Title: Sequencing (Amazing Grace Day 4)

Time Allotted: 30 minutes

Grade Level: 2nd Grade
Ingrid Wolfe
Essential Question: What strategies can we use to help us sequence events that occur in a text?
Standards:
CCSS.ELA-Literacy.RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the
story and the ending concludes the action.

Learning Objectives
-Students will be able to know strategies they
can use when asked to sequence events in a
text, and utilize them when needed.
-Students will be able to work cooperatively
in a large group as well as a small group.
-Students will be able to work independently
and complete the task they were given.

Assessments
Informal- Teacher observations and students
responses to questions.
Formal- Completion of differentiated
sequencing handouts.

Materials: Unicorn Thinks Hes Great book, Miss Nelson is Missing book, Leo the Late
Bloomer book, Activboard, book sequencing sheets, Nobodys Mother is in Second Grace
sequencings activity (Pre-test).
Prior Knowledge: Students will have been introduced to what a sequence is with the last book
we read as a class, Nobodys Mother is in Second Grade. When we finished reading the book as
a class, the students had to sequence the events in the book by cutting out pieces of paper and
gluing them onto another paper. Some of the students struggled with the concept of putting the
events in order, so in this lesson we will go into more depth of some strategies on how to
approach sequencing events that occurred in a book.
Procedure: (20-25 minutes)

The students will be transitioning to the lesson from doing math at their desks. So the
teacher will ask them to clear their desks, and once they are cleared to transition speedily
and silently to the carpet. Once all the students are on the rug and are paying attention to
the teacher she will begin the lesson.

First, the teacher will review the strategy the students learned the previous day, which
was forming opinions about the characters while reading a text. To activate the students
prior knowledge, the teacher will remind the students of the sequencing activity they did
with the book Nobodys Mother is in Second Grade. The teacher will provide a visual
example of the sequencing project they did to help them remember.
The teacher will explain to the students that our class has learned about sequencing
before, but today they are going to learn strategies on how to perform/approach
sequencing activities.
She will first ask the students if they remember what sequencing is. We have touched on
this twice before in previous classes, so the teacher will be looking for the students to say
that sequencing is putting events in order. The teacher will discuss with the students that
putting things in order seems easy enough, but sometimes it can be overwhelming when
you see all the events on the paper you have to sequence.
The teacher will introduce the students to some helpful hints on how to approach
sequencing. The teacher will be referencing the activboard while she is discussing the
helpful hints. She will first tell the students to read ALL of the events on the paper. This
way, they will know the actual event that they are supposed to be sequencing.
Next, she will tell them to locate the event that will definitely be first (the beginning of
the text) and then locate the event that they are positive will be the last (end of the text).
Once the students do this they will be left with the events that occurred in the middle of
the story.
The teacher will talk to the students about how some of our friends will remember the
order that the rest of the events occurred in but some people may forget. She will tell
them if they are unsure of what event comes next there is one special way to get help. On
the activboard the teacher will have the question Who is your best friend when youre
sequencing?. She will give the students a few seconds to think about who their best
friend would be. She will then ask if anyone knows the answer to her question. She will
choose a few friends to give answers. If those students arent able to figure out the
answer, she will move the box on the activboard to reveal the words THE BOOK!!!!!
The teacher will explain to the students that their best resource when they are sequencing
or putting events in order is to use the book to look back and check themselves to see if
their order is correct. They can also use the book if they are stuck and unsure which
event comes next. They can locate in the book the last thing they put in order, then read
on from there and see what event comes next.
Now that the students learned a few simple strategies to help them sequence, the teacher
will interactively model with the students how to sequence Making a peanut butter and
jelly sandwich.
She will first ask the students, Which step for making this sandwich do we think will go
first?. Then once they put that in the #1 spot, she will ask them which step they think
will go last. She will drag that on the activboard to the last place in the order. Then they

will look at the remaining steps, and together walk through how they would make the
sandwich to figure out which steps should come next in the sequence.
Once they have the correct sequence, the teacher will pull up the slide on the activboard
with the students groups they are going to be in. These groups are differentiated
homogenously by level according to their scores on the pre-assessment sequencing
activity for Nobodys Mother is in Second Grade.
o The lower level students will be sequencing Leo the Late Bloomer, and will only
have four short events to sequence.
o The middle level students will be sequencing Unicorn Thinks Hes Pretty Great.
They too only have four events to sequence, but the events are a little harder to
put in order.
o The high level students will be sequencing Miss Nelson is Missing. They have
five events to sequence, and the sequence of events is a little harder because the
events arent as clearly definable as the other two groups.
On the same slide as the groups, the teacher will provide the directions for the students to
see what they are doing. The teacher will review these quickly with the students, telling
them they will be handed a sequencing paper they are to complete independently. The
students will speedily and silently transition to their desks where the appropriate
sequencing form will be on their desk to complete independently.
After giving the students about 5 minutes to complete the sequence, they will meet with
other students who are sequencing the same book as them. The students are to share their
order with their group, and then come up with the correct sequence of events for their
specific story. After about 5-8 minutes, the teacher will ring the chimes on the wall to get
the students attention.
Each book has a slide on the activboard that includes the events in the same wrong
order that the students have on their original hand outs. The teacher will call on the
group that put these events for this story in order to tell the class the correct sequence. As
they are saying the sequence, the teacher will be moving the events on the board into
their correct places. Once she is finished she will read through the events and ask the rest
of the class to thumbs up if it is in the right order, or thumbs down if it is incorrect.
She will perform this same process for the two other groups.
Closure: The teacher will ask the students to tell her the two strategies they just learned
to see if they remember. She will then ask the students if using those strategies helped
them when they were in their groups sequencing the books. She will tell the students to
keep these strategies in mind next time they have to sequence events, or even retell a
story. Lastly the teacher will inform the students of what they will be doing on Monday,
which is completing an organizer of the characters, setting, problem, and solution in the
book Amazing Grace, as well as completing a sequencing activity on the book.

Questions:

What did we learn about yesterday that good readers do?

Who remembers what sequencing is?
Who is your best friend when youre sequencing?
What were the two strategies we can use to help us sequence?
Which step for making this sandwich do we think will go first?
Which step do we think will go last?
What is the correct sequence for your story?
What are the two strategies we learned today to help us sequence events?
Did the strategies we learned help you when you were sequencing the books in your
groups?

Differentiation:

Interactively modeling with the class on the activboard how to use the strategies to
sequence events using the How to make a peanut butter and jelly sandwich example.
Providing a visual aid of the students pictures with the groups they are in on the
activboard, as well as the directions of what they are to be doing in their small groups.
Providing the groups with a book to use as a reference when they are sequencing in their
small groups.
Allowing the students to try to sequence the events independently then giving them the
chance to discuss with their peers in their small group the correct sequence if they need
help.
Reviewing the correct sequence for ALL the books, therefore at the end of the lesson, as
a class, they will have had practice sequencing four things.
Teachers will circulate around the room while the students are in their small groups
completing the sequencing handout for their book.

Classroom Management:

I will use some Responsive Classroom techniques, such as:

o The language I notice. For example, I notice some of our friends are quietly
listening for the instructions from the teacher so they know what to do next.
o The peace chair will be used for students who are displaying off task or
disruptive behavior. Students will be given the peace sign by the teacher and
they will go to a designated peace chair to cool off and think about what they
were doing wrong and what they should be doing. The student will return when
they feel they are ready.
o Reminding the students, if necessary, that they are not taking care of our
classmates if they are talking during the lesson or distracting others. (Taking care
of others is one of our class rules).

o When transitioning to their seats, if the students are too loud or aggressive, they
will be asked to return to the rug and try again the way second graders should
behave when walking back to their seats.
o If students get too loud the teacher will ring the chime, and the students stop what
they are doing and look at the teacher. Once the teacher has the attention of all
the students she will inform them that their noise level is too high, and it needs to
be lowered. If it continues to get too loud the students will have to have their
voices completely off while they are working.
Transitions:

From desks to rug- Students will be instructed to move speedily and silently to the carpet
after they clear their desk. To make the students move quicker we will skip count to see
how long the whole class takes to get to the carpet.
From lesson on the rug to their desks- students will tip toe back to their desks when
called by the teacher. The teacher will call the students table by table, to prevent chaos
in the classroom with everyone moving at once.
From independent work to next period- at the end of the lesson, the students will be
asked to turn in their handout if they have not already done so, and put away their things
if they are finished. At this time the teacher will be closing the lesson and informing the
students that they will be reading the book Amazing Grace, and forming opinions about
the characters and the book tomorrow. Once the students have their desks cleared they
will be instructed to perform their next transition.