Sequencing- First Grade Lesson
Common Core State Standard: CC.1.R.L.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Key Question for the lesson: What is sequencing?
Instructional Objectives: Students will learn how to sequence a story by identifying what happens in the beginning, middle, and end of the story. Students will be able to sort out various parts in a story and place them in the correct order they occurred in during the story.
Materials, Media, Resources, Multi-cultural connections: “Franklin’s Thanksgiving” book, pictures resembling different parts from the story, pictures resembling different morning routine activities, scissors, glue, construction paper, crayons and pencils, shoeboxes, small turtle figures, and other thanksgiving items to be placed in the shoeboxes.
Assessment of Prior Knowledge (Readiness/Interest): The whole class will construct a big list on the board that is divided into two columns, “Franklin” and “Thanksgiving.” Students will name various facts or items they already know about the two subjects and the teacher will write them on the board.
Hook to lesson: At each group of desks in the classroom, there will be a shoebox in the middle of the group that holds various items that signify what book will be read. Each group must observe, touch, and/or hold each item, then discuss what they predict the book will be.
Development of lesson including assessments:
1. The teacher will conduct a quick sharing discussion of what they found in their shoeboxes and what they predict will happen. Then, the teacher will hold up the book, “Franklin’s Thanksgiving.”
2. Students will say what they already know about Franklin and/or Thanksgiving, while the teacher records what the students say on the board underneath the proper column.
3. The teacher will review the lists, call students to the rug for the read aloud, and begin reading.
4. The teacher will pause periodically throughout the book to explain difficult words, have students sum up what they just read, and ask for predictions.
5. After reading the book, the teacher will dismiss students to their seats and pass out papers with pictures of Franklin from various parts in the book.
6. The teacher will instruct some students to work at a separate table with the TA and explain their sequencing to him/her. The teacher will also ask some students to write a sentence for each picture. Some students who struggle with writing will have typed up sentences to read and match with some of the sequence pictures. The teacher will allow students to color their pictures after completing the assignment.
Closure: Once students have finished the assignment, the teacher will ask each group to take turns explaining each picture in order. Then, the teacher will call the students to the rug and discuss how they felt about the book, sharing any connections they had with the book.
Assessment Strategies: The teacher will collect the sequencing papers and grade them for completion. The teacher will read those who wrote sentences for their pictures and look for key terms/points in each sentence. The teacher will speak with the TA and ask how her/his group of students did with the assignment, explaining each picture, and matching some sentences to pictures. The teacher will also walk around, listening in on students’ explanations of their pictures and record notes on how students do.
Key Question for the lesson: What is sequencing?
Instructional Objectives: Students will learn how to sequence a story by identifying what happens in the beginning, middle, and end of the story. Students will be able to sort out various parts in a story and place them in the correct order they occurred in during the story.
Materials, Media, Resources, Multi-cultural connections: “Franklin’s Thanksgiving” book, pictures resembling different parts from the story, pictures resembling different morning routine activities, scissors, glue, construction paper, crayons and pencils, shoeboxes, small turtle figures, and other thanksgiving items to be placed in the shoeboxes.
Assessment of Prior Knowledge (Readiness/Interest): The whole class will construct a big list on the board that is divided into two columns, “Franklin” and “Thanksgiving.” Students will name various facts or items they already know about the two subjects and the teacher will write them on the board.
Hook to lesson: At each group of desks in the classroom, there will be a shoebox in the middle of the group that holds various items that signify what book will be read. Each group must observe, touch, and/or hold each item, then discuss what they predict the book will be.
Development of lesson including assessments:
1. The teacher will conduct a quick sharing discussion of what they found in their shoeboxes and what they predict will happen. Then, the teacher will hold up the book, “Franklin’s Thanksgiving.”
2. Students will say what they already know about Franklin and/or Thanksgiving, while the teacher records what the students say on the board underneath the proper column.
3. The teacher will review the lists, call students to the rug for the read aloud, and begin reading.
4. The teacher will pause periodically throughout the book to explain difficult words, have students sum up what they just read, and ask for predictions.
5. After reading the book, the teacher will dismiss students to their seats and pass out papers with pictures of Franklin from various parts in the book.
6. The teacher will instruct some students to work at a separate table with the TA and explain their sequencing to him/her. The teacher will also ask some students to write a sentence for each picture. Some students who struggle with writing will have typed up sentences to read and match with some of the sequence pictures. The teacher will allow students to color their pictures after completing the assignment.
Closure: Once students have finished the assignment, the teacher will ask each group to take turns explaining each picture in order. Then, the teacher will call the students to the rug and discuss how they felt about the book, sharing any connections they had with the book.
Assessment Strategies: The teacher will collect the sequencing papers and grade them for completion. The teacher will read those who wrote sentences for their pictures and look for key terms/points in each sentence. The teacher will speak with the TA and ask how her/his group of students did with the assignment, explaining each picture, and matching some sentences to pictures. The teacher will also walk around, listening in on students’ explanations of their pictures and record notes on how students do.