Story Sequencing!

Name: Natalie Weston

School: MacArthur University Academy
Grade: First Grade
Length: 40 minutes

Overall Lesson Topic/Title and Purpose

 Title: Story Sequencing!
 Purpose: Students will practice sequencing events by creating steps to a “how
to” prompt with a partner. Then using “If You Give a Dog a Donut” by Laura
Numeroff, students will continue practicing sequencing by ordering event strips
from the story in the correct order from beginning to end.

Rationale
 CCSS.ELA-Literacy.W.1.3: Write narratives in which they recount two or
more appropriately sequenced events, include some details regarding
what happened, use temporal words to signal event order, and provide
some sense of closure.
 Lesson is practicing sequenced events and using temporal words to
signal event order.

Goals/Objectives for today’s lesson:

 By the end of this lesson, students will be able to correctly sequence 8 out of
10 events from “If You Give a Dog a Donut” by Laura Numeroff by gluing them
in the correct chronological order as stated in the mentor text.

Materials & supplies needed:

 “How To” Index cards (one per each pair of students)

 “Steps” recording sheet (one per each pair of students)
 “If You Give a Dog a Donut” by Laura Numeroff
 “If You Give a Dog a Donut” event strips (each student receives a set previously cut
into individual strips)
 Glue sticks
 Construction paper
 Pencils
 Support
Introduction to the lesson (5 mins)
 To begin, I will call students to the carpet (they will sit by Academic:
table in rows) and I will ask students to show me what it -Eliciting background
looks like to sit in the listening position. knowledge from students
 Next, I will ask students to “turn and talk to your partner will help them make
about what it means to sequence events” Putting things connections to the content
in order in the lesson.
 “That’s right! Sequencing events means putting events
in the correct order that they happen in the story” -Connecting sequencing to
 “Do any of you have any experience with sequencing?” an event we have already
The Three Little Pigs! done in class will remind
 “Yes, remember The Three Little Pigs sequencing them that they have
activity everyone did where we had to cut out the strips already done something
and put them in the right order? We are going to practice similar and that they are
putting events in order by the way they happened again capable of doing so.
today.”
-Having students work in
pairs to discuss steps for
their index cards and to
Outline of key event during the lesson (20 mins)
combine background
knowledge about a topic.
 “We are going to start thinking about putting events in
the correct order by coming up with steps to different
“how to” questions!” Social:
 Next, I will read each how to index card to the class to -Having students turn and
ensure that they know what they are being asked to talk with a neighbor to
create steps for. review ideas helps
 “When I dismiss you, you are going to go back to your students who may feel
tables and with your table partner, you will receive a anxious about sharing in
“how to” index card. With your partner I want you think front of a whole group.
about the different steps it takes in order to complete
what is listed on your group’s index card.” -Reminding students of
 “While writing your steps I want you to think about using what it looks like to sit in
words like first, next, then, last etc” the listening position will
 “Once you and your partner have thought of some steps help to set behavior
together, you will then write them down on the sheet expectations before the
labeled “STEPS” together. I want you to have at least 3 lesson begins.
steps but not more than 5.”
 “Okay everyone, return to your seats quietly and safely Linguistic:
and I will come around and give your group both a “how -Reading the “how to”
to” index card and a recording sheet for your steps. index cards to students so
Before you start make sure you write your names and they are aware of what
date on the recording sheet.” they are being asked if the
 Students will complete the step sheet together for their words are difficult to read
group’s “how to” index card together. themselves.

-Giving prompting
Closing summary for the lesson ( 5 min) language such as temporal
words.
 If time permits, have groups share their steps for their
 assigned task.
 “Timeout…Okay everyone look your third step. Discuss
with your partner if it would make sense if you put your Academic:
third step as the first step?” NO! -Students are working with
 “Why wouldn’t it make sense to switch up the order of their table partners who
the steps you wrote?” It doesn’t make sense / it wouldn’t have been put together at
work! their tables to combine
 “That’s right! Putting steps in the correct order is very multiple abilities and
important so that whoever is reading what you write intelligences / to make
makes sense to them. For this activity we had to sure that students have
sequence the steps in the correct order. What else can support they need
you think of that is written in a certain order?” Directions,
recipes, stories? -Reviewing task as a group
 “All of these things require steps in a certain order. before moving on to the
Today we are going to focus on putting the events of a next learning activity helps
story in the correct order.” students summarize
ideas/activity.

Transition to next learning activity (10 mins) Social:

-Having students think
 “Please put your steps sheet and your how to card on about switching the order
my desk and then make your way to the carpet” of their steps with partners
 “Okay friends to think about the order of events in a allows for them to think
story, we are going to first read “If You Give a Dog a about their answer in a
Donut” by Laura Numeroff.” more comfortable setting
 “I want you to play close attention to the order of events before sharing out.
in the story. Put those thinking hats on tight!”
 Read “If You Give a Dog a Donut” by Laura Numeroff to Linguistic:
the class. -Having the steps in front
 At the end of the story after the last page, say “Oh, the of the students allows for
dog wanting a donut reminds me of the beginning of the them to review them while
story. Does anyone remember what happened in the thinking about their order
beginning?” He got a donut! as well as discussing the
 “Oh okay right right…hmmm I can’t remember why he steps with their partner
wanted to go on that treasure hunt can someone help allows for them to practice
me out?” Because of the bandana! verbalizing thoughts.
 “Oh yeah! Then what made him think of apple juice at
the end if he was on that treasure hunt?” The kite! The
kite got stuck in the apple tree Academic:
 “Sounds like you all really know this story! Now that we -Students have prior
have read the story and thought about the order of some knowledge of mentor text
of the events, I am going to have you all practice on your prior to this lesson.
own.”
 “This activity will be like The Three Little Pigs -Giving students the
sequencing activity we did earlier a couple weeks ago.” expectation of what they
 “When I dismiss you, you are going to go back to your should be looking for
seat and I will pass out to each of you a piece of before they begin will help
construction paper, a glue stick, and 10 events from the to guide student thinking.
story cut into strips.”
 “What you all are going to do is first put the strips in
 order from beginning at the top to end at the bottom. Social:
Before you glue them down, I want you to read them in
order to see if they make sense. After you have done -Reviewing behavior
that, raise your hand and I will come over and review the expectations and
order of events with you.” reminding them of set
 “What do you do after you have put the events in order classroom routines will
from beginning at the top of your paper to end at the help to set expectations for
bottom?” Raise my hand! students before having
 “Right! And what three things do we always put at the them work individually.
top of our paper before we begin?” First name, last
name, date
Linguistic:
 “Very good. Remember if you have a question, I will be
walking around just raise your hand so I can come and -Verbally explaining
help you. Alright friends walk quietly and safely back to directions to students and
your tables and I will pass out your materials.” asking review/recap
 “Okay friends now turn your attention to the screen and questions will help all
we will read the events together on the Elmo.” students to understand
 Read each event strip together with the class. directions and to be
engaged.
Assessment
 After you have read each event strip together as a class,
have students return to their tables.
 As students return to their tables, I will pass out a piece Academic:
of construction paper, sequence strips, and a glue stick -Giving students a way to
for each student. check over their own work
 I will circulate the room as students work. before calling the teacher
over gives them a chance
 Each student will complete the sequencing activity
to review their work
individually by arranging the events from “If You Give a
individually.
Dog a Donut” into the correct order that they happened.
 After students have arranged their strips and read them
Social:
to themselves to see if the order makes sense, I will
-If a certain student has
check before they glue them down.
mastered the task and
 After students have finished, I will collect their finished quickly, I will ask if
construction paper sheet with the events glued onto it. If they can work with a
students have 8 out of 10 events from the read aloud in student who is having a
the correct order, it will show that they have achieved harder time with the task.
the objective. (students enjoy being
teachers in our classroom)

Linguistic:
-Reading the event strips
together as a class will
help students feel more
comfortable organizing
them.
-having the events already
written out will help to
guide student thoughts
about which event will
come next.