TCNJ Lesson Plan

SRSD Lesson: Whats the Scoop?

Student Name: Amanda Rego School Name: Hopewell Elementary
Grade Level: Kindergarten Host Teachers Name: Ms. Bradshaw

Guiding and/ or Essential Question:

How can we retell a story?
Why is it important to know the important details within a story?
Why might we need to retell a story to someone?

Pre-lesson Assignments and/ or Student Prior Knowledge (ex. background knowledge,

possible misconceptions, prior lesson content)
Students had prior lessons on how the pictures and the words within the book help them
understand the meaning of the book.
Students know how to find important details within books.
Students may not know what setting and characters mean.
Students may not know how to find a problem within a story.
Standards:
CCSS.ELA-LITERACY.SK.L.K.1: Participate in collaborative conversations with
diverse partners about kindergarten topics and texts with peers and adults in small and
larger groups.
CCSS.ELA-LITERACY.SL.K.6: Speak audibly and express thoughts, feelings, and ideas
clearly.
CCSS.ELA-LITERACY.RL.K.1: With prompting and support, ask and answer questions
about key details in a text.

Learning Objectives and Assessments:

Learning Objectives
Students will know how to find the setting,
characters, and problem within a text.
Students will be able to identify the order of
events within a story, from first to second and
Assessments
Teacher will walk around the room and ask
students to tell her the setting, characters, and
problems within their book and teacher will
ensure that their answers are correct by
looking through the text.
Students will verbally tell the teacher what
happened first, second, and last within their
last. books and teacher will make sure their answer
is correct.

Materials/Resources: (List materials, include any online or book references and resources)
SCOOP anchor chart
Knuffle Bunny By Mo Willems
SCOOP charts for all of the students

Plan for set-up/distribution/cleanup of materials:

I will have the anchor chart and the book while I am teaching on the Rainbow
Rug
I will give students their own SCOOP charts when I am dismissing them back to
their seats

Step by Step plan (numbered):

1. Lesson Beginning: I would start by saying, The past few days, we have been learning about
how the pictures and words within books help us understand the meaning of the books. Today, I
am going to show you how we can retell a story to a friend. Does anyone know what the word
retell means? Call on a few students to answer. Tell the students the answer if they do not know
the answer.
2. Next, I will say, We are going to make a chart that will help us retell our stories and we are going
to do so by remembering SCOOP! Like how you scoop ice cream. Go through all of the parts of
SCOOP with the students and explain their meanings:
a. S- Setting: where does the story happen?
b. C- characters: who is the story about?
c. O- Oh No! What is the problem in the story?
d. O- Order of Events: what happened in the beginning, middle, and end?
e. P- Problem Solved! How did the problem get fixed?
3. Next, I will go through all of the steps of SCOOP by using the book, Knuffle Bunny, in which I
completed a read aloud with them a couple days prior. I will ask the students to help me complete
all of the steps and see if they understand what they have to do.
4. After completing all of the steps with the students, I would say, This is a good way that you can
remember how to retell a story to a friend. When you go back to your desk, I will give you this
scoop sheet so that you can remember it. Now, I am going to send you back to your desks so that
you can read your books and find the important details!
5. Send students back to their desks to read their books, and share with a partner.
6. Closure: After independent reading time is over, I will use an attention getter to gain the students
attention and then tell them to put their books away in their book bins. I will say, You can either
hug your book bin, or keep it on your desk where it will not be a distraction to you so that you
can listen to the students who are presenting. I will have 1-2 students come up and share all of the
steps of SCOOP that they used when they were reading their books. The students can then get a
cheer from their classmates.
SRSD Steps:

Develop Background Knowledge: Introducing to the students what SCOOP is and how they can
be using it.
Discuss it: Go through all of the steps of SCOOP and explaining what they mean.
Model it: Go through the steps of SCOOP using, Knuffle Bunny.
Memorize it: Give the students their own copies of SCOOP that they can use when they are
reading and keep in their book bin.
Support it: Walk around while the students are independently reading and help the students who
need more help completing SCOOP.
Independent Performance: This will happen throughout future lessons, but the students who
completely understand SCOOP can start independently using it while they have independent
reading time.

Key Questions (that you will ask):

What is the setting within Knuffle Bunny?
Who are the characters in Knuffle Bunny?
What is the problem within Knuffle Bunny?
What happened first, second, and last within Knuffle Bunny?
How did the problem in Knuffle Bunny get solved?

Logistics:
The whole lesson will be 35 minutes

Timing:
o Mini Lesson: 15 minutes
o Independent reading time: 15 minutes
o Students share: 5 minutes
Transitions:
o After the mini lesson, send students back to their desks by calling their names
based on who is sitting nicely and give them a SCOOP paper.
o When independent reading time is over, I will use an attention getter to get their
attention and then tell them to put their books back in their book bin. They can
then either hug their book bin or leave it on their desk where it will not be a
distraction for them and listen to the students who are sharing.
o When the lesson is over, I will call tables to put their book bins away and get
ready for lunch.
Classroom Management:
o I will use attention getters when necessary.
 o During whole group lesson, I will keep my eyes on all of the students to ensure
that they are sitting properly and doing the right thing. If they are not, I will tell
them to fix their bodies.
o During independent reading time, I will walk around the room to ensure that all of
the students are doing what they should be.

Differentiation
For students whose just right books are a lower level in which they do not have all of
the elements of SCOOP within their books, have them complete the steps that they can
complete.
Walk around the room and complete the steps of SCOOP with the children who are
having more difficulty doing so.