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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.


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.

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.


-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?



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.

I will differentiate instruction for lower-level 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 independent reading, my two students of the lower-level literacy group 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 of the higher-level literacy group 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, During the presentations of the third lesson, students will share their fun facts with
the class.

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