RL.2.2

Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral

 


VOCABULARY

  • Antagonist
  • Figurative
  • Metaphor
  • Author
  • Historical time
  • Myth
  • Character

  • Idiom
  • Narrator
  • Crisis / Climax
  • Illustrator
  • Perspective
  • Etymology
  • Imagery

  • Plot
  • Fable
  • Legend
  • Protagonist
  • Fairy Tale
  • Location
  • Storyline

UNDERSTANDING THE STANDARD
what's this 
  • Recounting stories requires students to demonstrate an understanding of how story events move from the beginning to the end and to be able to recount key details about characters, setting, and plot in sequential order.
  • As students practice recounting stories, including folktales and fables from diverse cultures, they reinforce their academic vocabulary of words such as retelling, setting, characters, message, moral, lesson, order, sequential, main idea, illustrator, and author and expand that vocabulary to include orientation, conclusion, crisis, folktales, fables, myth, plot, conflict, fairy tale, legend, fiction, non-fiction, and narrator as well as key words specific to another culture in a fable or folktale.
  • Students who can determine the message/lesson/moral of a story are able to identify key details in the story and use those details to help determine the central message or lesson.
  • Students who can determine the message/lesson/moral of a story use their personal background knowledge/experience, as appropriate, to help clarify the central message/lesson/moral of the story.
  • When recounting stories, students can begin to identify whether the story is a tall tale, folktale/legend or a narrative story and include that information in their recounting. They begin to understand that stories have central messages or main ideas that the author has “written to the reader”. They begin to realize that parts of stories can seem true, but the story itself is “made-up” --- is fiction.
  • Recounting stories helps students organize and clarify ideas and form opinions which, in turn, supports their ability to write in response to reading.
  • Reading and recounting stories such as folktales and fables from diverse cultures helps students begin to expand their cultural knowledge and identify the differences and similarities between fables and folktales from their culture and from other cultures which, in turn, may help their introduction to point of view.
  • As students recount folktales and fables from diverse cultures, they are guided to make connections and/or comparisons with folktales and fables they have previously read.
  • Students are able to use a range of strategies as they read including monitoring, searching, connecting and inferring to deepen their understanding of the author’s message.
  • Students who can recount stories from various genres as well as diverse cultures, demonstrate an increasingly mature relationship with various types of narrative text and their structure.

QUESTIONS TO FOCUS INSTRUCTION what's this 
  • What specific criteria must students know in order to successfully retell a story (e.g. orientation, setting, events, and characters)?
  • What activities help students practice putting events into sequential order?
  • What specific strategies help students identify the central message, lesson or moral of stories?
  • What academic vocabulary must be taught to support students’ understanding of this standard?
  • What prerequisite knowledge must students possess about story structure and story elements in order to retell a story?
  • What role does personal prior knowledge as well as the ability to discern key details play in a student’s ability to identify the central message, lesson, or moral of a story
  • How does the author use key details to convey the central message of the text?
  • How can teachers and peers collaboratively promote consistent attention to a central message or lesson?
  • How can stories, fables, and folktales be transferred to other instructional domains, such as science, math, or social studies?
  • How can teachers and peers collaboratively promote an active and lively retelling of a popular story, fable, or folktale?


LEARNING PROGRESSION
Go to RL.1.2 to see skills mastered prior to this.
Go to RL.3.2 to see the progression of related skills.