Design for Learning

Instructor: Catherine Keeter

Lesson Title: Sequencing
Curriculum Area: ELA

Grade Level/Cooperating Teacher: 1st, Jordan

Date: March 8, 2016
Estimated Time: 30 minutes

Standards Connection:
Retell stories, including key details, and demonstrate understanding of their central message or
lesson. [RL.1.2]
Learning Objective(s):
When given a sequencing worksheet, students will retell the story by listing the events of the
story in order with 100% accuracy.
Learning Objective(s) stated in kid-friendly language:
Today boys and girls, we are going to learn how to retell a story by listing the events of the story
in order! At the end of the lesson we will complete a sequencing worksheet to show that we know
how to recognize when major events happen in a story!
Evaluation of Learning Objective(s):
Students will be assessed by their ability to sequence the events of a story in the correct order.
Students will complete a sequencing worksheet where they must read a short story and then place
pictures of the events in the story in order. Students who correctly order all four events of the
story will be considered proficient and will be placed in the pink group. Students who incorrectly
order the events will be placed in the red group and will be considered for intervention.
Engagement:
Okay class, when I call your table number please come sit on the carpet in front of the stool.
Table one. Teacher continues to call table two, three, four, and five, and students walk to carpet.
Today we are going to be talking about sequencing. Sequencing is the order in which events
take place. Lets think for a minute about something that has to be done in order. Have you
ever baked a cake? When you bake cake you have to follow the instructions on the box if
you want the cake to turn out good. Can you start with which every step you want? Students
shake heads no. Thats right, we have to follow the instructions in order if we want to make a
cake. Turn and talk to your partner about the steps you might take to build a snowman.
Teacher allows students time to discuss. Teacher pulls out snowman sequencing cards. Student
A, can you come look at these pictures and pick the one that shows the first step in making a
snowman. Student looks through snowman cards and hands one to the teacher. Great job! In
order to make a snowman we must have snow! Teacher clips the snow picture on to the
whiteboard. Student B, can you come pick out the picture that shows the next step of making
a snowman? What would we do after it snows? Student looks through snowman cards and
hands one to the teacher. Thats right! Next we would start by making a ball of snow! Teacher
clips snowman picture on the whiteboard. Student C can you come pick the next picture?
Student picks the picture of two snowballs stacked and teacher hangs picture on the white board.
Student D, can you come pick our next picture please? Student picks the picture of three
snowballs stacked and stick arms. Student E, can you come pick the picture that shows what
would happen next? What would we do after we have a snowman body with arms? Student
picks picture of snowman with eyes and boy holding the nose. Thats great! The last step to
making a snowman is putting on its face! Teacher hangs up picture of finished snowman. Why
is it important to follow the steps to make a snowman in order? Could we have started with

the stick arms? Teacher points to stick arms in the picture. Students shake heads no. Why not?
Example student response: If we started with the stick arms we wouldnt have any snow to stick
them into! Thats right! Sequencing is important because things turn out very differently if
the order of events is changed. Teacher transitions into teaching
Learning Design:

I. Teaching:
Sequencing is important in a story because stories are made of events that happen in
order. If the order of the story changed books would end differently. It is important
to know the sequence of events in the story because if we retell a story and mix up
the order, the story becomes different. We want to be able to tell the events in the
story in order so we understand what exactly happened in the story. Lets think
about sequencing as we read the book The Mitten by Jan Brett. Teacher writes
sequencing on whiteboard. Remember sequencing is the order of events in a story!
Teacher writes order of events in a story beside sequencing on the whiteboard. In this
story a boy loses his mitten in the woods and animals crawl in it. Lets pay attention
to the order that the animals crawl in the mitten as we read. You all are going to
help me keep track of the order the animals crawl into the mitten by placing
pictures of animals and numbers on our mitten cutout. I am going to hand everyone
either a picture of an animal or a number. Teacher begins to pass out animals and
numbers. Teacher makes sure to tell students who are given the mole, hedgehog, and
badger what their animal is if students have trouble recognizing the animal. While I read
the book listen for the animal youre given. When I say your animal you will come
tape it onto the picture of the mitten. The numbers I gave out are 1, 2, 3, 4, 5, 6,7,
and 8. If you are given the 1 you will come tape your paper when the first animal
goes into the mitten. You will tape your number right by the animal so we can keep
track of the order the animals went in the mitten. Everyone will need to pay close
attention so you know when to come tape your number or character. Does anyone
have any questions about what to do with the number or animal that they are given?
Teacher answers any questions asked. Teacher pulls out large mitten cutout. This is the
mitten we will be placing our animals and numbers on. Lets start reading to figure
out what animal goes into the mitten first. Teacher begins reading The Mitten. The
teacher asks guiding questions so the students know when to tape their numbers and
animals. Our first animal in the mitten is a mole! Who has the mole and the number
one? Students come and tape their papers onto the mitten. What is the second animal in
the mitten? Students reply and say rabbit and students come and tape their animal and
numbers. Next a hedgehog came, how many animals are in the mitten now? Students
respond and say three. Thats right, who has the hedgehog picture and the number
three? Students tape their animals and numbers to the mitten. An owl just walked into
the mitten, thats our fourth animal! Who has the owl and the number four?
Students tape their animals and numbers to the mitten. When the other animals saw the
badgers diggers they gave him the thumb, do you think that means they let him in
the mitten? Students nod and teacher turns the page. They did! The badger is the fifth
animal in the mitten! Who has the badger and the number five? Students tape their
animals and numbers to the mitten. The fox just entered the mitten, who has the fox

and the number six? Students tape their animals and numbers to the mitten. The bear
just wriggled itself into the mitten, how many animals are in there now? The students
answer seven. Students tape the bear and the number seven to the mitten. Along came a
meadow mouse, this is the eighth animal, who has the number eight and the mouse?
Students tape their animals and numbers to the mitten. Teacher finishes reading the rest
of the book. Lets look back at our picture of the mitten. We can look at it and see
what animals went into the mitten and the numbers tell us the order they went into
the mitten. The mole came first, the rabbit came second, the hedgehog came third,
the owl came fourth, the badger came fifth, the fox came sixth, the bear came
seventh and the mouse came eighth! We placed the animals in the order of when
they came into the mitten. What might have changed if the animals went into the
mitten in a different order? Take a minute and think about that, would the ending of
the story still be the same? Teacher gives students a minute to think. Example student
response: If the bear went in first, the other animals might have been to scared to join
him. Thats a good thought, anyone else? Example student response: If the mouse
went in first he wouldnt have been able to tickle the bear. Good thinking! Authors
write their books in a specific order so that they make sense. When we sequence the
events in a story we retell them in order. We can use our mitten cutout to retell the
events of the story in order because it tells us which animals went in the mitten first,
second, third, fourth, fifth, sixth, seventh, and eighth. Does anyone have any
questions about what sequencing is? Teacher answers any questions about sequencing.
Teacher transitions into practice
II. Opportunity for Practice:
Okay class, you are now going to work with the members of your table to make a
flap journal that will detail what happened at the beginning, middle, and end, of the
book that we just read, The Mitten. Teacher holds up flapbook example for students to
recognize. On the first page you will write what happened first in the story. Teacher
turns page. The second page says next on the side. Teacher points to the word next on
the flipbook. On this page you will write the next event that happened in the story.
Teacher turns the page. The next page says after that. You will write the event that
occurred after the event on the last page here. Teacher turns the page. The last page
says last, you will write the last event that happened in the story here. Remember
you are working as a group to write down the events of the story in order.. I want to
see everyone working together! Does anyone have any questions? Teacher answers
any questions. When I call your table number please walk back to your seats. Table
one. Teacher continues to call table numbers and begins passing out supplies.
III. Assessment
Okay class, I want to see if you are able to sequence the events of a new story! I am
going to hand everyone this worksheet teacher holds up assessment paper for students
to recognize which has a story about a puppy named Spot on it. Does everyone see
the pictures at the bottom of the page? Teacher points to pictures at the bottom of the
page. Students nod. Great! First you will read the story about Spot and then you will
cut out the pictures and place them in the order of the story. Does everyone see
where to glue the pictures? Student nod. Does anyone have any questions? Teacher

answers any questions that the students may have. Okay, great. Remember this work is
independent. You may get started as soon as I hand you your paper. Teacher passes
out Spot the Puppy assessment sheets to students.
IV. Closure:
Lets review everything we have learned so far about sequencing. Teacher draws tchart on the whiteboard divided into what is sequencing, why is it important, and
examples. I need your help filling out this chart on the whiteboard! The first section
of the t-chart says what is sequencing? Talk with your table members about what
sequencing is. Teacher gives students a moment to discuss sequencing with their
neighbors. Can anyone define sequencing for me? Example student response:
Sequencing is the order of events in a story. Thats right! Teacher writes definition on
whiteboard under the what is sequencing portion of the chart. Did anyone think of a
different definition? Example student response: Sequencing is putting things in the
order that they happened. Correct! Teacher writes definition on whiteboard. Now lets
move on to the next portion of the chart. The middle section says why is sequencing
important. Can anyone tell me why sequencing is important? Example student
response: Sequencing is important because it helps us know what happened when in a
story. When things happen in order they make sense. Yes, thats right! You made a
great point, when events are out of order they may become confusing. It is
important for us to know the order of events in a story so that when we retell it, it
makes sense. Teacher writes retell the story correctly under the why is it important
section of the chart on the whiteboard. Lets fill out the last section of our chart. Who
can tell me an example of somewhere youve seen sequencing? It can be from a book
or from life. Example student response: Baking brownies, you have to follow the steps.
Thats right, great example. Teacher writes baking brownies on whiteboard. Does
anyone else have an example? Example student response: The animals in the book we
read. They entered the mitten in a specific order. Yes they did, good example! Teacher
writes the example on the whiteboard. Great job today class, thanks for helping me fill
out my chart!
Materials and Resources:
The Mitten by Jan Brett
Glue sticks
Scissors
Snowman sequencing cards
Whiteboard
Magnets/ clothes pins
Dry erase markers
Tape
Animal cutouts
Number cutouts
Mitten cutout
Flap journals
o One per each table group
Stapler

Differentiation Strategies (including plans for individual learners):

Red: The teacher will pull these students aside individually and will read the students the book A
Very Hungry Caterpillar. The teacher will point out examples of sequencing throughout the book
such as the order the caterpillar eats the fruit. Students will be able to visually see the order of
fruit in the book because they are illustrated side by side. After reading the book the teacher will
guide the students to sequence pictures of the story in order. Students will order four pictures, one
of a caterpillar, one of the caterpillar eating, one of the cocoon, and one of the butterfly.
Green: The teacher will challenge students in the green group by asking them to write the steps of
making a peanut butter and jelly sandwich. The students must write the steps in order and must
make sure that someone else could follow their steps.
Data Analysis:
The students were unable to participate in the assessment or practice portions of this lesson due to
their teachers need to begin a writing lesson. I assessed the students as I was teaching by asking
questions. I asked the students why they thought sequencing was important and asked them how
to order the events in a story. We also ordered the events in a story while I taught and the students
did this proficiently.
Reflection:
All in all I thought the lesson went well! The students really enjoyed placing the animals and
numbers in the mitten. They were engaged throughout the entirety of the lesson and seemed to
proficiently grasp the concept of sequencing. It was difficult for me to explain the importance of
sequencing but I feel as if I was able to get the point across. I also felt as if the lesson went very
quickly and I think I could have slowed down and really emphasized key points of sequencing.

Samford University
Design for Learning

Snowman Sequence Cards

Flapbook Practice Pages

Assessment

Name_____________

Spot the Puppy

One day a puppy named Spot went for a walk.
Spot walked outside in a park. Then, Spot took a
bath. The bath was warm and the water was
bubbly. Spot loves taking baths. After that, Spot ate
dinner. Then, Spot went to bed. Spot slept in a dog
bed by the fire. Spot had a great day!
Instructions: Cut the pictures and glue them in the
order of the story

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