Apple Trouble!

Teacher Candidate: Katie Risolo

College Supervisor: Marjorie Richardson

Content Area: English Language Arts

Cooperating Teacher: Mrs. Colleen Powers

Grade: 1st

Date: September 15, 2016

Lesson #: 1

Topic: Sequencing

School District: Rockville Centre

School: Hewitt Elementary

Lesson Objectives

After participating in a classroom discussion about sequencing and using sequence words, and
read-aloud about a sequence of events happening to the main character, students will order
specific events in the text using sequence words, with at least one event in each box.
CCLS/+NYS Standards and Indicators
Language Arts (CCLS): Reading: Literature (RL.1.3):
Describe characters, settings, and major events in a story, using key details.
Indicator:
This will be evident when the students use evidence from the story when answering
questions about events in the Apple Trouble! read aloud.
Language Arts (CCLS): Reading: Literature (RL.1.7):
Use illustrations and details in a story to describe its characters, setting, or events.
Indicator:
This will be evident when the students use visual details from the picture book when
sequencing about events in the Apple Trouble! read aloud.
Language Arts (CCLS): Speaking & Listening (SL.1.2):
Ask and answer questions about key details in a text read aloud or information presented orally
or through other media.
Indicator:
This will be evident when the students ask and answer questions about the key sequential
details in the read aloud. This will also be evident when the students ask and answer
questions based on sequence through the SMART board activity.
Engaging the Learners

Apple Trouble!

The teacher will begin by posing the question What does it mean to sequence? on the SMART
Board. The teacher will ask students to provide examples of what it means to sequence.
Together, the teacher and students will develop an accurate definition of sequencing is.
Materials

Apple Trouble! by Ragnhild Scamell

SMART Board
Anchor Chart paper
Markers
1 sequencing graphic organizer worksheet per student
1 handout of sequencing pictures
Glue sticks
Pencils
Scissors
Learning Strategies

Group Discussion: This will be evident when the whole class participates in a discussion
regarding what sequencing means, working as a whole class to practice sequencing on the
SMART Board, and discussing the read aloud.
Read-Aloud: This will be evident when the teachers reads Apple Trouble! by Ragnhild Scamell
to the class.
Brainstorming: This will be evident when students and teacher develop a brief list of what
sequencing means and what are sequencing words.
Independent Work: This will be evident when students work independently to complete the
worksheet.
Modeling: This will be evident when the teacher models how to complete the sequencing graphic
organizer handout.
Exceptionality

The student with a Speech-Language Impairment will be given simple one-step directions
and prompting while completing the sequencing graphic organizer worksheet. The
student will use visual representation of their answers to the question to describe their
answer. The student will work with the Teaching Assistant, who will scribe when needed.
The student will be provided with minimal distractions by working at a separate table
with the teacher, who will use visual aids and supports when needed.
The student with a Learning Disability will be given simple one-step directions and
prompting while completing the sequencing graphic organizer worksheet. The student
will use visual representation of their answers to the question to describe their answer.

Apple Trouble!

The student will work with the Teaching Assistant, who will scribe when needed. The
student will be provided with minimal distractions by working at a separate table with the
teacher, who will use visual aids and supports when needed.
Differentiation of Instruction
Tier 1: Students will complete a sequencing graphic organizer worksheet. The students will use
the pictures and the accompanying words to decipher their order on the worksheet.
Tier 2: Students will complete a sequencing graphic organizer worksheet. The students will use
the pictures and the accompanying words to decipher their order on the worksheet. The
accompanying words will include the sequencing words first, next, and lastly for further
clarity.
Tier 3: Students will complete a sequencing graphic organizer worksheet. The students will use
the pictures decipher their order on the worksheet. On the top of the worksheet, the sequencing
words first, next, and lastly will be at the top of each box for further clarity.
Developmental Procedures

Students will sit at the SMART Board and participate in a discussion about the
importance of sequencing.
(How does sequencing, or putting things in an order, help us? What words do we use
when telling the order of something? Why are these words important?)
Students will work as a class to determine the sequence of events when washing hands.
(Are these sentences in order? Does it make sense? How can we use the words in the
sentence to help us figure out what order they should be in?)
Students will work as a class to determine the sequence of events when brushing your
teeth.
(Are these sentences in order? Does it make sense? How can we use the words in the
sentence to help us figure out what order they should be in?)
Students will move to the carpet and teacher will read the picture book Apple Trouble!
(Remember to pay close attention to what is happening to Hedgehog and the sequence
of events that go on in the story. What has happened to Hedgehog? Use sequence
words to explain what has gone in the story.)
Students will return to their desks to complete the sequencing graphic organizer
worksheet.
(How can we put these pictures into sequence order? What words can help us in figuring
out the sequence? How can these words help when sequencing? What happened first?
What happened next? Lastly, what happened?)
Students will sit at the SMART Board and participate in a summation activity of
sequencing.
(Are these sentences in order? Does it make sense? How can we use the words in the
sentence to help us figure out what order they should be in?)
Artifacts and Assessment

Apple Trouble!

Students will brain storm the meaning of sequencing and what sequencing words are.
Students will each successfully complete their own worksheet where they will place the correct
picture and accompanying sentence into sequential order.
Independent Practice
Following the lesson, students will share their graphic organizer to the class, explaining how they
put the pictures/words into sequential order. Students will be encouraged to use the terms first,
next, and lastly that they learned during the lesson while presenting. The teacher will check
for accuracy.
Follow-up: Direct Teacher Intervention and Academic Enrichment
Direct Teacher Intervention:

The teacher will work independently with the student who needs academic support in
completing the sequential graphic organizer worksheet.
The teacher will provide verbal prompting with the student who needs academic support
in developing an appropriate order of events.
The teacher will use the visuals in the text to aid the student.

Academic Enrichment:

The student will reflect on the pack up game in the classroom to place their movements
in the classroom in three sequential steps. The student will use the sequential terms
first, next and lastly. The student will bring their work to school the following day
and will present it to their peers.

Apple Trouble!

5
Teacher References

Hankinson, S. (2011). Sequencing Stories [SMARTBoard slides]. Retrieved

from http://exchange.smarttech.com/details.html?id=c04565ed-a382-4b84-94e100634007158a
Scamell, R. (2006). Apple Trouble! New York: Scholastic.