Houston Baptist University

Department of Education and Kinesiology

Lesson Plan Format
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Subject: Reading Grade Level: 1st Time Estimate: 45 min

Unit: Comprehension Topic: Sequencing

Goal(s): TLW understand that events happen in a specific order.

Objective(s): TLW explain their morning routine in order.

TLW sequence events from a story in order.

TEKS: 1.9A--Students understand, make inferences and draw conclusions about the
structure and elements of fiction and provide evidence from text to support their
understanding. Students are expected to describe the plot (problem and solution) and
retell a story's beginning, middle, and end with attention to the sequence of events.

Materials/Resources/Technology needs: paper, crayons, magnets

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Instructional Procedures
Focusing Event:
The teacher will explain that in the morning before she gets to school she has a routine
that she does every morning. She will then ask for two or three kids to share their
morning routines. She will then tell them today we are going to learn about sequencing
and that in order to be good readers we have to be able to sequence so we can understand
what is happening in the story.

Teaching/ Learning Procedures:

1. The teacher will tell students about her morning routine as she holds up the
corresponding picture
2. The teacher will then drop the cards and ask the students to help her put them
back in order
3. She will place them on the board out of order and the students will work together
to arrange them in the correct order
4. As the students are arranging the pictures the teacher should use sequence words
like first, last, next, then
 5. Once the pictures are in the correct order label the first next then and last pictures
in the sequence and discuss how these words are important to sequencing.
6. The class will be divided into groups where they will pick a sequence of 4 things
and make cards to go along with the sequence
7. The class will then trade their created sequences and the groups will see if they
can put them in the correct order.

Formative Check (ongoing or specific):

While the class is arranging the teachers morning routine the teacher can see
which students are understanding the concept and which ones are struggling.
Reteach (alternative used as needed):
The teacher can read a book to students and have them sequence the story.
Closure:
Ask students to think about a new word they learned today and then call on about
3 to share their word.
Assessment/Summative Evaluation:
As the students are working on creating a sequence in groups the teacher will pull
individuals and read them a short story and ask the students place pictures of what
happened in the story in order. As they are placing the cards in order the teacher
will ask them to explain what is happening in the cards, cueing the students to use
the words first, next, then, last.
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Modifications/Notes:
GT: These students will be read the story and then asked to draw their own pictures of
what happened first, next, then, and last.
Special Ed: These students will be read the story and then using picture cards that depict
the story that are already labeled first next then and last they will place the cards in order.
ESL: These students will be read the same story but as the story is being read they will be
shown pictures of what is happening in the story and then have to sequence those pictures
after the story is over.