Lesson Plan Format for EDU 405 and EDU 406

Literacy Lesson- Kindergarten Sequencing

Jessica Timm

Rationale: This lesson is in sequencing is important because it is vital for a students reading comprehension. This lessons helps students to learn
how to recall various events and facts in a story in order to help not only their comprehension skills, but also their ability to organize ideas and
information.
Connections with the Common Core Learning Standards:
Common Core Kindergarten ELA Standards: Reading Literature:
With prompting and support, students will be able to identify characters, setting, and major events in a story. (RL.K.3)
Common Core Kindergarten ELA Standards: Writing:
Students will be able to use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell
about the events in the order in which they occurred, and provide a reaction to what happened. (W.K.3)
Objectives:
The students will:
Draw the sequence of events which happened in the story on a paper which follows a sequence outline.
The students will:
Explain why they orders the events that happened in the way that they did in order to express an understanding of the story.
Key Concepts: List key ideas that will be presented (List as terms!!! Dont write sentences)

Main Events
Sequencing

The Healthy Wolf by Mandy Stanley and David Bedford

Sequence worksheet

Materials:

Specific step-by-step sequence for the lesson. Consider varying abilities.

Rule of thumb: Directions must be explicit enough for a substitute to teach the lesson
1. Before reading story, teacher will introduce sequencing (or ordering events) to students. The teacher will explain and write on the board three
words that can be used to tie events of a story together in order to comprehend things that happened. These words are: first, then, and finally.
Teacher will leave empty space next to each word in order to leave room to write an example.
2. Teacher will use the three words on the board to show students an example of how they could use the words to tell a story or something that
happened. Teacher will orally state and also write on the board a sequence of events to show students how they can use these words. Teacher
will use the example: First I woke up and got dress, then I went downstairs to eat breakfast, and finally I brushed my teeth and left for school.
This simple example will give students an idea of how to use these words. Teacher will then call on students to try to use these words orally to
retell how their own morning went.
3. Teacher will call students to sit upfront in a circle on the ground and introduce the book The Healthy Wolf. Teacher will tell students to pay
close attention to the order of things or events that happen in the story. Teacher will then begin the read the story.
4. After the story is read, the teacher will send students back to their desks/tables. Teacher will pass out a handout with three empty boxes labeled
first, then, and finally. Students will use their comprehension of what happened order to draw the main events that happened throughout the
story in chronological order. Students will raise their hands when they are finished and teacher will go to the student and have them explain
what they had drawn and why they had drawn it in that order.
5. Once all of the students have completed their sequence worksheet, teacher will have students go to the floor and sit in a circle so they can
share what they learned about sequencing and each will share their own illustrations they had drawn to sequence the story, The Healthy
Wolf.
Assessment: I will use the sequencing worksheets in order to determine if students have learned the concepts that I have listed in my lesson
objectives. I will collect the worksheets at the end of the lesson, but before I collect them I will also have student orally explain to me what their
drawing of the story are and why they put them in the order that they did. This will help me to see if students truly were able to comprehend the
story and the information taught in the lesson.
Differentiated Curriculum:
For this lesson plan I would address children that have different listening abilities by having focusing on many of the pictures throughout the book
in case the students are having troubles hearing the story while its being read. Children who have more writing abilities will be able to write
words to explain their pictures, but studies with lower abilities will be able to just draw pictures to justify events that happened in the story.

First

Then

Finally