Author:
Emily Pace
Subject:
Professional Learning
Material Type:
Activity/Lab
Level:
Lower Elementary
Tags:
3rd Grade, Event, Graphic Organizer, Lesson Plan, Literature, Sequence
License:
Creative Commons Attribution Non-Commercial
Language:
English
Media Formats:
Text/HTML

Education Standards

Sequence a Story

Sequence a Story

Overview

This is a lesson plan designed to help students sequence a story.  Many of the strategies within the lesson plan will support your multi-lingual students. 

This lesson was used with 3rd grade, but could easily be adapted to suit other grade levels. 

Summary

In this lesson, students will read a story together as a class.  Then in groups they will work together to choose the most imporant event from a part in the story.  The class will use those events to put the story in order of the events that happened. 

This lesson is intended for face-to-face, but could be adapted to suit your needs. 

Time: 45-60 minutes

 

 

Background for Teachers

To teach this lesson, you will need to have chosen a story that your entire class will be able to have access to.  I have simply used different stories that were included in our basal program. 

Students should have a basic knowledge of sequence already. 

Step 1 - Goals and Outcomes

Learning Objectives:

  • Students will be able to order the events of a story into the correct sequence. 

Success Criteria:

  • Students will discuss and summarize part of a story into one single event. 
  • Students will collaborate together to place events in order and add in appropriate transition words before each event. 

 

Step 2 - Planning Instruction

Student Background Knowledge

  • Students should have a knowledge of basic story elements, such as characters and setting. Encourage students to include both of these elements in the beginning part of their sequence. 
  • Prior to this lesson, students will need to have an understanding that sequence is the order in which certain events occur.  Students should also understand that a summary is a short statement of the main points, and an event is something that happens. 

Strategies for Diverse Learners

Teachers can pre-plan groups if necessary to ensure each group will have appropriate support. 

Teachers can provide a word bank of sequence transition words if necessary for one or more groups. 

Students can use visuals or draw pictures to help explain the sequence of the story if language skills are limited. 

Teachers can assign the scribe for each group. 

Step 3 - Instruction

Teacher Preparation:  The teacher must split the chosen story into parts depending on how many groups they will make within their class. Each part of the story should include one main event that you'd like students to focus on so that the class can order the events.  Teacher can type this part up and give this section to one group, or in the written book, help students know which section of the book they need to summarize and pick an event from. 

Teacher can play the following video to engage students and help them see a thorough example of sequence.  This video has a great example of transition words to use in a retell or summary.  https://www.youtube.com/watch?v=TyGlCBuREdk 

1. Start by reviewing the learning objective with students and stating that they will be working in groups to summarize part of the story given to them.  Then after the events have been created, students will sequence the events according to the story. 

2. Begin by reading the story together as a class.  Teacher can use judgment to do partner reading, group reading, choral reading, etc. 

3. After reading the story, divide the class into groups and provide their supplies (marker, sentence strip, part of the story). As a group they need to re-read their section and write a sentence that sums up the main event that happens during their part.

4. After checking event with the teacher, groups should clearly write this sentence on their sentence strip big enough for everyone to be able to read. Once a group has finished, they will bring their strip to the front of the room and teacher will either use magnets or tape to attach it to the board. 

5. After all groups are finished, read all of the events together as a class.  Students discuss with partners or groups which event would come first in the story. Ask for a volunteer to share with the class what they thought and why. As you order the story, be sure to ask for a transition word that could be inserted before the sentence.  (You could also have transition words written on separate sentence strips and each group gets to pick one to use before their sentence. )

6. Continue this process until all events have been placed.  Check answers by re-reading the story and having students double check the events occured in order. 

7. Review learning objectives with students. 

8. Explain and pass out sequencing exit ticket (See Assessment Section) to check for understanding of sequence. 

 

Step 4 - Assessments

 

Students will complete an exit ticket after this lesson individually.  Exit ticket is attached as a resource. Teacher will be able to see if students can determine the correct sequence of events based on what would need to happen first. 

https://www.k5learning.com/reading-comprehension-worksheets/third-grade-3/comprehension-exercises/sequencing

The website above also offers possible assessments on sequence.  Two worksheets work with sentences for students at a lower level.  Two worksheets are paired with a longer story for students who are ready for a higher level. 

End of Unit Assessment: Students read short story assigned by teacher and complete a sequencing graphic organizer using transition words in each step. Organizer is attached as a resource.