Structuring a Retell

Grade: 5

Duration: 60 Minutes

Class Size: 25 Students

Unit: Retelling Percy Jackson Adventures

Lesson 3 of 8

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Curriculum Alignment: Ontario Language Curriculum (The Ontario Curriculum, Grades 1–8: Language, 2023)

Overall Expectations:

• Oral Communication:
  • Listen in order to understand and respond appropriately in a variety of situations (1.1)
• Reading:
  • Read and demonstrate an understanding of a variety of literary texts, using a range of strategies to construct meaning (1.1)
• Writing:
  • Generate, gather, and organize ideas and information to write for an intended purpose and audience (2.1)
  • Draft and revise written work using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience (2.3)

Specific Expectations for Grade 5:

• Use a variety of strategies to understand texts, including making predictions, asking questions, and connecting to prior knowledge (1.1)
• Plan and organize ideas and information before writing, including using graphic organizers (2.1)
• Write narrative texts that recount events or experiences, developing a plot with a clear beginning, middle, and end (2.2)

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Learning Goals

• I can explain the structure of a retell using beginning, middle, and end.
• I can sequence events from Episode 4 of Percy Jackson logically.
• I can outline my retell clearly before writing.

Success Criteria

• I have identified key events from the episode and organised them into beginning, middle, and end.
• My outline is clear and shows the sequence of events in the episode.
• I can explain why sequencing helps with understanding a story.

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Materials Needed

• Copies of Percy Jackson Episode 4 summary or excerpt
• Chart paper or whiteboard
• Graphic Organizers (Beginning, Middle, End) templates
• Sticky notes
• Markers/pencils
• Individual notebooks or digital devices for drafting

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Lesson Outline

1. Introduction (10 minutes)

• Activate prior knowledge: Brief whole-class discussion on what makes a good retell. Ask: “What do we include in a story retell?”
• Teacher models with a familiar story (e.g., The Three Little Pigs) outlining beginning, middle, and end on chart paper.
• Connect to the unit: Explain that today we will do this same structure for Episode 4 of Percy Jackson.

2. Guided Practice: Sequencing Events (15 minutes)

• Provide a brief summary or excerpt of Episode 4 (read aloud or students read in pairs).
• As a class, list main events on sticky notes.
• Together, arrange the sticky notes on the board into three groups: beginning, middle, and end, explaining why each event fits in each part.
• Emphasize key vocabulary: sequence, beginning, middle, end, summary.

3. Independent/Partner Work: Outline Creation (20 minutes)

• Distribute graphic organisers with three labelled sections: Beginning, Middle, End.
• Students independently or in pairs select key events from Episode 4 to place under each section, using the sticky notes for reference.
• Teacher circulates, supporting students needing help categorizing events or remembering details.
• Encourage students to write one or two sentences for each section explaining why they chose that event.

4. Sharing and Reflection (10 minutes)

• Invite volunteers to share their outlines and explain their event sequencing.
• Reinforce how structuring helps make retelling clear and engaging.
• Make connections to oral communication skills: sequencing helps listeners understand the story.

5. Closing and Next Steps (5 minutes)

• Review learning goals and success criteria together using “I can” statements.
• Briefly preview next lesson: drafting the retell using the outline created today.

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Differentiation Strategies

• For students who struggle with sequencing: Pair these students with peers; provide partially completed graphic organizers; use picture cards for events.
• For English Language Learners: Pre-teach key vocabulary with visuals; allow use of bilingual dictionaries; use oral explanation and sentence starters.
• For students with fine motor difficulties: Allow typing or oral dictation for outline writing.

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Extension Activities for Advanced Learners

• Encourage them to add descriptive details and character feelings to their outlines.
• Have them identify and write a short reflection on what message or theme Episode 4 conveys.
• Challenge them to create a timeline or storyboard with images and captions.

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Teacher Reflection Prompts

• Were students able to sequence events accurately and independently?
• Which strategies best supported diverse learners?
• How might I integrate technology next time (e.g., digital storyboards)?
• Did students understand the importance of structure in retelling a story?

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This lesson develops foundational skills in narrative comprehension and writing that align with the Ontario Language curriculum. It prepares students effectively for narrative writing by focusing on story structure, aiding both reading comprehension and oral communication abilities.