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What are the objectives of my lesson? What do students need before coming into this lesson? What is the relationship between relevance and rigor in this lesson?

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What resources in my curriculum are useful here? What is missing from my curriculum resources? Where can I find resources to support the curriculum I already have? Do I need to develop this lesson using resources outside of my curriculum guide? Where can I make connections to other subject areas and find the resources to do so?

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What is my plan for instructional delivery? How am I choosing my instructional method? How do these resources fit into this plan?

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What do I have? What is missing? How am I supporting diverse student needs? Are there multiple access points for engagement?

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What am I going to use/not use? What do I need to adjust? What is my plan for implementation with the materials? Are these materials and my instructional design meeting all students' needs?

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Do I have all of my materials prepared? Have I made a plan for timing of instructional delivery? Do students have the pre-requisite knowledge I determined they would need to feel successful in this lesson? What are some things that I need to prepare for that may interrupt this lesson?

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Students will be able to retell stories, identify key details, and demonstrate comprehension of the central message of a story by performing in a group skit presented to the class and answering reflection questions.

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Students will need to have prior knowledge of the concept of reading comprehension, summarization, and picking out key details of a story. Maybe a mini-lesson beforehand to review these ideas?

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I need to show students the importance of learning how to retell a story, understanding its message, and discussing its details. I can show that it enhances understanding by having students complete AR tests throughout the year? AR tests usually have a point system that can be seen as an incentive for getting good grades on the tests. These tests discuss vocabulary, reading comprehension, and discussion of character details.

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The Research-Based Design Product Certification serves as a rigorous, reliable signal for district and school administrators, educators, and families looking for evidence of research-based education technology products that are based in research about learning.

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Accelerated Reader helps you guide students while engaging quizzes and activities help hone students' reading skills and encourage growth.

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I can differentiate by readiness, learning profile, and student interest. Students can have the ability to pick the book that they choose as long as it fits within their readiness level. I will group students together by readiness level, if ELLs are present, I will try to place them among different groups so they can have additional help as well.

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I would try to talk with teachers within the same grade level and see if they have resources available. Teacherspayteachers.com is also a great resource because not everything on the website you have to pay for, many teachers offer freebies that you can download and use in your own classroom. The school library can be a great way to have your students involved in reading already, and have them search for a book for their presentation if nothing in the classroom library caught their eye.

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World's most popular online marketplace for original educational resources with more than four million resources available for use today.

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I honestly think literacy is a great subject that can be integrated into any lesson no matter the subject area. In my science for Early Childhood class, we are currently discussing how literacy can be used in a science lesson. Based on the readings, research has showed that integrating literacy in science class enhances interest and grades in both science and ELA subject areas.

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An example for a book that the students can use for this lesson is "The Boy Who Loved Words". It is a picture book about a boy who loves to collect words, he understands that he is different but does not know why, he collects too many words and now he does not know what he wants to do, a poet finds some of his words and uses them. The boy then finds a great gateway to relieve his bag of words, he shares all of his words with other people. It is a fun book that I think students would love to retell with fun props, and exciting characters.

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Amazon.com: The Boy Who Loved Words: 9780375836015: Schotter, Roni, Potter, Giselle: Books

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I can read aloud to the students "The Boy Who Loved Words" by Roni Schotter, and then we can proceed to go through an anchor chart type lesson where we can break down the story to its key details, characters, and message. Students can practice summarizing the story in groups and sharing with the class.

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When a group finds a book that they want to use for their skit, I will try to see if I can find a read aloud for that book, if the students want to try and read it together, or if they need assistance I can read the book to them. I want to make sure that different access points are available to students so they can access the material in a way that they see fit to learn the best.

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I want to make my classroom library is already filled with books that support people from diverse backgrounds. I want to make sure my students have access to books that are representative of all cultures so they can choose what books they see fit/interesting to them.

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Depending on if I have a blended classroom or not, I want to make sure that ELLs, below-grade level students, and students with exceptionalities needs are all met when completing this lesson. I want to have audiobooks, read-alouds, and translations available for students to access their books. I want students to be comfortable working together and have a supportive learning environment for them.

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Depending on the specific school that I am working in, will determine by scheduled time with the students. There is a lot to cram into one day, so I might choose to complete the first introduction to the lesson one day and have students start on the assignment, and then the next day during the same ELA time, students will dive right into working on their skits, making props, "costumes", and working on their script.

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During the introduction activity assessment, I will see if students are understanding the concept of summarization, key details, and reading comprehension. I will see what students are participating in the anchor chart activity and see what students still need help working on these big concepts.

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Since this is a group activity, students might have trouble staying on task while working with peers, I would love to have myself walk around the classroom while the students are working and observe each group's progress. I would also like to assign certain students with jobs such as wearing "Ask Me" hats if other students are confused on what they are supposed to be doing. I would need to prepare students beforehand on how to collaborate with peers and work towards having a respectful classroom environment.

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I want to have some sort of translation available for students so they can understand the story and be able to retell it using the key details. Students can illustrate their findings as well if they are still struggling with writing in English.

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I want to make sure I reflect on what I want my students to know for the lesson, and then reflect after I teach the lesson so I know what I need to work on and change while I am curating and while I am instructing.