KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT
Teacher Candidate: ___Margaret Kiefer___________________________________
Cooperating Teacher: ___Mrs. Verenna____________________________________
________________
Group Size: _____25________________ Allotted Time: ___25 min each day _
____1st___________
Subject or Topic: __Reading- Sequencing_________________________________
______934_____________

Date: __4/14/14 - 4/16/14__

Coop. Initials:
Grade Level:
Section:

STANDARD: (PA Common Core):

CCSS.ELA-LITERACY.RL.1.2: Retell stories, including key details, and demonstrate
understanding of their central message or lesson.
CCSS.ELA-LITERACY.RL.1.7: Use illustrations and details in a story to describe its
characters, setting, or events.
1.1.1.D: Demonstrate listening and reading comprehension / understanding before reading,
during reading, and after reading through strategies such as think aloud, retelling, summarizing,
connecting to prior knowledge and non-linguistic representations
I. Performance Objectives (Learning Outcomes)
The students will be able to recall key details from a story in the order of which they occurred.
The students will be able to illustrate the events that took place in the story.
The students will be able to explain how sequencing is used in everyday life.
II. Instructional Materials
Where the Wild Things Are - Maurice Sendak
"Sequence" Chart
Sentence Strips
Large white construction paper
Crayons
Black Sharpie marker
Post-it notes
White paper
Exit slip
III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)
Prerequisite Skills
1. Pulling important information from a story.

Key Vocabulary
1. Sequencing - putting things in order; ordering.

Big Idea - Ordering important information from a story in order from beginning, middle, and last
can assist in the process of comprehension.

New Content

1. Reading Strategy - Sequencing

IV. Implementation
Day 1
A. Introduction
1. Say to the students, "How would you feel if I said the alphabet like this- q, l, w, m, z, e,
p" Continue on until the students begin correcting you or making comments about it.
Next say, "Why can't I say the alphabet like that? They're all letters in the alphabet, aren't
they?" Let the students respond until a student mentions about how the alphabet needs to
begin with the letter "a".
2. After that, say to the students, "So the alphabet has an order then?" Let the students
respond. Say, "Why is it important the alphabet has an order?" Have the students respond.
They should be giving answers such close to the idea that it's easy to remember, items are
placed in alphabetical order, etc.
B. Development
1. Say to the students "Boy and girls, today for reading we will be talking about a new
reading strategy. This strategy is used every single day and almost everywhere you look
whether you realize it or not."
2. Next, tell the students "What I will need from you now is to quietly walk over to the
carpet using your tip-toe feet and sit down when I call your table. You do not have to
bring anything with you."
3. Begin dismissing tables.
4. Introduce the sequencing chart to the students to discuss what sequencing means. Make
sure that the only part showing from the chart is the definition. Make sure that the chart is
flipped all the way up so that students can't read ahead.
5. Flip the chart down so that only the definition section is showing. Use "Everybody
freeze, eyes on me" to grab the students attention. Say, "Today boys and girls, we will be
discussing sequencing. Can everyone say that with me?" Everyone together will say the
word sequencing. "Sequencing means putting things in order or ordering."
6. Next, ask the students "What does it mean to put something in order? When could we see
this?" Have two or three students respond.
a) Answers should be focused on the "When Do We Use Sequencing" section.
7. Say to the students "Well let's find out if any of your responses are mentioned on the next
part of the chart." Fold the chart down so that the definition and "When Do We Use
Sequencing" section are showing.
8. Say to the students, "We use sequencing almost every single day whether you realize it or
not. I am going to go over with you a couple of different ways that you might be familiar
with."
a) Read through each topic explaining to them the way that it is used in math, ABC
Order, writing directions, size, and reading.
b) If any of the students came up with the ideas in step number seven be sure to
bring it up.
9. Focus mainly on reading by saying "In reading, we use sequencing to pick out details in
a book that happen in the beginning, the middle, and the end of a book. Usually the
information we use are important details. Try and imagine if you were explaining a book

to someone who never read it before in a short amount of time. You wouldn't be able to
add every single detail would you (wait for response)? You wouldn't have enough time
and this is why we need to pick out what is most important that happened."
10. Then say to the students, "In reading, we use specific words that help us understand
sequencing of a story." Flip the chart down so that the "Key Words" section is showing.
11. Next say, "When we are using directions we might want to use 1st, 2nd, 3rd, etc. When
else can we use these words or might we see these words?" Have 2 or 3 students respond.
After that say, "Sometimes when we are writing we can use words like first, next, then,
after, last, and finally. When we write would it help to say "I went to the park. I went
down the slide. I went on the swing. I went home." or "First I went to the park. Then I
went down the slide. Next I went on the swing. Finally I went home."? Have students
respond.
12. Finally, go over how we can use the words beginning, middle, and end as well. Say "The
beginning is what happens first, the end is what happens last, and the middle is what
happens in between the beginning and the end."
13. Say to the students, "Now that we know what sequencing is, I am going to introduce to
you the book we will be using for our activity tomorrow." Show them the book and read
the title. "This book is called Where the Wild Things Are."
a) Read the book for enjoyment purposes this time.
Closure 1. Provide the students with a post-it note. Have them write down at least three different
ways that sequencing is used. Their responses should go along with the five ways under
"When Do We Use Sequencing?"
Day 2
Introduction - Recall information
1. Say to the students, "Yesterday we began discussing what the word sequence means.
Today, we are going to begin an activity that will run into tomorrow that goes along with
sequencing. So what I need for you to do is quietly get out your pencil box and walk over
to the carpet when I call your table."
2. Once everyone is seated at the carpet, remind the students about what sequencing is. Say
to the students "Yesterday we covered a new reading strategy using the chart that I had
created. Does anyone remember what that strategy was and how it's used?" Wait for a
student to respond.
3. Follow up with "Sequencing is used to put things in order. Where do we find sequencing
used?" Call on students to receive three different responses to correspond to the
sequencing chart.
4. Next, ask the students, "What are some words that we use to help us sequence things in
order?" Call on 1-2 students for a response.
Development 1. Say to the students "Yesterday we read the book Where the Wild Things Are. When I read
it to you yesterday it was more for enjoyment but today when I read you the story I want
you to pay attention to the order that events happen in the book." Ask the students if they
have any questions before beginning.

2. Ask the students "So before I begin reading can anyone tell me what you remember from
the story yesterday?" Have 3-5 students respond.
3. After the students have responded with a sufficient amount of information from the story,
begin reading the book again.
4. Stop after "so he was sent to bed without eating anything." and clarify with the students
what had just happened by asking them "So what just happened to Max?" wait for
response. "Why did he get sent to his room?" The students should be able to answer by
saying something along the lines of he got sent to his room without dinner because he
told his mom "I'LL EAT YOU UP!" and that's not something you should say to your
parents.
5. Continue reading until you get to where it says "and in and out of weeks and almost over
a year to where the wild things are." Stop and ask the students "What happened in the
story since he got sent to his room?" Students should be able to respond by saying
something along the lines of when he went to his room it began to change into a forest
and then the ocean where he sailed away to where the wild things are.
6. Continue reading until you get to where it says "and made him king of all wild things."
Stop here and ask the students "Since we last stopped and talked, what is new that
happened now to Max?" The students should be able to respond by saying something
along the lines of when max arrived the wild things tried to scare him off but Max told
them to be still. The wild things were frightened and decided to make him king of the
wild things.
7. Continue reading. When you get to the word rumpus ask the students if they know what
the word rumpus might mean after looking at the picture clues. Have them turn and talk
with a partner about a rumpus. Once they are finished discussing, select students to
respond. They should be able to tell you that a rumpus is a type of loud party.
8. Continue reading until you get to where it says "so he gave up being king of where the
wild things are." Ask the students to tell you in their own words what happened now. The
students should be able to respond by saying something along the lines of Max and the
Wild Things were having a rumpus and then he told them to stop and sent them off to
bed. Then Max became lonely and he smelled food so he gave up being king of where the
wild things are.
9. Continue reading up until the end of the book and ask students to explain what happened
since he decided to give up being king of where the wild things are. The students should
be able to tell you something along the lines of that he sailed back home and found his
dinner waiting for him in his room.
10. Once you have finished reading and discussing the book, take out the sentence strips. Say
to the students "What I did for you here is take the most important parts of the book and
write them onto sentence strips. What I am going to do now is provide each group with a
sentence strip and a piece of paper. Using the crayons from your pencil box, I would like
you to work together as a group to create a picture that goes along with what your
sentence says."
11. Remind the class that this is a project they need to work together on. If their group cannot
work together, they will be split up and become observers to the activity.
12. Next, call up each group one by one and hand them the sentence strip and sheet of paper.
Read the sentence strips out loud as you hand them to each group so that they are familiar
with what they say.

a) This activity may carry in to day 3.

Closure 1. Have the students draw quick pictures of what happened in the story focusing on
sequencing the events in order of how they occurred. Provide them each with a sheet of
white paper.
Day 3
Introduction - Directions/Reminder
1. Have the students head over to the carpet. If they need to finish up pictures yet, have
them bring their pencil box. If they do not need to finish their pictures they will not need
them.
2. If they need to finish up pictures tell them, "Yesterday some of you still needed to finish
up your illustrations for the sentence strips. If you are not done I need your group to
come up to me so I could hand you your materials. Once you have them find a spot on the
floor and continue working. You will have ____ minutes to finish up." (Depending on how
far they go the previous day)
Development - Sequencing Strips
1. If the students needed to finish up creating their illustrations and they are done, have
them bring it up to you so that you could staple the picture to the sentence.
2. When all the sentences have been collected say to the students, "Since we have been
working on sequencing, you will be sequencing these sentence strips." Ask "Can
someone remind me what the word sequencing means?" Call on a student to respond until
they say "Putting things in order." Say "That's what I want you to do. I want you to order
the sentences from what happened first, second, third, fourth, and last."
3. Call students up one by one to try and sequence the story using the sentence strips. Each
child will do one sequence strip only. After the student had made their decision have the
class do a thumbs up if they agree or a thumbs down if they disagree.
a) If a student is correct explain why and have them sit down. If a student is
incorrect, call on another student to come up and fix it. Once it is correct, explain
why it was incorrect and why it is now correct.
4. Once the sentence strips are all placed in the correct order, read over each sentence strip
with the students following along to show them how it makes sense.
C. Closure
1. Give the students an exit slip. On this slip they need to write down at least one thing that
they had learned about sequencing. When completed, have the students place their exit
slip on the table and get ready for lunch.
D. Accommodations / Differentiation Students will be placed in groups that are based on their learning abilities. There will be
at least two higher level students in each group to help guide and provide instruction to
the entire group as they are working together.
The sequence chart will remain up in the classroom for the entire time that this lesson
will be going on for students to refer back to if they are confused or need more guidance
with the topic. There are also visuals on the chart under the "When Do We Use
Sequencing" for the visual learners in the classroom. This way they can see the actual
way that sequencing is used in math, ABC order, writing directions/how to, and reading.

If the lesson ends early on day one, they can begin working on the day two activity. If the
lesson ends early on day two, they can begin working on day three activity. If day three
ends early, they can go back to their seats and silently read until it's time to head down to
lunch.

E. Assessment/Evaluation plan
1. Formative The students will be assessed by their ability to recall information and sequence
it in order from the book Where the Wild Things Are. This will be taken from
their closure activities on day 1, 2, and 3 as well as the illustrations that they
created in class together. It will be evaluated in three main categories; whether
the student provided at least three ways that sequencing is used, their illustrations
went along with key details from the story, and events were sequenced in the
correct order from beginning to end.

Student #

Student provided at
least three ways that
sequencing is used

Student's illustrations
went along with key
details from the story

X
X
X
X
X
X
X
X
X
X

X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24
Student 25

X
X
X
X
X
X
X
X
X
X
X
X
X

Student sequenced
events in the correct
order from beginning to
end
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X

2. Summative - N/A
V. Reflective Response
A. Report of Students Performance in Terms of Stated Objectives:
The students overall performance with this lesson was very acceptable. They seemed to really

grasp the concept of what sequencing is and where and how it is used in everyday life. They expressed
this knowledge through the activities I had them doing by writing down the three ideas on the post-it note,
stating a fact about sequencing, and recalling the events in the story in the order of which they had
occurred. A majority of the students wrote three or more ways that sequencing is used and only two
students wrote 2 or fewer. All of their illustrations went along with the events that took place in the story.
When the students sequenced the story in order, a few of the students mixed up "Max tamed the wild
things and became king." and "They all had a wild rumpus until Max became lonely." I feel that since the
lesson was revisited over a three day period, the students were able to have a decent amount of time
working with sequencing key ideas. I had them involved in a variety of activities that allowed them to see
it used. Also, throughout the day, if we were going over something that had to do with sequencing (during
math with filling in the missing numbers and in the Common Core Coach Workbook where they do ABC
order) I would remind them that is what it looks like in a variety of content areas. Revisiting this idea was
a great idea I feel because they aren't just talking about the topic and then leaving it alone until the next
day. If I had to change anything at all, I would probably challenge them a little bit more and have them
come up with key details that were written on the sentence strips. I didn't initially do this with them
because my teacher recommended that I do it to make the lesson go a little bit smoother. They did so well
with the concept that I feel it would be something that they could do with little to no problem at all.
B. Personal Reflection
1. Did my management skill work successfully?
2. Were the students able to understand what sequencing is and how it is used?
3. Did the students' illustrations accurately match up to the sentence strip they were
provided with?
Management was one of the most difficult parts of the lesson. Since a majority of day two was
group work, it was important that the students worked together, remained on task, and completed the
illustrations without creating tension between each other. Over all, I would say that management was for
the most part under control. All of the groups worked together very well besides one group that had
trouble remaining civil about sharing the paper. I had to have two students move their clips on day two
because of this. I told them that if they were not able to work together with each other, then on day three
they would become observers to the project. Day one on the carpet the students were fine. Using the
strategy "freeze" and giving them reminders about what they should be doing seemed to work fine. Also,
day three went over well. The two students who gave me issues on day two were able to work together for
day three and they did not have to become observers. When you have a large group of students working
together it's important to go over rules beforehand that let them know what is and is not acceptable. Even
if you think they should already know this information, go over it again.
Over all, the students understood what it meant to sequence something. When they did the closure
activity on day one, they were all able to write down three ways that it used and some even wrote down
all five including pictures. When going over the other closure activities they were able to discuss the story
in the order or events that they occurred as well as write down one fact about sequencing which came
from each of the sections on the sequencing chart - definition, when do we use it, key terms. I know that
they had previously worked with sequencing without having it brought to their attention. It was the first
time that they had discussed the actual meaning behind sequencing. I feel that I should have challenged
the students more by allowing them to come up with the key details for the sentence strips.
The students' illustrations matched up to the sentence strips that they were provided with. The
book was placed on the back table for the students to refer back to if necessary, but it was only used for
finishing up their drawings and adding details rather than using it to get the main image in their head.
They were able to remember what was said from the story and depict a drawing based off of that. This
showed me that they could use comprehension skills that they previously learned to guide them through
the assignment as well as the idea of sequencing. Even though there were a few students on a higher level
of learning in each group and some students were on a lower level, I feel that they worked off of each
other. I noticed that some of the students who were on a lower level really retained the images in their
head compared to what was being said in the story. I found this to be very interesting.
VI. Resources

Sendak, M. (2012, December 28) Where the wild things are.

Confessions of a Primary Teacher. (2012, March 5). Instruction Focus - Sequencing. Retrieved April
10, 2014, from http://confessionsofaprimaryteacher.blogspot.com/2012/03/instructional- focussequencing.html