Bianca Johnson Avery Finch Literacy: Retelling and Sequencing

Lesson Plan

Date/Time to be Implemented: Wednesday 11/20 and Thursday 11/21 Students: First and Second Grade at the Penn Alexander School Anticipated Time: 40 minutes Goals/Objectives Students will be able to: put pictures representing events from a story into chronological order in order to demonstrate understanding of story sequence. use sequencing words to retell a story orally. write a caption (that starts with an appropriate sequencing word) for a photo/story event in order to create a collaborative written retelling. In addition, second grade students will be able to: identify a storys problem and its solution in order to help them map the storys sequence. Common Core State Standards in English Language Arts Pennsylvania State Standards Grade 1: CC.1.3.1.A: Retell stories, including key details, and demonstrate understanding of their central message or lesson. CC.1.3.1.B: Ask and answer questions about key details in a text. CC.1.4.1.P: Recount two or more appropriately sequenced events using temporal words to signal event order and provide some sense of closure. CC.1.5.1.A: Participate in collaborative conversations with peers and adults in small and larger groups. Grade 2: CC.1.3.2.A: Recount stories and determine their central message, lesson, or moral. CC.1.3.2.E: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. CC.1.4.2.P: Organize a short sequence of events, using temporal words to signal event order; provide a sense of closure. CC.1.5.2.A: Participate in collaborative conversations with peers and adults in small and larger groups. Materials and Preparation a copy of Arthurs Thanksgiving by Marc Brown one color photocopy (and protective sheath for each) of each of the following six pages from Arthurs Thanksgiving with the text removed: pages 4, 12, 16, 24, 28, and 32 string, tape and clothespins to make a clothesline in advance of the lesson, teacher will hang clothesline with six clothespins on one wall of the room sticky-notes
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 sharpie marker for writing sequencing words on sticky-notes one piece of paper and pencil for each students to write captions, which will later be attached to images Classroom Arrangement and Management Six students will partake in this lesson seated around a circular table. For time and noise purposes, this lesson will take place in a small room located on the main floor of the building. Clothesline will be hung in front of students in a highly visible area. Potential concerns include the fact that the room has large windows which could lead to possible distractions. To address this concern, we plan to seat students facing away from the windows. Plan The Hook Introduction (about 5 min.) To introduce the topic of sequence and putting events in order, the teacher will start with a quick and fun activity that involves ordering pictures. This activity will not only align with the topic of the text that will be read aloud to the students, but will also provide a brief introduction to ordering events while using key sequencing words (first, next, then, last). Teacher introduces the topic: Im about to show you three pictures and I want you to think about the order in which they go. Teacher then shows an image of people seated around a dinner table eating a Thanksgiving turkey, a picture of a wild turkey, and a picture of a cooked turkey ready to be served. Teacher will call on various students to share what order they think the pictures go in. Teacher will then call on one student to hang the three pictures on the clothesline in the decided order. Read-aloud (8 min.) Teacher introduces the book Arthurs Thanksgiving and solicits predictions about what will happen based on the cover, the title, what the students know about Arthur, etc. Teacher reminds students to listen carefully to the story, paying particular attention to the order of events as they happen. Teacher reads Arthurs Thanksgiving aloud. Body of the Lesson Picture Ordering Activity (10 min.) Each of the six students will be handed a copy of an illustration from the book. As each picture is given to each student, the teacher will be sure to show the picture to the entire group so that they can begin to think about their pictures context. Once all students have a picture, teacher will ask, Who thinks their picture comes first? When a student thinks they have the first picture in the sequence, they will be asked to pin their picture on the first clip of the clothes line. As each picture is hung, teacher will ask the group if they agree or disagree. If some students dont agree, teacher will ask students why and encourage the group to discuss until they come to a decision (if a decision isnt reached, teacher will step in to help). After the picture is hung on the clothesline, teacher will discuss with the class the sequencing word that should accompany the picture. Teacher will then write that word
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Comment [1]: How will you help? Think about the scaffolding questions you can ask to guide students to understanding the correct sequence.

and stick it to the top left corner of the picture. For example, as the first picture is being hung on the clothesline, the teacher will say, This picture comes first, so first is how we would start a sentence if we were talking about this part of the story. This will continue as each child hangs his or her image on the clothesline. Teacher will stop several times throughout this activity to ask the group if they all agree. Turn and Talk (2 minutes) Students will be asked to turn to the person sitting next to them to briefly retell their partner the story. This will serve as a way to have them verbally retell the events of the story. This will also prepare them for the next part of the lesson. Caption Writing (10 minutes) Following the Picture Ordering Activity and brief Turn and Talk, all of the illustrations will have been placed in the correct order and each picture will have been assigned a sticky-notes with a sequencing word. Students will then be asked to write a caption about the picture they hung using the sequencing word on that picture. For example, the child who hung the last picture will start his/her caption with the word Finally or whatever word has been written on the sticky-note on that picture. Once all students have completed their captions, they will then hang their caption from the bottom of their image on the clothesline. If students finish their caption early, they will be asked to quietly look through the book together to find the ordering words the author used. Closing Final Discussion (3-5 min.) Teacher (or, in second grade, each student) will put the captions in story order. Other students may weigh in on the sentences, and teacher will ask why each student wrote what he or she did. After finishing the six sentences, teacher will emphasize the importance of using sequence words in writing. Assessment of Goals and Objectives Teacher will observe, ask questions of, and invite discussion from the students as they work on ordering the pictures. This is in order to assess their understanding of both the story and the concept of sequencing. Teacher will also assess students on their ability to retell the story using sequence words in their story retelling. Teacher will listen in when students retell the story in partners. Teacher will also be able to assess each students comprehension when they share their captions for the pictures. Anticipating Students Responses Some of the students, particularly those in second grade, may say that they have read the book before, in which case the teacher will remind them that books are even better the second time. If students disagree about the order of the pictures or about the captions produced (as discussed above), the teacher will help facilitate discussion until a consensus can be reached. Accommodations

Comment [2]: What does it mean to have the other students weigh in? What discussion will they have about the captions in story order? Comment [3]: Where does the additional second grade goal fit into the scope of your lesson plan?

 Most of the activities in this lesson require working as a group or alongside a peer, so any student who has difficulty recalling the details or order of the story will have student and teacher support. If any student finds the task of writing the sentence alone too difficult, whether it be coming up with a sentence or writing it down, he or she may enlist the help of a classmate. Because the class size is so small, the teacher will be available to address students individual difficulties.