LESSON PLAN OUTLINE

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
 Student Teaching
 Ms. Seller – Keister Elementary
 9/22/19

A. TITLE/TYPE OF LESSON

Sequencing a short story by first, next, then, and last.

B. LEARNING OBJECTIVES
Understand – Know – Do –
Students will understand how to Students know the meaning of Student will be able to place events
sequence events. sequence. from a short story in the correct order.
Students will understand the use of Students will know the term first. Students will be able to state the
transition words. Student will know the term next. beginning, middle, and end to the
Students will know the term then. story.
Students will know the term last.

C. ASSESSING LEARNING

When this lesson is given, the students will have background knowledge of sequencing events from a
text with the concentration of beginning, middle, and end. For this particular lesson, students will be
assessed on their knowledge of sequencing through using words first, next, then, last. As a small
group, students will be working together to place events from a short story in the right sequence
matching picture to boxes with the transition vocabulary. The pictures are of events from the story.
Individually, students will be assessed on their previous knowledge of beginning, middle, and end.
They will draw pictures and label based on the event. This will assess the children while working as a
group as well as individually.

D. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)

Set a purpose for reading by looking at the illustrations, activating prior knowledge, and predicting
the outcome of the selection. 
                     F1.9 B - Set a purpose for reading
                     F1.9 G - Retell stories and events, using beginning, middle, and end.

E. MATERIALS NEEDED

Smart board
Beginning, middle, and end activity sheet

F. PROCEDURE

 The yellow and green group will be the first to come to me together during small groups.
 We will sit down on the rug, in front of the smart board and we will review the new
vocabulary transition words. I will be showing the anchor chart.
 Once the vocab is reviewed, I will pull up the first short story on the smart board and I will
read it out loud.
 Once read, I will ask the students to tell me what they remember from the story. I will then
show the pictures and ask if they look like they go with the story.
  The students will then work together when placing the pictures in order based on the sequence
of the story. I will then ask how they know that the sequence is correct.
 A new short story will then come up and I will once again read it to the students and say that
we will be doing the same thing but with a new story. The students will work together again to
sequence the pictures and to state their reasoning.
 Once we work through the sequence of four pictures, I will then give the students an activity.
 Working individually, students will use that same short story and break it into beginning,
middle, and end. This will be incorporating the student’s previous knowledge as well as recent
knowledge of sequencing events.
 If there is time, I will let the children share with a partner their drawings and reasonings for
placing the events into the certain boxes.
 This same activity will be completed with the blue group.

G. DIFFERENTIATION

This lesson will offer different levels of differentiation. While working as a group, pictures will be
offered as what is being sequenced that will be labeled. When it comes to the transition words and
where the picture should be placed, the first letter of the word will be highlighted so students will be
able to isolate that sound and picking what vocabulary word it matches with. Both groups will be
given a practice short story, one where I will help and talk them through, but the second short story
will offer differentiation among the groups. One short story will offer more detail, making the students
pick out the elements that are more important to the sequence. The other short story will only offer the
information that is needed for the sequence.

During individual work, there will be differentiation as well. Based on their level students will be able
to just draw a picture, draw and label with one word, or draw and label with a sentence the beginning
middle and end.