Now It's Your Turn to Sequence!
Lesson 10 of 10
Objective: SWBAT sequence the events of the story Nothing Sticks Like a Shadow
Prepare the Learner
This is the fifteenth lesson in a series of fifteen.
Watch a performance of a Reader’s Theater for Nothing Sticks Like a Shadow.
Remind students to pay close attention to the events in the story. Say: After we watch the story one more time, I am going to give you the events from the story and you are going to have to put them in order by yourself! Pay very close attention to what comes first, second and third in the story! Today you will be sequencing events by yourself!
Multi-Media in Common Core
We see multi media addressed throughout Common Core. As our students get older and we prepare them for college and career, it will be important for them to be comfortable with different forms of media. We also want them to be able to listen for information and be actively engaged through media. Presenting the story through video meets all of those needs!
Interact with text/concept
Release of Responsibility- We do together
Students will sequence Nothing Sticks Like a Shadow events with the teacher’s guidance. I use smaller verions of the large sketches we used for the whole group sequence previously. Students place the events in order in a flow map. I still do it with students, but at this time of year they are beginning to need less guidance.
We orally go over the events what each drawing depicts. We sequence them one at a time, from beginning to end of the story. I do mine on the document camera and students follow right along with me.
Review events with students sitting on the carpet with me
First, I review what event each sketch represents. I ask: What does this sketch represent? This goes fairly quickly, as we have done this previously.
I say: Boys and girls, what do we usually do first when we are putting our events in order on our flow map? (cut out all of the events) Cut out your events first. What do we do next? (glue them in order)
I model cutting out each event and placing it in front of me. I ask: What always goes first in a story? (title) That’s right. I am going to glue my title in the first box. I glue the title in my first box modeling that we use just a small dot of glue.
I say: When you get your events, I want you to go sit in your seat, cut them out like I did and glue the title in the first box. Any questions?
Sequence of events- guided whole group
When I see that students have cut their events and glued the title, I call their attention to my flow map that is projecting on the document camera.
I prompt: Look at all of your events from Nothing Sticks Like a Shadow. Look for the one that happened FIRST in the story and hold it up in the air so I can see it. As students are doing that, I am walking around to check their choices. I do not give corrective feedback right away, because I want them to participate without feeling threatened that I am going to call them out for having the wrong picture in their hand.
When everyone has a picture held up, I go back to the document camera and say: Boys and girls, you should be holding the picture of Rabbit and Woodchuck discussing their shadows. It looks like this. I show the the correct picture by placing it on the document camera.
I continue: Let's glue that picture into our next box on our flow map. First you should have the title. Next should come this picture. (displaying the correct event on the document camera)
Gradual Release of Responsibility (You Do Alone)
We follow this same format for all of our events, except the last three. When I get to the last three events that need to be sequenced, I release the responsibility to the students and say: We have three events left to sequence. I want you to try to put those in the correct order to finish your flow map all by yourself! When you are done putting them in the correct boxes, raise your hand and I will come check. Any questions?
As students are working I monitor their progress. When they raise their hand I go to check the order they've put the last three events. If they are incorrect, I do not give corrective feedback, and here is why: I use this as a formative assessment for sequencing. It is an formative assessment tool for me to see who can follow directions, understands the story and the importance of event sequence.
NOTE: This follows the pattern of our reading series. We sequence events whole group on day 4 of the text then the rigor is upped and kids sequence on day 5.
Students love to have their shadows (silhouettes) traced and hung in the classroom. As students are working on their sequencing at their desks and/or after they are done, I call them up one at a time to have their shadows traced.
The easiest way that I have found to do this is to hang a piece of black construction paper or butcher paper on the wall/whiteboard. I use the document camera/ELMO light as my light source and shine it onto the black paper. Students stand as close to the black paper as I need them to in order for their shadow/silhouette to fit onto the paper. I trace and cut them for accuracy, but if you have students who are capable, they could certainly do the cutting.
After they are cut, I have the students mount them on a white piece of paper and write their name under their shadow. We hang these in our room for the rest of the year!