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Sequence of Events

Teacher: Miss Paulino Date: March 3, 2017 (10:15 am)

Class: D-31 Level: Kindergarten (Language Arts)

Purpose: The purpose of this lesson is for students to sequence the events in a fiction story.
This lesson helps to reinforce sequencing. Students learn to retell the events in a story in the
order in which they occurred from the beginning, middle, and end. With sequencing, readers
are able to think of the story in pieces,which is a much more manageable task when trying to
retell the story. Introducing words like first, second, third, last, can also help cue students on
what events come next. It is important to teach sequencing so that students understand how the
events in a story unfold, and therefore, help strengthen their reading comprehension. In
reading, sequencing is helpful for readers.

Objectives: Students will sequence the events for the story The Birthday Pet using sequence
words and an illustration for each event.

Standards:
GLOs: [List the relevant General Learner Outcomes addressed]
GLO #1: Self-directed learner
Students will be responsible for completing assignment.
GLO #3: Complex Thinker
Students will compare and contrast the important details of two stories.
GLO #4: Quality Producer
Students will create a Venn diagram and write information on the venn diagram legibly.
GLO #5: Effective Communicator
Students will participate in discussion about two stories.
Through verbal and written communication, students will compare/contrast two stories.

Hawaii State Teacher Standards:


Standard #1: Learner Development
1(d): The teacher understands how learning occurshow learners construct knowledge,
acquire skills
Standard #4: Content Knowledge
4d;4r: The teacher links new concepts to familiar concepts and helps learners see them in
connection to their prior experiences.
Standard #8: Instructional Strategies
8a;8e;8m: The teacher makes the learning objective explicit and understandable to learners,
providing a variety of graphic organizers, models, and representations for their learning

Assessments:
In a writing task, students will sequence six events in the story The Birthday Pet using
sequence words, such as first, second, third, fourth, fifth, last, as well as illustrate each event.

Meets Approaching Needs Work

Order of events All events are Some of the events The events are not
written in the correct are written in the written in the correct
logical sequence correct logical logical sequence
sequence

Sequence words Student uses all Student uses some Student does not use
sequence words in a sequence words sequence words
logical order

Illustration Student illustrates a Student illustrates a Student does not


picture to match all picture to match illustrate a picture to
events some events match any events

Materials/Set-Up:
Preparation:
Fold 11x17 paper to create 12 boxes
Teacher:
Laptop
Projector
Student:
Pencil
Clipboard
Paper

Procedures
a. Introduction
1. Display The Birthday Pet
2. Preview the following words before reading: beady, gnawed, absurd
3. Ask students to make a prediction about what the story will be mostly about.

b. Developmental
1. Set purpose for reading: We will listen to the story The Birthday Pet. Next, we will
write what happens in the story from beginning to end.
2. Turn to page 3. Ask students, Who is the character? [Danny] What is the event that
is happening? [It is Dannys birthday and his family said he could get a pet]
3. Point to the illustrations of post-it notes. Ask, What kind of pet does Danny want?
How do you know? What are the reasons why Danny wants a pet turtle?
4. Turn to page 5. Ask students, Who is getting him a pet? [His dad] Ask students to
make a prediction about what pet Danny will receive.
5. Turn to page 7 and ask students to verify what kind of pet did Danny receive. [A dog]
6. Turn to page 9. Ask students, How does Danny feel about the pet? What is the
problem with the pet?
7. Continue to ask the aforementioned questions in steps 4-6 for every pet that Danny
receives by a family member.
8. In the end, ask students, What kind of pet did Danny wish for? How do you think
Danny feels about receiving his dream pet?
9. After reading, prompt children to name the pets that Dannys family brought home
(does not have to be in order). From this list, ask students to help you label which pet
Danny received first, second, third, fourth, fifth, last. Write sequence words beside the
name of the pets with numerals.
10. Distribute 11x17 paper to students with all 12 boxes already outlined. Instruct students
to fold far left and far right columns so that only the middle columns are showing.
Model to students how to label each box from 1-6 (left to right) by drawing 6 boxes on
the whiteboard and labeling them.
11. Refer back to the list made in step #9. Instruct students to illustrate a picture to show
Danny receiving each pet. Model how to sequence the pictures to match the list. First
box, draw a picture of a dog. Second box, students draw a picture of a cat.
12. Send students back to their seats to complete their illustrations.
Next day:
1. Display The Birthday Pet to remind students about the book. Ask for a volunteer to
share what the book was mostly about.
2. Reread the book.
3. Show sequencing chart (11x17 paper). Remind students that they had sequence the
events in the story in order from what pet Danny received first, second, third, etc.
4. Write sequence words on the board. Have students look at their illustrations to name
what happened first to model how to write sentences that explain each event. [First,
Danny was thinking about what pet to get for his birthday.]
5. Ask students to look at the second box to name the next event. With students help,
write sentence to explain the second event. [Second, Danny got a dog from his dad.]
6. Independently, have students write a sentence for the third event.
7. Send students back to their seats to complete their sentences
c. Concluding
1. Once students are done writing their sentences, have students color their illustrations.
2. Once students are completely done with their sequencing chart, have students review
their work. Ask guiding questions, Did you include the sequence words in your
sentences? Did you draw a picture for each event? Students either post their work in
the Good job column or Try again column on the whiteboard. Display students
work on the whiteboard.

Adaptations and Extensions:


Exceeding students (Student #s 3,4,5,8,9,15):
Ask students to make predictions of word meanings.
English Language Learners (Student #10, #12):
Use pictures to illustrate written words
Preview vocabulary before reading
Use graphic organizer to model the concept of sequencing
Model how to sequence events and use sequence words.
Student #13: Inattentive, oppositional, defiant:
Write a few words, instead of sentences in writing
Use pictures to illustrate words
Extension: In an extension activity, students will write to explain why Danny was either happy
or unhappy with each pet he was given.
1. Teacher will cover synonyms for sad to help students expand their vocabulary in their
writing when describing the character.
2. Teacher will model in the prewriting phase by using the 5 Ws (who, what, when, why,
where) as a framework for writing.

Management Considerations:
Student #13: Inattentive, oppositional, defiant
Signal 1,2,3 to remind student of gathering place rules.
Sit student in close proximity to teacher in his Wonders spot
After two redirections, send student to a desk from the gathering place.
Reflection:
Overall I think that the lesson went smoothly. The students were engaged throughout the
read aloud story, as they were able to connect to the story. When asked about the events in the
story, the students responded with the correct answers and were able to provide reasons for their
answers. Their justifications reflected their ability to use varying reading strategies to provide
information about the text. The students engagement helped to keep their focus in the writing
part of the lesson. The main part of the writing segment was for students to sequence the events
in the story, so it was important for students to recall the events in the story first before writing
about them.The students successfully recalled the events; as a group, we worked on sequencing
the events in order. There were some disagreements as to what events happened first, but I took
this is as an opportunity to model the rereading strategy to add to their knowledge of reading
strategies. Overall, engagement during reading helped build comprehension and vocabulary.
What I would do differently is to break the writing task into manageable pieces. Rather
than having students write about six events altogether, I would only require students to write
about three events at a time. In this way, students would not feel completely overwhelmed about
writing for a long period of time and rush to get the work done. I also would plan for the writing
activity to be done during our stations time and plan for homogenous writing groups. Throughout
the lesson, I noticed some students were quick to writing and illustrating the events, while others
had difficulty starting their sentences and sequencing the events in a logical order. With
homogenous writing groups during station time, I would be able to focus on students with similar
needs at a time.

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