1. Topic-
|
Sequence, Retelling
Sequence of the School Day |
| |
|
2. Content-
|
Writing
Vocabulary- sequence, beginning, middle, end, first, then, finally |
| |
|
3. Goals: Aims/Outcomes-
|
Students will be able to recall and retell the sequence of their
school day in accurate order.
Students will be able to illustrate events that take place in the
beginning, middle and end of the school day. |
| |
|
|
4. Objectives-
|
Students will be able to write a story with details about the beginning,
middle and end of the school day.
The following Common Core Standards have been selected and referenced
for this sample lesson.
RL.K.2:
With prompting and support, retell familiar stories, including key
details.
- RL.K.9:
With prompting and support, compare and contrast the adventures and
experiences of characters in familiar
stories.
- RI.K.1:
With prompting and support, ask and answer questions about key details
in a text.
- SL.K.1:
Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger
groups.
- SL.K.1(b):
Continue a conversation through multiple exchanges.
- W.K.3:
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.
- L.K.2:
Demonstrate command of the
conventions of standard English capitalization punctuation,and spelling
when
writing.
- L.K.2(a):
Capitalize the first word in a sentence and the pronoun "I." |
| |
|
5. Materials and Aids-
|
Chart paper
Pencil
Student work
|
| |
|
6. Procedures/Methods-
|
|
A. Introduction-
Engage: Who likes to go to the movies? I love movies because I can
relate to the stories that are being told. It's entertaining to me.
Sometimes they're funny, sometimes they're serious and inspiring,
sometimes they're pretty sad. The movies I love the best have a sequence
that makes sense to me. Who knows what the word sequence means?
Sequence is the order of events. (Call and response)
The sequence of a story is important because it can help you understand
what is happening, and help you make predictions as to what should
happen next. |
| |
|
|
B. Development-
Demonstration-
Demonstrate storytelling using the words first, then, and finally
to represent the beginning, middle and end.
First, I had a whole apple.
Then, I took a bite.
Finally, I ate my whole apple.
|
| |
|
|
C. Practice-
Guided Practice-
Think about your school day. What happens beginning of school, what
happens in the middle of the school day, what happens at the end of
school? Describe 3 events from your school day to your partner using
the words First, Then and Finally.
Ask 2 scholars to share the events of their school day. |
| |
|
|
D. Independent Practice-
| Illustrate the events you described to your partner in the boxes
on your paper. After you get your ideas written, write a sentence
to match each illustration using the words First, Then and Finally
to begin your sentences. |
| |
|
|
E. Accommodations (Differentiated Instruction)-
ELLs and lows- Emphasize illustrations and sequence accuracy. Focus
on beginning sounds and sight words for sentences.
Meds- Write sentences with correct format (capital letter at the beginning,
and punctuation marks at the end).
High- Add more details to writing. Label the illustrations and include
correct sentence structure. |
| |
|
|
F. Checking for understanding-
Thumbs up, Thumbs Down
Think Pair Share |
| |
|
|
G. Closure-
| Allow a scholar to tell what sequence means and explain why its
important. |
| |
|
7. Evaluation-
|
| Students will produce a story about the school day that has accurate
sequence. |
| |
|