Lesson plan
Your Day: Story Sequencing
Learning Objectives
Students will be able to recognise simple sequences.
The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
Introduction
(10 minutes)
- Have the students come together as a group.
- To motivate the students, tell them that "Today, we are going to learn about story sequence. That means what happens first, next and last. Can anyone tell me three things you did before you arrived at school this morning?"
- Give students time to process your request.
- Randomly select students to give examples.
- Once they're done, share three things you did before you arrived at school this morning. For example, "First, I woke up at 6:30 a.m. Next, I took a shower and brushed my teeth. Last, I got dressed and drove to school."
Explicit Instruction/Teacher modeling
(10 minutes)- Say, "Today, we are going to read a book called JB Gets Ready for SchoolBy William Ziegler."
- Read the story to the students placing emphasis on the sequence of events.
- At the end of the story, ask the class to recall the main events.
- Record their answers on the board.
Guided practise
(10 minutes)- Talk about the sequence of events that happen at school during the day.
- As a group, record what happens from the time of arrival to the time of dismissal. Be sure to use words like "first," "second," "next," and "last."
- Once you feel comfortable that the students are able to properly sequence, have them return to their desks.
Independent working time
(10 minutes)- Review the safety procedures for using scissors.
- Provide each student with one of the All About Story Sequence worksheets and pencil.
- Have the students write their names on their worksheet if they are able to do so.
- Read the instructions to the students.
- Have the students cut out the five pictures at the bottom of the worksheet.
- Give the students time to cut and paste in the correct sequence.
- Be sure to walk around the room and give help where needed.
- Collect the students' papers.
Differentiation
Support:
- Have struggling students complete a shorter sequence, e.g. the one in the First, Next, Last worksheet.
Enrichment:
- Read advanced students The Very Hungry Caterpillar, and see if they can identify the week-long story sequence.
Assessment
(10 minutes)- Give students a sheet of paper that is already divided into three equal vertical sections.
- Give each student a pencil and crayons.
- Have the students each draw three things that depict what they did before school that day.
Review and closing
(10 minutes)- Have the students share the things they drew in their pictures.
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