Sequencing

Designed by:  Jeanna Hoffman and Christi Jones
Satchel Ford Elementary School

1) Core Curriculum Objective: Sequence/Organize events and/or steps in a process using dramatizations, retellings, pictures, charts and media. 
(2-CM-5)

Grade level:    Second          Subject: Language Arts

2) Overview:   This lesson can be adapted for use with any story or novel.  This plan uses the book Carry Go Bring Come by Vyanne Samuels.  After reading Carry Go Bring Come the teacher will ask the students to recall the main events of the story.  Teacher will record student responses on chart paper.  Teacher will pair the students and assign an event(s) to each pair.  Students will rewrite the event and illustrate.  The events will be put in order and bound into a class book.  Students will also individually sequence the events of the story.

3) Focus Question:  How can you retell a story and put it in order?

4) Time Frame:  three 60-minute class periods

5) Resources/ Materials: 

Carry Go Bring Come by Vyanne Samuels

chart paper

white drawing paper (12” x 18”)

bookbinder and binding comb (optional)

sheet with students’ events listed

construction paper (any color)

scissors

glue

crayons

Microsoft Word

                                      http://www.curriculum.edu.au/download/lesspln/englisep.htm

http://tqd.advanced.org/11034/lifecyc.htm

6) Culminating Assessment: Students will sequence the story by putting the ten story events that the students have retold on paper, in the order in which they occurred.  Teacher will use the district grading scale to score the papers.  Each item is worth 10 points. 

7) Instructional Activities:

Activity One: After the students have read Carry Go Bring Come, lead the students into a discussion on why sequencing is important.  Discuss the importance of sequencing in math and everyday activities (Would it make sense to brush your teeth BEFORE eating breakfast, put on your pajamas BEFORE taking a bath, eat dessert BEFORE eating dinner?) 

Discuss Goldilocks and the Three Bears.  Let students recall the sequence of events.  Ask them how the story would have been different if the bears didn’t go for a walk until the end of the story.  Explain that knowing the sequence of events in a story makes it easier to follow and understand the story.

Ask the students to recall the major events of the story orally, while referring to their books if necessary.  Record the responses (using phrases instead of sentences) on the chart paper.  The following are possible responses:  Leon’s asleep, flower from grandma, veil from Marcia, blue shoes from grandma, yellow gloves from Marlene, perfume from Grandma, screamed help, looked like a bride, took everything away and back to bed.

Activity Two:  Using the first event, model how to retell the event in complete sentences on the chalkboard.  Transfer the sentences onto a piece of drawing paper. 

Cut apart the events.  Have the class select partners.  There may need to be three in some groups.  The groups will then select an event.  They will work together to retell their event. Instruct the students to write their sentences on notebook paper first.  Circulate among the groups and assist with editing as needed.

Check the retellings for errors.  Once these are polished, students will transfer their sentences to white drawing paper.  The groups will decide how to illustrate and color their events. Assign the front cover to a group that finishes first.

Between day 2 and 3, the  teacher, using Microsoft Word, needs to type students’ sentences in random order (leaving spaces between them so the students can cut them apart).  A copy should be made for each student.  
 

Activity Three:  Give students an event sheet and a piece of construction paper.  Students will cut apart the events and glue them in order on the construction paper. Collect these and grade them using the district’s grading scale. 

Let each group share their page in the front of the class.  Have one student from each group remain up front, holding the page.  Ask the students in the audience to assist in putting the pages in the correct order.  Let the students reread their pages in the correct order.  Once complete, collect the pages and bind together with bookbinder and comb (or using any other method of binding).  Display finished book in the classroom or in the Media Center.  Publish the book on the school’s web page.

Extension Activities: After a read aloud, lead a discussion with the students about the sequence involved and how it helped them understand the story.

Students can view the web site http://tqd.advanced.org/11034/lifecyc.htm
to see sequential photos of the life cycle of a frog.

Laminate several comic strips, cut them apart, and place in separate envelopes for a center activity.

Teaching Ideas: For more ideas on teaching sequence, check out the web sites http://www.curriculum.edu.au/download/lesspln/englisep.htm