Sequencing Myths

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SWBAT sequence events in a myth using sequencing cards.

Big Idea

Students read various myths and place the events in order by referring to the text.

Modeling and Guided Practice

20 minutes

I wanted to review story sequencing for our upcoming state assessment. Since we are studying myths, it provided the perfect context. I asked students what they remembered about sequencing. They told me it was putting story events in order. We do it so that the story makes sense. One student gave the example that it would not make sense to tell what happened at the end at the beginning of the story. I told them we were going to read myths and place events in order using sequencing cards.

I modeling reading a myth. Afterwards, I displayed a set of sequencing cards using the document camera. I reminded students to always refer to the text, so I modeled locating the events in the story and highlighting them. I used the highlighted events to place the story cards in order. I brought the modeling to a close by reading the cards in order and stating how referring to the story helped ensure I was correct.

I had students select a partner. I gave each pair a myth to read and a set of sequencing card in a plastic baggie. There were only four cards for guide practice to allow students more time for independent practice. They read the myth together. Next, I guided them through reading each event on the cards and highlighting it in the text. We worked as a class to order them sequentially. Finally, I called on individual students to read the events in order from the cards.

Independent Practice

20 minutes

For independent practice, students worked in pairs. I gave them a new myth to read and story sequencing cards. There were more events to allow for additional practice. As they worked, I heard much discussion about the location of events, what occurred before and after, and what should be highlighted. As students worked, I walked around the room and provided assistance as needed.


10 minutes

I did an informal assessment as students worked. I checked to make sure their sequencing cards were in order. If an event was out of order, I referred them to the text. They were able to locate the event and fix the mistake right away. They simply needed a gentle reminder to take the time to re-read and double-check their answers.


5 minutes

I closed the lesson by having students take turns reading the sequencing cards aloud to their partner. This provided practice with reading fluency and speaking clearly and loudly. I posted the checklist on good speaking skills as a reminder to students.