Unit Theme/Topic for Grade #1: Sequencing

Time Needed for Lesson: 15 minutes

Teacher: Michelle Angel, Rachael Sims & Rachel Datte
Enduring Understanding
Sequences are found in all aspects of life.
Essential Questions to Guide Instruction
Ho does sequencing impact the !arious acti!ities " participate in on a
dail# $asis%
Prior no!ledge Needed
Students ha!e a !er# $asic understanding of the term order&sequence
and ho it applies to processes and e!ents. Man# processes require
multiple actions&steps to $e completed.
Students ill ha!e a $asic understanding of sequences' for e(ample,
students ha!e an understanding of the sequence clue ords )rst, second,
third, ne(t, after, )nall#, and then, to sho the correct order of e!ents.
"ommon "ore #tandards
**S.R".1.+: Descri$e the connection $eteen to indi!iduals, e!ents,
ideas, or pieces of information in a te(t.
**S.,.1.-: Students ill participate in shared research and riting pro.ects
/e.g. e(ploring a num$er of ho to $oo0s on a gi!en topic and use them to
rite a sequence of instructions1.
Lesson $%&ecti'es ( I "an #tatements:
Students ill $e a$le to identif# and $rie2# outline /$oth in oral and
ritten form1 !arious +34 step sequences that ta0e place in their li!es
dail#.
Students ill $e a$le to e(plain hat sequencing entails in their on
ords.
" can identif# sequences in m# e!er#da# life' **S.,.1.-' Students ill
participate in shared research and riting pro.ects /e.g. e(ploring a
num$er of ho to $oo0s on a gi!en topic and use them to rite a
sequence of instructions1.
" can e(plain hat a sequence is and identif# sequence cue ords'
**S.R".+' Descri$e the connection $eteen to indi!iduals, e!ents,
ideas, or pieces of information in a te(t.
)ssessment:
Students ill identif# and $rie2# outline an e!er#da# process or tas0 that
requires +34 steps in sequential order.
*igher $rder Thin+ing ,*-$-T-.:
*onnect and e(plain /comprehension1 ho /appl#1 sequencing applies to
dail# routines and processes that are carried out $oth inside and outside
the classroom.
LE##$N #EQUEN"E
Introduction:
5he teacher ill pose the question: 6,hat do #ou do to get read# to come
to school each morning%7 to students.
5he teacher ill list the acti!ities students name o8 in no particular order.
5he teacher ill then pose the question: 6Do #ou feel that the order in
hich these acti!ities are completed matters%7 to students.
Instructional /o'es:
5he teacher ill demonstrate the morning routine sequence of $rushing
teeth completel# out of sequence.
o 9or e(ample, the teacher ill )rst start $rushing his & her teeth
ith no toothpaste on his & her tooth$rush. 5he teacher ill then
proceed to rinse the tooth$rush and then add the toothpaste,
hich ould $e folloed $# the teacher setting don the
tooth$rush and al0ing aa#.
5he teacher ill as0 the students if the demonstration is done in the
correct sequence.
5he students should anser, 6:o.7
5he teacher ill as0 students to re!isit the question that as presented
to them prior to the demo: 6Do #ou feel that the order in hich these
acti!ities are completed matters%7
A $rief discussion ill follo.
5he teacher ill then introduce the term sequence and ho it applies to
!irtuall# e!er#thing e do in life.
5he teacher and students ill $rainstorm a$out hat sequences the#
follo in the classroom.
5he teacher and students ill or0 to $rie2# outline a speci)c sequential
e!ent that ta0es place in their classroom.
During the colla$oration process, the teacher ill model the helpfulness
of sequence cue ords, hich ere pre!iousl# introduced. He or she ill
remind students that the# can refer to the 6Sequence *ue ,ords7 chart
hen the# $egin to rite a$out their on e!ents.
Students ill then or0 independentl# to identif# and $rie2# outline a
sequential e!ent /that requires +34 steps1 that ta0es place in their
e!er#da# li!es.
As students are or0ing independentl#, the teacher ill circulate, assist
and model here needed.
"losure:
Students ill re2ect on the sequences created.
o Some questions students ill consider include, 6,as the
sequence of e!ents or steps too long or short%7 6"f someone
as to carr# out the acti!it# $ased on the steps the# pro!ided,
ould the person $e successful%7 et cetera.
Students ill then share their sequence of e!ents ith a partner. Did their
partner understand the sequence of e!ents the# created% "f not, hat
needs to $e changed%
/eeting the Needs of 0i'erse Learners1 Including ELLs:
Di!erse ;earners:
*olla$orate ith teacher or other students on the acti!it#.
<ro!ide sequence acti!it# samples that are rele!ant to the cultural !alues
and socioeconomic statuses of the !ar#ing population of the classroom.
Ha!e a peer, the teacher or another adult act as a secretar#, riting the
ideas as students !er$ali=e their ideas.
>;;:
Represent their sequence ith pictures and attach the corresponding
ords. 5hese students can dra their on pictures or e!en cut them out
of a maga=ine.
o Students can use pictures and la$els, instead of focusing on the
riting, focusing on their ideas.
?ifted Students:
Students can choose and create a sequence that requires more detailed
steps or in!ol!es more steps than the calendar requires /435 steps1.
/eeting the Needs of E2ceptional Learners:
?i!ing more time to complete the tas0.
*utting don the num$er of steps required /calendar requires +34 steps1
Allo students to dictate their sequence to a $udd#, the teacher or
another adult.
Allo students to demonstrate their understanding $# acting out and
!er$ali=ing their ideas rather than riting them.
?i!e one3on3one help if needed.
3eferences ( 3esources
5itle of @nit 5itle of ;esson <age + of +