Sequential Order of Applesauce Recipe #1

Guiding and/or Essential Questions:

What is the purpose of sequential order?

How can we teach someone how to do something by using sequential order?

What are examples of sequencing words?

Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,

possible misconceptions, prior lesson content)

Through pictures, students have practiced using sequential order to retell the plot of a story.
Students will need a brief review regarding sequential order and sequencing words.

Standards:

CCSS.ELA-LITERACY.RI.2.3
Describe the connection between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text.

Learning Objectives and Assessments:

Learning Objectives Assessment

Students will identify the sequential order of the I will assess for the accurate sequential order of
applesauce recipe (with pictures) in my original the recipe.
story.

Students will describe the steps of the recipe by As students state the sequential order of the
using sequencing words and scientific recipe, I will assess for the use of sequencing
vocabulary. words, such as first, second, third, etc., and
scientific vocabulary of the parts of an apple.

Materials/Resources:

-Anchor chart of the definition of sequential order, a flow chart that sequences events, and
examples of sequencing words
-My storybook of my apple-picking experience
-Pictures of each step of the applesauce recipe
-Chart of scientific vocabulary of an apple’s parts (from previous science lesson)

Plan for set-up/distribution/cleanup of materials:

The anchor chart will be written prior to the lesson.
A flow chart will be written on the board. Below the flow chart, the pictures of each step
of an applesauce recipe will be placed in a random order.

Step by Step plan (numbered):

1. While students sit on the carpet, I will review an anchor chart with the definition of sequential
order, a flow chart that sequences events, and examples of sequencing words.

2. I will state, “Remember when we determined the order of events in The Napping House? First,
there was a snoring granny. Then, there was a dozing dog on top of the granny. After reading
The Napping House, we used sequencing to list the steps of the story’s plot. Well guess what?
Sequencing can also be used to teach someone how to do something. When teaching someone
how to make something, you need to provide specific, step-by-step instructions in a
SEQUENTIAL ORDER. Keep this in mind as I read my story about the first time I went apple-
picking. Remember, from what you told me yesterday, many of you have gone apple-picking at
Dragonfly farm. Also, with Thanksgiving coming up, think about recipes that you may follow in
sequential order to help prepare your delicious Thanksgiving meals. With that in mind, try to
make some text-to-self connections as I read.”

3. I will read a story about a childhood experience of apple-picking and making applesauce:

THUMP! An apple red as dark blood dropped on my head. My mom patted my head,
“Don’t worry, Maria, you’ll survive.” Although I felt pretty dizzy, I was on a serious mission to
collect more apples than my annoying, little brother, Peter. Peter said, “You’ll never get more
apples than me, Maria! I already picked 30!” I responded, “Well, I already picked 31. So, I am
beating you by one apple.” My mom yelled, “Woah, woah, woah! Peter, you have 30 apples and
Maria, you have 31 apples! What are we going to do with a total of 61 apples? We will have to
eat apples for breakfast, lunch and dinner for an entire month to get rid of 61 apples!” On the
drive home, my grandma said, “You know what we can do with all 61 apples?” My mom asked,
“What could we possibly do with 61 apples?” To which my grandma replied, “We will make
some delicious applesauce!”
We entered the kitchen. My grandma grabbed a peeler, “To make my special, homemade
applesauce, first, we need to peel the skin of the apple.” My little brother cut his finger while
peeling the apple. “Don’t worry, Peter, you’ll survive,” my mom said. My grandma continued
listing the steps of her recipe, “The second step is to cut the flesh of the apple into quarters. The
third step is to put the apple slices into the crockpot!” As my grandma reached for a pitcher of
water, she stated, “The fourth step is to add one cup of water.” My brother poured the cup of
water. “Remember the fifth step! It’s the best part. Add ½ a cup of sweet sugar.” I poured in the
half cup of sweet sugar. “The sixth step is to add 1 and 1/2 teaspoons of cinnamon into the mix!”
My grandma added the cinnamon and said, “Now, we must wait for the applesauce to heat up
and cook.” After a few hours of cooking in the crockpot, my grandma smiled, “Finally! We are
ready for the last step! “What is the last step?” I asked. My grandma laughed, “Maria, don’t be
silly. The final step is to eat the applesauce!” The applesauce was delicious.
As I read each new step of the applesauce recipe, I will put my story down to recite the prior
steps with the new steps. Students will help me recite the steps.
4. “What did this text teach us in sequential order?” Students are anticipated to respond, “How to
make applesauce!”
5. “So, work with your turn and talk partners to determine the sequential order of the applesauce
recipe. Use sequencing words (I will point to the sequencing words written above each box of
the flow chart) when discussing the sequential order of the recipe. Also, as strategic scientists, be
sure to use the scientific vocabulary of the parts of an apple that we used when dissecting and
observing the different parts of our apples.” Students will volunteer to determine the different
parts of the apple while using the science chart as a reference. I will have pictures that show each
step of the applesauce recipe on the board.
6. I will call on partners to place pictures of each step of the recipe into sequential order. Then,
students will use sequencing words to state the sequential order of the recipe. If one partner pair
determines the picture of the fourth step of the recipe, then the partner pair will state the recipe in
sequential order from the first to fourth step, while using sequencing words.
7. Students will complete an exit ticket of writing the first 3 sequencing words of the recipe.
Key Questions (that you will ask):

What did this text teach us? What did we learn from this text?

What was the first step of the recipe? What was the second step? (until the last step)

Is this recipe in sequential order now, from the first step to the last step?

Logistics:

Timing:

Anchor chart: 2 minutes

Story: 7 minutes

Sequencing pictures: 10 minutes

Classroom Management:
 I will review the read-aloud and active listening expectations prior to reading the story
and before the sequencing activity.

Differentiation

I will differentiate instruction for more emergent literacy students by retelling the steps of the
recipe each time a new step is introduced. I will have pictures of the board as an aid to help
students determine the sequential order of the recipe.

During small-group instruction during independent reading time, my two students who
demonstrate developing literacy skills will practice the process of placing events into sequential
order through sequencing cards. I will encourage them to use sequencing words while placing
the cards in sequential order. The students and I will place the first set of cards, which are the
steps of making a pizza, into sequential order by using sequencing words. Then, each student
will independently sort a set of sequential cards (one set will be the steps of tying one’s shoe and
the other set will be the stages that a chicken develops) and explain the sequential order to one
another.

Students who demonstrate more advanced literacy skills will read nonfiction texts on apples and
record 4-5 fun facts in their reader’s notebooks. Students will find and read texts from the
program, GetEpic.com. During the presentations of the third lesson, students will share their fun
facts with the class.

Sequential Order of Applesauce Recipe #2

Guiding and/or Essential Questions:

What is the purpose of sequential order? (to teach someone how to do something)

How do sequencing words help us follow a procedure, such as a recipe?

Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,

possible misconceptions, prior lesson content)

Students will be familiar with sequencing words and the sequential order of a recipe for
applesauce.

Standards:

CCSS.ELA-LITERACY.RI.2.3
Describe the connection between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text.
Learning Objectives and Assessments:

Learning Objectives Assessment

Students will determine the recipe of I will assess for accurate responses, while using
applesauce through sequential order. sequencing words, on the steps of the recipe.

Students will orally state a step of the recipe by I will assess for the use of sequencing words
using a sequencing word and scientific and scientific vocabulary when students share
vocabulary, if applicable. steps of the recipe.

Materials/Resources:

-Chart of scientific vocabulary of an apple’s parts (from previous science lesson)

-Pictures of sequential order of the applesauce recipe on the board (from previous lesson)
-Anchor chart to record the recipe
-Handwipes, plastic bowls, plates, spoons, and knives, a napkin, and one chef hat
-Crockpot
-Measuring cup and teaspoon
-16 apples (for myself and each student)
-Water, sugar, and cinnamon

Plan for set-up/distribution/cleanup of materials:

Science chart and pictures of steps of the recipe will be hung up.
Volunteers and I will distribute handwipes, apples, plates, and knives.
Ingredients and materials needed for the recipe and the chef hat will be placed on small
table.

Step by Step plan (numbered):

1. While students sit on the carpet, I will state, “If I want to teach someone how to make my
grandma’s homemade applesauce, I would need to tell them the secret recipe! To write the
recipe, I need to write the sequential order of how applesauce is made.”
2. I will point towards the visuals of the sequential order of the applesauce recipe and state, “I am
going to write the very first step of my grandma’s famous applesauce recipe. I know that I have
to begin with a sequencing word to begin the procedure in sequential order. Also, as a strategic
scientist, I will incorporate my scientific vocabulary of an apple.” (I will point to the chart of the
parts of an apple, which was presented in a recent science lesson, labeled with seeds, skin, flesh,
stem, and core.) “To describe the first step of my applesauce recipe, I am going to use the
sequencing word, FIRST. So, now, let me look at my pictures and the text to help me as a
resource – because that’s what strategic readers do.” I will model the first two steps of the recipe,
then invite students to complete the procedure.
3. As students determine each step of the recipe, I will record each step on the anchor chart (The
anchor chart will already be labeled with sequencing words of first, second, third, etc.)
4. “Oh! Look! Our applesauce recipe is complete! Now, we can use the sequential order of this
procedure to make our own applesauce.”
5. “What is the first step?” (to peel apples) “So, while following active listening expectations,
please respectfully and quietly go back to your desks and show me that you’re ready to peel your
own apples.” (Students will wash their hands with wipes. Before distributing materials, I will
model how to safely peel an apple with a plastic knife.) I will select a student to state the first
step of the recipe by using sequencing words and scientific vocabulary.
6. I will select a second student to state the second step of the recipe. I will model the second step
of cutting an apple into quarters with a plastic knife.
6. After students cut their apples into quarters, I will call students by table to place their apple
slices into the crockpot.
7. Then, I will select students who are demonstrating active listening expectations and
expectations of a “responsible chef” to pour the following ingredients into the crockpot. Before
each student adds an ingredient, he/she will state the step of the recipe using sequencing words
and scientific vocabulary. Each volunteer will wear a chef hat as he/she adds an ingredient.
8. We will review the recipe to confirm that we followed all steps. “The applesauce will take a
few hours to cook, so we will enjoy it at the end of the day! You were all wonderful chefs.”
Key Questions (that you will ask):

What is the first step of the recipe? What is the second step, etc.?

What sequential word will we use to state the next step of the recipe?

Logistics:

Timing:

Recording of recipe: 7 minutes

Making applesauce: 20 minutes

Classroom Management:

I will review active listening expectations.

 I encourage students to follow active listening expectations by stating that I will select
volunteers who are showing expectations of a “responsible chef.”

Differentiation

Students will have the pictures in sequential order that represent each step of the recipe displayed
on the board.

The anchor chart of the recipe will be tilted towards students. When students state a step of the
recipe, they may refer to the recipe on the anchor chart.

Sequential Order of Applesauce Recipe #3

Guiding and/or Essential Questions:

How can we teach someone how to do something (by using sequencing order)?

Which sequencing words can be used to describe the steps of a procedure?

Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,

possible misconceptions, prior lesson content)

Students have followed a recipe to make applesauce and practiced using sequencing words to
verbally state the procedure of the recipe.

Standards:

CCSS.ELA-LITERACY.W.2.8
Recall information from experiences or gather information from provided sources to answer a
question.

CCSS.ELA-LITERACY.SL.2.6
Produce complete sentences when appropriate to task and situation in order to provide requested
detail or clarification. 

Learning Objectives and Assessments:

Learning Objectives Assessment

In their cookbooks, students will write the Throughout the written recipes of the students, I
procedure of the applesauce recipe using key will assess for accurate steps, correct
vocabulary. sequencing words, and the incorporation of
scientific vocabulary.
 Students will verbally state the steps of the I will assess for the use of sequencing words
recipe by using accurate vocabulary. and scientific vocabulary when students present
the recipe during cooking shows.

Materials/Resources:

-15 cookbooks (one per student)

-One chef hat

-Pictures of sequential order of the applesauce recipe on the board (from previous lesson)

-Anchor chart of sequencing words (from previous lesson)

Plan for set-up/distribution/cleanup of materials:

The student assigned the class job as “paper-passer” will distribute cookbooks.

Step by Step plan (numbered):

1. Students will be seated at their desks. I will state, “Remember how delicious that applesauce
that we made was? Well, last night, I started to think, “How we could we teach our families and
friends to make that delicious applesauce for Thanksgiving coming up? Any ideas?”

2. “We can teach family and friends how to make the applesauce by writing down the recipe in
sequential order. Remember, the purpose of sequential order is to teach someone how to do
something or to teach someone a procedure. To write the recipe in sequential order, we must use
sequencing words, like first, second, third, and so on.”

3. “In your cookbooks, you are going to write down the recipe of the applesauce. You can recall
information from the recipe we wrote yesterday and use information from the pictures on the
board and this list of sequencing words to help you. Remember, you should begin each step of
the recipe with a sequencing word.” (Above each picture of the ingredient will be the
measurement of the ingredient. For example, under the picture of water, I will have written, “1
cup.”)

4. After each student receives a cookbook, I will instruct students where to write each step of the
recipe.

5. Students will transition to the carpet. I will select students to practice public speaking by
presenting their recipes. While presenting his/her recipe, the “chef” will be wearing a chef hat
and demonstrate the procedure by referencing available ingredients and measuring tools.
Key Questions (that you will ask):

How we could we teach our families and friends to make that delicious applesauce?

Logistics:

Timing:

Instructions: 3-5 minutes

Assignment of cookbook: 10-12 minutes

Presentations/ cooking show: 10 minutes

Classroom Management:

As students complete their cookbooks, I will walk around the room to monitor the work of
students.

Before students present their recipes, I will review expectations of active listening.

Differentiation

Students will have the pictures in sequencing order that represent each step of the recipe
displayed on the board. Above each picture of the ingredient will be the measurement of the
ingredient. For example, under the picture of water, I will have written, “1 cup.”

The anchor chart used in the first lesson, which will have sequencing words listed, will be titled
towards the students as they complete their cookbooks.

Each cookbook will have an underlined blank space at the beginning of each step, where students
will write the sequencing words.

I will encourage struggling readers/writers to try to decode words, but to focus more on the
content of their writing, rather than the spelling.

If students who demonstrate developing literacy skills are struggling to write the recipe in their
cookbooks, I will offer them the assessment that includes the number of each step. For example,
the first box of the assessment, which is where students will write the first step of the recipe, will
be labeled #1.

Students of the more advanced literacy group will present fun facts about their apples, which
they were encouraged to research through nonfiction texts, during independent reading.