Amanda Pool

Teacher: CleAnn Undem

Grade: 2
nd

March 17, 2014
Time Alloted: 8:45 to 10:10 a.m.

Morning Routine and Writing Sequencing

Objectives:
Students will be able to understand the four simple steps of sequencing a story.
Students will be able to brainstorm ideas on how to make a trap for catching a leprechaun.
Students will be able to make a plan on how to catch a leprechaun and be able to put their plan
in a sequence of events order.
Montana State Standards:
RL.2.2- Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
RL.2.5- Describe the overall structure of a story, including describing how the beginning
introduces the story and how the ending concludes the action.
W.2.3- Write narratives in which they recount a well-elaborated event or short sequence of
events, include details to describe actions, thought, and feelings, use temporal words to signal
event order, and provide a sense of closure.
Instructional Method:
Students will be instructed to come to the floor up front to listen to a book telling the
background story of a leprechaun and how this fable came about.
Students will then be encouraged to have a small class discussion about what they read.
Students will then talk about sequencing with the teacher. They will be encouraged to think
about how to tell a story with multiple steps and in correct chronological order.
Students will be able to brainstorm together and come up with a template (pre-determined by
teacher) for writing a sequence of events.
Students will then be instructed to write their own sequence of events in trapping a leprechaun.
As a class, students will have an opportunity to share some ideas on how this process may
occur.
Finally, students will be given time to work on their own, writing their sequencing down on a
pre-determined layout (first, next, then, last).
Teacher will rotate throughout room to assist students and assess their understanding of
sequencing.
Assessment Procedures:
Students will be assessed in two ways; one, students will be observed throughout their writing
and teacher will guide those students who may be lost or confused by a small one-on-one min-
conference about sequencing and order of events; two, students finished writing will be
checked and read by a teacher where she will either ask a student to go back and look at their
sequencing and check for understanding themselves with teacher guidance, or accept work
based on standards presented and correct grammar, punctuation, and spelling.