Reading Standards for Literature 1-4, 9.
Multiple Intelligences Addressed In Lesson Plan
Linguistic –oral tradition offers very rich vocabulary development
Logical-Mathematical- using the story mapping helps to create the logical, mathematical
sequential aspect of the story
Spatial-Mapping out the story with the story puzzle pieces is very spatial.
Bodily-Kinesthetic –doing actions and having the students join in during the story telling
experience was very bodily kinesthetic. Also manipulating the story mapping pieces and
making signals for them as they occurred in the story i.e. lightning bolt signal, holding up
fingers for different events in the story.
Musical-Using the cadence in the storytelling experience allowed the students have a
rhythmic and musical experience which enhanced the memory of the story experience
Interpersonal-sharing my own personal connection with the story helped to create an
interpersonal experience with the story
Intrapersonal –Having students brainstorm to create the Venn diagram and recognizing
the story elements in the story mapping allowed for a lot of intrapersonal dialogue
Naturalist –Bringing in a real painted egg connected with the naturalist showing the
connection between this natural object from nature transforming into a piece of art.
Materials:
-students journals
-Story-Mr. Bun Little Round Bun - Ukrainian FolktalePrimary Objectives:
-The students will demonstrate their ability to respond to a fantasy story.
-The students will demonstrate their ability to identify important events and characters in a story.
Secondary Objectives:
-The students will draw using crayons.
-The students will practice responding appropriately as audience members.
-The students will use their singing voices to echo short melodic patterns.
Introduction
This lesson starts out by me sharing my history related to the story, Mr. Bun which I am
about to tell the class. I have a cultural link to the story and I want an opportunity to share
that cultural experience with them. I also have a personal link to the story because it was
a much loved story of mine when I was their age.
Storytelling Piece
I tell the story to the children utilizing inflection in my voice, different voices,
actions/gestures and eye contact. I also add a rhythmic cadence to the story with a song
that contains actions. This is what helps to make the story memorable and connected
inside the children’s brains.
Direct Instruction
Next I lead the student’s into a journal writing activity where they are to draw a
memorable or favorite scene from the story into their journal.
Independent Practice
While students are working on the pictures, I work my way around the classroom and ask
them to dictate to me what they are drawing about.
Modifications
Students who are ready to write a word or two or even a sentence on their own are
encouraged to do so. Some may be writing with temporary spelling, others may be
writing a string of letters and still others will stick only to pictures.
Assessment –
The anticipated product of this activity is to see if students can accurately
respond to the journal writing prompt and stay on topic responding to the storytelling
experience and express themselves through story and picture what they enjoyed in the
story.
Lesson 2
Lesson-Retell Mr. Bun with Story Mapping Primary Objectives:
The students will demonstrate their ability to identify important events and characters in a story.
The students will practice retelling familiar stories.
Secondary Objectives:
The student will use their voice to tell the story and explore with dramatizing and
movement as was modeled for them by instructor.
The student is able to stay on topic and draw and write incorporating at 1 story element.
As the students retell the story they will experiment with voice by using their singing
voice to echo short melodic patterns.
Introduction
This lesson starts out by me once again repeating the retelling of Mr. Bun but this time
students have a job to do. Explain the different storytelling pieces and tell children that
they will hold up the different pieces as I tell the story.
Storytelling Piece
Storytelling Pieces
Retell the story Mr. Bun watching for students to hold up the pieces. Model how to use
the pieces as you tell the story.
Direct Instruction
Now children team up in pairs and practice retelling the story to each other with the
storytelling pieces.
Independent Practice
Students illustrate the story map on their own.
Modifications
The story map in itself is a modification as it allows for scaffolding in the
event that a child gets stuck. You can use the manipulatives to get them to think of what
comes next in the story. Other modifications would include providing a child with a set of
pictures for sequencing and responding to the retelling with these prompts.
Assessment
Assessment is done by rotating and listening in on student pairs as they are
retelling. Also more assessment is done by talking to students about what they are
drawing on their story maps.
At the end of the series of lessons, a formal oral retelling must be done for report card
reporting.
Lesson 3
Lesson-Comparison between Mr. Bun and the Gingerbread Man
Primary Objectives
The students will demonstrate their ability to listen and respond to stories based on well-
known characters, themes, plots, and settings.
-They will analyze the information presented in the storytelling experience.
Gingerbread Man Cut and Paste Activity
Assessment
Completion of cut and paste sequencing activity with a score of 4/4 being
goal is met, 3⁄4 partially met, 2/4 needs reteaching, 1⁄4 does not understand task.
Wrap-up- Read the Story Rechenka’s Eggs by Patricia Polacco and share. Bring in a real
Ukrainian painted Easter egg to share and show the wonderful cultural piece that was a
part of my childhood. Find Russia and specifically, the Ukraine on the globe. Talk about
some of the words and clothing that is traditional that is seen in the illustrations.
Have a discussion about story origins. Also point out that The Gingerbread Man came
from Germany as opposed to the Ukraine. Add that to the Venn diagram.
Common Core Standards
Reading Standards for Literature 1-4, 9.
Multiple Intelligences Addressed In Lesson Plan
Linguistic –oral tradition offers very rich vocabulary development
Logical-Mathematical- using the story mapping helps to create the logical, mathematical
sequential aspect of the story
Spatial-Mapping out the story with the story puzzle pieces is very spatial.
Bodily-Kinesthetic –doing actions and having the students join in during the story telling
experience was very bodily kinesthetic. Also manipulating the story mapping pieces and
making signals for them as they occurred in the story i.e. lightning bolt signal, holding up
fingers for different events in the story.
Musical-Using the cadence in the storytelling experience allowed the students have a
rhythmic and musical experience which enhanced the memory of the story experience
Interpersonal-sharing my own personal connection with the story helped to create an
interpersonal experience with the story
Intrapersonal –Having students brainstorm to create the Venn diagram and recognizing
the story elements in the story mapping allowed for a lot of intrapersonal dialogue
Naturalist –Bringing in a real painted egg connected with the naturalist showing the
connection between this natural object from nature transforming into a piece of art.
I like how you can use this lesson with many stories and modify parts of it to suit students' needs. The students would certainly be engaged by manipulating the pictures as the teacher retells the story and practicing with a friend is always a hit. Is is possible you post a picture of a good story map by a student?
ReplyDeleteThank you,
Maria