What are the Story Stones?

Author:

Ms. Akeyla

How can understanding the big and little parts of stories guide ourselves in understanding others and the world around us?

Grade Level

K - 2nd

Subjects

English Language Arts

Duration

35 minutes

Mode

Face-to-Face Hybrid

Learning Objectives

I can identify the story stone elements (e.g., setting, characters, problem, resolution).
I can retell a story verbally.
I can write about the story.

Instructional Rationale

How will you access students’ prior knowledge and incorporate that into the lesson?

To introduce the lesson and see what prior knowledge that students have, a quick activity will be completed to review the story stones and what is important to know about a story.

How does the lesson support student learning of the content in a meaningful way?

This lesson supports student learning by having multiple means of engagement. The text chosen highlights the experience of an African American girl with natural hair, along with the struggles of having a parent with medical needs. With the story being about getting your hair done, many students can relate to the characters. Additionally, the lesson can be hands-on, it will involve movement, and it will allow for collaboration in the classroom with other students (pairs or small groups).

How are you integrating UDL (multiple means of engagement, representation, and action & expression) into your lesson?

Multiple Means of Engagement

Integration will occur through visualization, a short movement activity, a read aloud, student discussion, and small group work.

Multiple Means of Representation

Integration will occur through a Google Slides presentation, a quick vocabulary activity paired with movement, some small group work, and completing a paper handout.

Multiple Means of Action and Expression

Integration will occur through Google Slides and a read aloud. There will be a quick whole-brain activity that pairs the story stone vocabulary with body movements. The written handout will be given with scaffolds (word bank, fill in the blank, sheet with lines and a sheet without lines, sentence starters).

What evidence do you have that you are connecting teaching to the CRP tenets (academic success, cultural competence, and critical consciousness)?

The list of diverse text supplies ample choice for educators to select a text that targets the classroom demographic for inclusive purposes. For the purpose of this lesson, the text Hair Love is used. Additionally, students will be tasked with completing the story stones for the text drawing on explicitly stated information. Students will also be asked to infer the lesson of the story and discuss their feelings.

How are you using technology to enhance and enrich the lesson?

Various forms of technology will be used throughout the lesson. Google Slides will be the main platform used. Teachers will have the option of using the handout in a virtual method (through district platform: Google classroom, Seesaw, etc.) or on paper.

Assessments

Are you using formative or summative assessments or both?

Formative assessment will be used in this specific lesson. There are activities included in the extension section for summative assessment ideas.

What is the purpose of each assessment?

The purpose of the formative assessments throughout the lesson is to simply gauge how well students are able to listen to a story and identify the story stones. This identification can be through verbal means (small groups discussion and sharing out) or in written means (the story stones handout). Depending on the type of students in the class, especially with the younger students, it may be necessary for the teacher to utilize verbal response for formative assessment (have the student say their answer and you write it down for them to copy).

How is each assessment linked to UDL, CRP or both?

The formative assessments used in the lesson allow for students to respond in a variety of ways to demonstrate what they have learned and are learning. Understanding story stones is the starting point to understanding more complex storylines. It also allows for students to think about more significant problems that impact people, even children and to discuss these.

How will you check each student’s level of knowing, understanding or doing related to the learning objectives or outcomes?

During the warm up, the teacher can judge students’ knowledge based on what they are able to report out or their group discussion on the story stones. The short worksheet will be an exit ticket that has students complete the story stones for the text Hair Love. It is important to read these aloud to students to ensure there aren’t any misinterpretations or errors due to lack of reading fluency.
- This level of completion can be up to the teacher, depending on student level. I suggest giving a word bank or student choices for some of the responses.
- Additionally, with the younger students, it may be necessary for the teacher to utilize verbal response for formative assessment (have the student say their answer and you write it down for them to copy)
Throughout the lesson design, there are ample opportunities for formative assessment to occur. Additionally, at the end of the lesson, the teacher can take a look at the exit tickets to have a better understanding of their levels of knowing, understanding, and doing, which can ultimately allow the teacher the information needed to make an informed decision on how to proceed.

Materials & Resources

A list of diverse text
- Hair Love (the example used for the lesson would work)
- Read Aloud or use a read aloud from YouTube
Google Slides Presentation
- This can be done in person or virtual.
  - If doing it over a google meet, you could utilize Flipgrid for students to tell about the story stones.
4 or 5 previously read picture books (optional – see lesson sequence for options)
- Print & Cut out Story Stones Cards
- Print them double sided Front & Back
Teacher’s Computer
Story Stones Handout
- Handout – Accommodated
- Previous Student Examples: Example 1 & Example 2
- This handout could be uploaded into a google slide so it is editable by students in a virtual setting (assigned via google classroom).
  - You could also assign through other platforms like seesaw.
Pencils
Exit Ticket – Collect the story stones handout

Procedures & Implementation

How will you facilitate the learning?
- In order to facilitate learning for this lesson the following strategies will be used: questioning, small group work, share outs, and open discussions.
How will you introduce the lesson (opening hook and relevance to students’ backgrounds, strengths)?
- The lesson will be introduced by a review of objectives and standards. Then students are split into small groups and choose a story stone card to discuss. This can be based on student book choice or an assigned previously read text. Groups can share out on their story stone card. The share out will allow students the chance to share their opinion or even experience with a text. The teacher can even prompt students to think of a time when they had a problem and how they solved it as well.
What is the sequence of events and time frame for each?
- Review of lesson standards and objectives (5 minutes)
  - This is in the Google Slides presentation
- Warm Up activity (10 minutes)
  - This is in the Google Slides presentation
  - Split students into small groups any way you like
  - Options for use:
    - First Option: Give each group the story stone cards, each group can discuss all story stones and share out when time is up (maybe best for higher level students)
    - Second Option: Have groups choose a random story stone card, they pick one book from their table (these can be previously read text in your class or a book from the diverse text list of your choosing) or have each group use the same book if you have that many copies and discuss only that story stone. Then they share with the class.
- Google Slides – Whole class mini lesson (10 minutes)
- Wrap Up & Exit Ticket – (10 minutes)
  - Allow students time to complete the story stones worksheet then collect it at the end of the lesson.
How will you tie the activities to assessment (expected outcomes)?
- Formative assessment will occur during the warm up in the Google Slide. Additionally, the story stones handout will be collected as a student work sample for the teacher to assess understanding of the story stones.
What is your plan to transition to the next activity or to an extended version of the lesson?
- There are many possible options of where to go after this lesson is complete (this is lesson 1 of 3 lessons that utilize Hair Love). If students did not do well with the lesson, then re-teaching is needed. However, if students did do well, then here is a follow up activity.
  - Choose another text for students to work through:
    - If students are able to read the text on their own, split them into groups to read and work through the story stones together.
    - If students are not able to read, follow the lesson format above but remove some of the scaffolds or the amount of teacher lead time.
- This text opens up the opportunity for some great discussion. After the story stones handout is complete, a follow up lesson would be to discuss the problem and solution in greater depth.
  - Asking students the following questions for them to discuss in small groups or as a whole class.
    - Has anyone in your family been sick and had to spend time in the hospital?
    - What are some hairstyles that you like?
    - Does your mom or dad help you do your hair? or someone else?
    - Have you or your parents ever struggled to do your hair?
  - The teacher can give examples to these questions.
    - For example: I do not know how to braid my daughter’s hair so my best friend will braid it for me. If my best friend is not available to braid it, then I try a new hairstyle.
What are the opportunities for CRP/UDL/Technology?
- There are ample opportunities for CRP, UDL, and purposeful use of technology throughout the lesson. The lesson allows for different levels of use of technology depending on the teacher’s comfort level (students can listen to a read aloud or students can select their story stone card virtually). Additionally, materials are presented in multiple means and students are able to engage through various methods, whether through discussion, small group work, or individual seat work with the completion of the story stones handout (this could be done with a partner as well per teacher discretion). CRP is used through the selected text taking a sensitive matter of dealing with a family member who is ill along with the little girl’s struggle to have her hair done by her father. The text allows for students to discuss various topics (example: hair styles or whether a family member has ever been ill) that may have different answers depending on the cultural heritage of the student and the student experience.

Standards & Indicators

From the Indiana Academic English Language Arts Standards for Kindergarten, Grade 1, and Grade 2:

K.RL.2.2 With support, retell familiar stories, poems, and nursery rhymes, including key details.
K.RL.2.3 Identify important elements of the text (e.g., characters, settings, or events).
1.RL.2.2 Retell stories, fables, and fairy tales in sequence, including key details, and demonstrate understanding of their central message or lesson.
1.RL.2.3 Using key details, identify and describe the elements of plot, character, and setting.
2.RL.2.2 Recount the beginning, middle, and ending of stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Trajectory

Acknowledged

Engages in discussions and activities around representative diversity and individual differences without grappling with structural oppressions. Culture is externalized and the focus is on the abstract. Minor discomfort may be felt and tensions are largely avoided.

Throughlines

Multiple Ways of Knowing and Doing

The knowledge and wisdom of the students, families, and communities are centered in content and materials to promote equitable and inclusive learning experiences.

Equitable Practices and Systems

Leading learning and knowledge sharing is mediated through equitable and inclusive dispositions and decision-making processes that promote the success of disenfranchised learners and communities.