Group Presentation

1. Halloween
Lauren Haskins
Kyra Kelley
Karen O’Brien
Instructional
Presentation
EDUC 565B
Prof. Moore
Fall 2016
Reading Lesson

2. Learning Outcomes
The students will be able to:
 Describe the main elements of the story (including main idea, characters, setting,
problem, and solution)
 Share a summary report of the story in pairs using relevant vocabulary and
appropriate story structure.

3. CA-ELD State Standards
Emerging
Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., main idea, characters,
setting) based on understanding of a select set of grade‐level texts and viewing of multimedia with
substantial support.
6. Connecting ideas: Combine clauses in a few basic ways to make connections
between and join ideas (e.g., creating compound sentences using and, but, so).
7. Condensing ideas: Condense clauses in simple ways (e.g., changing: It’s green.
It’s red. It’s green and red) to create precise and detailed sentences.
Literary text types included but are not limited to: Stories (e.g., fantasy, legends, fables),
drama (e.g., readers’ theater), poetry, retelling a story, and so on.
Audiences include but are not limited to: Peers (one to one), Small group (one to a
group), Whole group (one to many)
Interpretive - Section 6
Reading/Viewing Closely
Learning
Outcomes:
Connecting
and
Condensing
Ideas
(p.63)
Part II, strands 6–7, corresponding to the CA CCSS for ELA/Literacy
6. W.3.1-3,5; SL.3.4,6; L.3.1, 3, 6, & 7. W.3.1-3,5; SL.3.4,6; L.3.1, 3, 63
ELDStandardsPublication–TitleIII(CADept.of
Education).pdf

4. ENGAGEMENT
Activity #1 Warm-up: Time: 5 minutes
T will write “Story Elements” on the board using a concept map.
T will ask the Ss about what parts make up a story, such as, setting, characters, problem, solution, etc…
Ss working as a whole class will volunteer details about story elements.
T will ask follow up questions to have Ss expand their answers.
T may ask questions such as, “Who was the main character in last week’s book?”.
T may also incite adjectives from Ss to describe characters.
Motivational Activity/Building Prior Knowledge
 For example, connecting their answers to a prior book read as a class.

5. INSTRUCTIONAL SEQUENCE
T brings out a partially finished graphic organizer/story map based off last week’s book.
T will put this on the overhead or other technology used in the classroom.
T will have Ss work in table groups to complete the story map. Assigning each table group one topic. For
example, one group is responsible for characters, another group is responsible for setting/genre.
Ss will work in their groups to discuss and write down what they think the answer is for their topic.
T will have class come together and report on their answers. Together as a whole
class they will help the T complete the story map on the board.
T will then introduce the story skeleton “Someone/Wants/But/So” ( Peregoy & Boyle,
2013, p. 340) As a class they will fill out the story skeleton together.
Teaching Methodology
With Student Activities
Activity #2 Story Maps/Skeletons
(Small Groups and Whole Class): Time: 15 minutes

6. APPLICATION ACTIVITY
Activity #3 Story Maps/Story Skeletons (Pairs): Time:15 minutes
Ss will be broken up into pairs. These pairs have already chosen a Halloween themed book together and
read it. Each pair will have a different book.
Ss will then work in their pairs to fill in their own story maps and skeletons about their books. Pairs need to
support and help each other while the T provides light to moderate assistance when needed.
T will also give each group a story sentence stem handout to aid them in preparation for their pair story
presentation. Ss will work together to make some sentences they will use for their report.

7. Application Activity
Activity #4 Story Presentations: Time: 10 minutes
Ss will present their story maps and summaries in pairs to other pairs. They can also
include personal details like, why they picked the story, what they liked about the story,
who their favorite character is, etc…
T will circulate to observe presentations and give assistance when needed.
Reflection: Time: 5 minutes
T will asked the students about the process of working in pairs. What was
difficult/helpful?
T will have table groups share about why they think story maps are helpful or not.
T will review why we use story maps when preparing to write or present about a story.

8. Communicative Approach/Strategy: CLT
• Modeling and Deconstructing Text
• Task Completion Activities: Story Maps
• Group and Pair work
• Student Centered/Teacher supported
• Information Transfer Activity: Taking information in one form and represent in
another ( Book  Story Map  Retell Summary)
• Joint Construction of Text /Teacher Scaffolding
• Independent Construction of Text/Pair work
Richards, J. C. (2006). Communicative Language Teaching Today. (pp. 2-45) New York, NY: Cambridge University Press.

9. Assessment Strategies
How will you determine whether
students have made progress
toward applying the concepts and
skills they've learned in new and
novel situations?
An informal assessment will be
given of the retell performance
using a small checklist. Students
will not be informed of their
graded performance nor the
checklist, in order to ensure that
the affective filters remain low
while presenting to the whole
class.
Application of concepts learned
can be demonstrated in the
appropriate usage of the new
vocabulary terms and story
sequencing in conjunction with
descriptive adjectives while
talking about a story.
How will you determine whether students have made progress toward applying
the concepts and skills they've learned in new and novel situations?
An informal assessment will be given of the retell performance using a small checklist.
Students will not be informed of their graded performance nor the checklist, in order to
ensure that the affective filters remain low while presenting to the whole class.
Application of concepts learned can be demonstrated in the appropriate usage of the
new vocabulary terms and story sequencing in conjunction with descriptive adjectives
while talking about a story.

10. Assessment Checklist
Active Participation of team members:
• Are both students engaged in the performance?
• Did both students contribute to the activities?
Story Elements:
Are students able to describe….?
Plot /Main Characters/ Problem/ Solution/ Setting
Is the story retold in proper order with correct and sufficient detail?
Extra Elements/Student opinions:
Did Ss provided at least one reason for why X is their favorite character/why they like the story?

11. Student Participation
How does the present learning plan support equitable student participation?
• Meaningful Context
• Variety of Activities
• Group/Pair work
• Teacher/Peer Support
• Differentiated Scaffolding
• Strategic Parings
• Bloom’s Taxonomy

12. Tittle: The First Spell of Winnefred
Broomstock
Author: Peter G. Blank
Illustrations: Thomas Sperling
Edition:
Publisher: Checkerboard Press, 1992
Length: 32 Pages
Reading Material
https://openlibrary.org/books/OL1749301M/The_fir
st_spell_of_Winnefred_Broomstock

13. Framing Questions
What is Winnefred’s problem?
Where does Winnefred find the
ingredients she needs?
Do you think Winnefred’s costume
was scary?
Why or Why not?
http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf
How would you make it scarier?
What kinds of animals are in
Dr. Frankenpaw’s Pet Shoppe?
Will Winnefred have enough time?
Which spell was the most exciting?
Bloom’s Taxonomy

14. Conflict
Winnefred has been invited to her
first Witches’ Ball, but she needs a
costume which, she hopes will be
the scariest, winning her the
coveted Coven Prize. To
accomplish this task, she must
conjure a spell.

15. Winnefred spent hours at the
Halloween Hallow Library
researching her spell. Once she
had her list of ingredients, she set
off throughout the town to acquire
the necessary components.
Solution

16. What ingredients does Winnefred need to conjure her spell?
Winnefred is excited to attend her very first witches’ ball.
Winnefred hopes to win the coven’s prize for scariest costume.
Winnefred is determined that her outfit will be outstanding.
Dr. Frankenpaw’s Pet Shoppe, Halloween Hallow Library, and
Wolfen Hall are in her witchy settlement.
Winnefred researched the recipe for her spell at the Halloween
Hallow Library.
Winnefred spent hours drafting her spell.
Wolfen Hall is palatial because there are________ and
__________.
Adjectives
Nouns
Adverbs
Verbs
Grammar

17. Graphic
Organizer

18. Someone Wants But So
Story Map
WW
Perogoy, S. and Boyle, O. (2013). Ch. 8: Reading and Literature Instruction for English Learners.
In Reading, Writing, and Learning in ESL. Pg. 340

19. References
Blank, P. G. (1992). The First Spell of Winnefred Broomstock. Checkerboard Press.
ELD Standards Publication – Title III (CA Dept. of Education).pdf
Richards, Jack, C., 2006, Communicative Language Teaching Today.(pp2-45) New York, NY: Cambridge University
Press.
Lightbown, P. & Spada, N. (2013). How languages are learned (4th edition). Oxford, UK: Oxford University Press.
Peregoy, S., & Boyle, O. (2013). Chs. 7 & 8: English Learners and Process Writing & Reading and Literature
Instruction for English Learners. In Reading, Writing, & Learning in ESL.
http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf
http://www.cde.ca.gov/
http://estandards.scoecurriculum.net/index.php?fa=resultsELA
https://openlibrary.org/books/OL1749301M/The_first_spell_of_Winnefred_Broomstock
https://www.teachingenglish.org.uk/article/communicative-approach