Design for Learning

Instructor: CaDric Moulton

Lesson Title: Sequencing stories
Curriculum Area: English Language Arts

Grade Level/Cooperating Teacher:

Kindergarten- Ms. Burton
Date: February 23, 16
Estimated Time: 30 minutes

Standards Connection:
3.) With prompting and support, identify characters, settings, and major events in a story.
[RL.K.3]
Learning Objective(s):
Students will be able to identify major events in a story in the order in which they occur with
prompting from the teacher.
Learning Objective(s) stated in kid-friendly language:
I will be able to pick out the beginning, middle, and end of a book in order when given pictures.
Evaluation of Learning Objective(s):
Students will learn the concept of sequencing stories with the assistance of a teacher. Students
will first use pictures to sequence the story they are reading. Once they have worked with the
teacher in understand sequence through pictures then students will have to opportunity to work
independently on sequencing a life skills, or something they do on their own in order. They will
do this by cutting out pictures and writing sentences about their topic.
Engagement:
The teacher will begin by having all the students come to the carpet. Good morning class! I need
everyone to come sit down on the carpet please. The teacher will wait to give further instruction
until the students are seated on the carpet in front of her. Ok, class today we are going to be
working understanding the different parts of books. We are going to learn about sequences in
stories. Does anyone know what a sequence is? The teacher will wait for students responses.
Those are all great ideas! I want you all to keep those in mind because we are going to be
hearing more about that word today. I know you all have been working on sequences and today
we are going to look at sequences in stories. We will be looking at the beginning, middle, and end
of a story. The teacher will ask students to name things that they have to do in order. Can anyone
tell me something that they have to do in an order everyday? Like when you come to school in the
morning what do you have to do before you get to sit down and watch the video? The teacher will
call on students are seated quietly on the carpet and have a thumbs up. Right! When you come in
the classroom you take out your folder, hang your backpack up and then get breakfast, and sit
down. The teacher will allow a few students to share other things they have to do in morning or at
school. What is something we do every morning before we start working in the classroom? So,
once we have eaten breakfast what do we all have to do? The teacher will give students a chance
to think about their response. I am not going to call on anyone right now. I want you all to think
about this question. We all do the same thing everyday after we eat breakfast what does everyone
do next? Right! We all head to the rug and get ready for calendar. What do we do when calendar
is done? The teacher will call on students with their thumb up placed on their chest. You are
right, someone will say the classroom jobs then we look at the weather and count. The teacher
will then ask the students several questions about the morning routine. So, every morning we do
those things. They are very important to our day. Why do you all think it is important to do
calendar and look at the weather first thing in the morning when we come to class? I want you
all to take your time and think about this. Why is it important to do these things when we come in
the classroom? The teacher will give students a chance to think about the question that was asked.
The teacher will then call on students to share their response. So, we do these things first thing in
the morning so we are prepared for the day. If we didnt do these things we wouldnt be as ready
for the day and the classroom wouldnt seem the same. It is very important for some things to be
in order, like the sequence in a story, which is what we will be doing today! Following, the teacher
will transition into the teaching portion of the lesson.

Learning Design:

I. Teaching:
The teacher will then pull out the book and begin discussing it. Ok class, today we are going to
read a book called Five Little Monkeys. Has anyone read this book before? The teacher will wait
for students responses before moving on to the next question related to the lesson. Awesome!
Today we are going to read it and we are going to think about a few things while we read the
book. Earlier I mentioned the word sequence and then we talked about things that happen in a
certain order. So, while we read Five Little Monkeys I want you to look at the sequence things in
the book happen. Sequence means the order something happens. Everything happens in an order.
Like we mentioned before, when we come in the classroom we get ready for the day in a specific
order. We said that it is important for us to do that because if we didnt then things wouldnt be
the same in the classroom and our day wouldnt be the same. It is just as important when we read
a book to have things, and events in a certain order. When we read we have a beginning, middle,
and end of the book. These are very important when we read. The teacher will explain to students
the meaning of beginning, middle, and end. Does anyone know what beginning means? The
teacher will give students a chance to think about the question. Thank you for sharing with me
what you think beginning means. Beginning means the first thing that happens in the book. They
have to happen before we get to the middle of the book. So, it is everything that happens before
the story really gets started. While we read we are going to look at things that happen at the
beginning of the book. The teacher will provide the definition of middle. Now that we have talked
about how the beginning of a book may look lets talk about the middle. What does the word
middle you think mean? I want you all to think about this before you answer and put your thumb
on your chest when you think you know what it means. The teacher will give students time to
think of the answer before calling on students. Those are great responses. Middle is the main idea
behind the story. It is all the things that happen because of the beginning of the story. The
beginning helps us ge4t to the middle of the story. While we are reading we are going to look for
things that happen because of things that happened at the beginning of the story. The teacher will
provide an example of what middle means. Ok, our last word, end. What do you think the word
end means? The teacher will wait for students responses before calling on someone. Great! The
end is the last events that happen at the book. The teacher will then show the students examples
of beginning, middle, and end. Now that we have gone through what beginning, middle, and end
and we know what they mean lets practice it a little before we start reading Five Little Monkeys.
The teacher will pull out images to help students understand how to know what happens in the
beginning, middle, and end of a book. Here are three pictures of things we do in the morning.
Can someone tell me which picture is the first, beginning picture. Good! Brushing the teeth is the
beginning picture. Can someone tell me what the next picture is, that will be the middle? Good!
Eating breakfast is the next one. Ok, what about the last one? Right! Going to school. Good job
class! The teacher will continue this with two other picture sets. After the teacher has gone
through the pictures with students she will then read the book Five Little Monkeys. Now lets read
our book! The teacher will read the book aloud. Did you all enjoy this book? Good! Now lets
pick out the beginning, middle, and end of the book together! The teacher will then transition to
the practice portion of the lesson.

II. Opportunity for Practice:

The teacher will then ask the students to put the story in order from beginning, middle
and end. Ok, class now that we have finished reading our book I want us to think about
something. I mentioned before to think about the order the book took place in. The book
begins with five little monkeys. Can someone tell me what the first thing the monkeys do
at the very beginning of the story? The teacher will wait for the students to response. Ok
good! We are looking for pictures that are at the beginning of the story, pictures that are
in the middle of the story and the picture that is at the end of the story. The teacher will
show the pictures for students to see. She will also place cards on the carpet labeled
beginning, middle and end. Ok class, what we are going to do is match each picture in
the right spot. We are putting the pictures in order in which they happened in the book.
Each section needs to have a picture in it because without a beginning, middle and end
we will not have a story. Since we have a story we will have a picture under each section

of the book. So each pictures belongs in one of these sections. The first section is
beginning. These are things that happened at the start of the book. Without the beginning
we couldnt get to the other parts of the story, or the story wouldnt make sense. So when
the book first started what happened? At the beginning of the book what were the
monkeys doing? They didnt start by jumping on the bed did they? The teacher will wait
for responses. No, they didnt the started by getting dressed for bed. So what we are going
to do is put this picture in the section called beginning since this happened when the book
first started. The teacher will then begin to pick up pictures one by one and place them in
the categories. She will place the pictures in the categories once the students have told her
which one category they think the picture belongs in and why. This will continue until all
the cards are matched in a category.
III. Assessment
Good job class! We did a great job picking out the beginning, middle, and end in Five
Little Monkeys. Now, this time I am going to give you all a chance to pick out the
beginning, middle, and end in the story on your own. The teacher will have students
cutouts pictures from Five Little Monkeys. Students will be asked to place the pictures in
order in which the events occurred. What we are going to do next is very similar to what
we just did, except you all will get to do it all by yourself. When you go to your desk I will
pass out pieces of construction paper. I am also going to give you all pictures from Five
Little Monkeys. Before you cut these pictures out I want you to think about the beginning,
middle and end of the book. This is very important because you will be cutting out the
pictures and putting them in the order they were in, in the book. Once you cut the pictures
out you will glue the pictures on the construction paper. Then you will write what is
going on in the picture. The teacher will see if the students understand the directions
before sending the students to their tables. Does everyone understand what they will be
doing? The teacher will wait for responses. She will then dismiss students by table.
IV. Closure:
Great job class! You all worked very hard today and I am very proud of you all. I have
seen some great work. Everyone was able to pick out the beginning, middle, and end. You
all should be very proud of yourselves. The teacher will then review briefly with the
students content that was taught in the lesson. So we all labeled are own beginning,
middle, and end. Can someone tell me why its important that we know how to pick out
these parts in a story? Why is it important that we do this in a certain order? The teacher
will give students a chance to respond. You are right! It wouldnt be the same story if we
didnt have a beginning, middle, and end. The story we read earlier, I Went Walking
would be a completely different story if we didnt know these parts. You all did a really
great job today. Now, next time you read a story you will be able to pick out the
beginning, middle, and end!
Materials and Resources:
Markers
Color pencils
Printed pictures from Five Little Monkeys
Five Little Monkeys
Scissors
Glue
Construction paper
Pencils
Printed pictures for students to cut out and label for the assessment portion
Cards labeled: beginning, middle, and end

Differentiation Strategies (including plans for individual learners):

To differentiate the lesson students will have a variation in the assessment. All students will be
asked to cut out pictures and place them in the order in which they occurred in the book. Students
who can perform this task easier will be asked to write about/ label what is happening in the
picture. There will be space beneath the pictures for students to write/label the picture.
Data Analysis:
Students were able to successfully complete the file folder. A few students struggled with this task
either because the needed more assistance by the teacher or because they didnt have the time
they wanted to complete the assignment. The students worked every hard and were able to show
an understanding for the content. After reviewing the information the students were able to
recognize beginning, middle, and end parts of the story.

Reflection:
After completing this lesson I could recognize the students development in their understanding of
story elements. The purpose of this lesson was to teach students how to depict the beginning,
middle and end of a story. In order to teach the students this concept while reading I stopped and
asked students questions best on the reading and helped guide them through the story elements.
Students were very engaged during the lesson, which helped with me explaining the directions to
the activity. I believe that practicing with the students helped them understand exactly what it was
that they were learning from the lesson. Students enjoyed being able to organize the story on their
own and write a sentence pertaining to the picture. Overall I believe this lesson helped students
better their understanding.

Samford University
Design for Learning

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