Sequencing - What's the Order? (Day 1 of 2)

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Objective

SWBAT retell a narrative with story elements in sequential order by using sequencing cards.

Big Idea

Students have been working on identifying story elements. In this lesson, they learn the importance of retelling a story in sequential order so that it makes sense to the listener.

Do Now

15 minutes

To connect to prior learning I asked students if they knew what the word sequencing meant. To make sure all students were engaged, I had them share their thoughts with a partner. I gave them three minutes to talk, then called on individual groups to share out with the class.

I modeled telling a story students were familiar with out of order. They noticed and corrected me during the incorrect retell. I asked them what was wrong with the way I was telling it. They responded that it didn't make sense, it didn't sound right, that's not how it happened, etc.

I asked students why sequencing was important and had them share with a partner. I called on individual pairs to share out. I scribed their responses on chart paper as a future reminder of the concept. This aided my visual learners and served as a resource for all learners.

Finally, I introduced the story cards to students. I explained that they help tell a story in sequence. I modeled telling the story using the cards. Afterwards, I asked students which version made the most sense; the one I told earlier or the latter using the story cards. I had them do a Thumbs Up/Thumbs Down to vote on the story cards version. It was all thumbs up.

Independent Practice

30 minutes

I told students that they would retell a story in sequence using story cards. I used a story they had read before and know well. (We used The Ballad of Mulan.) This allowed students to focus on the skill of retell instead of decoding and comprehension. 

I placed students in pairs and labeled them Partner A and Partner B. They took turns with the story cards, beginning with Partner A.(This identified right away who would go first versus students losing time deciding who went first.) I walked around the room and listened to students, providing assistance as needed.

Assessment

20 minutes

I assessed students as they worked by listening in on their retells. I was listening for story elements recounted in sequential order. For students who were unable to do this, I formed a small group and provided additional instruction.