Gabriela Ramirez

EECE 520
Prof. Almendral
Story Box Lesson

Lesson Title Sequencing: There Was an Old Lady who Swallowed a Fly by Simms
Taback
Discipline Language Arts
Grade Level Kindergarten
Grouping Read aloud as whole class, followed by individual assessment
Class Students will be introduced to the lesson at the rug in the reading
Organization/Class corner. They will be at their seats during the read aloud in order to
Management follow along with the reading and carry out the old lady activity.
During the story sequencing activity students will work individually,
ELLs and students with IEPs will work in a guided group with the
teacher.

Central Learning Focus

Central Focus The central focus of this lesson is to have students understand the order
of the events that occur in a story, and why it is important to pay
attention to the order in which they happen in order to understand what
they are reading.
Content Standard Reading Standards for Literature:
RL.K.3: With prompting and support, identify characters, settings, and
major events in a story.

Speaking and Listening:

SL.K.2: Confirm understanding of a text read aloud or information
presented orally or through other media by asking and answering
questions about key details and requesting clarification if something is
not understood.
Student Learning Students will be able to understand the sequencing of events in a story,
Goal(s)/Objective(s) and how each event correlates to one another.
Students will be able to show understanding of the characters in the
book There Was an Old Lady Who Swallowed a Fly by Simms Taback
and discuss their actions in a turn and talk and a class discussion.
Rationale The class will have an interactive read aloud of the book There Was an
Old Lady Who Swallowed a Fly by Simms Taback. After the read aloud
students will use the book to practice new strategies and skills. Students
will be practicing the skill of sequencing the order of events in a story
and to make connections between the events.
Prior Academic Students would have already watched a video of nursery rhyme from
Knowledge and which the book is adapted. They will have reviewed the animals found
Conceptions
 in the book, the main character and her actions. Students will discuss
the book as a class, using the proper academic language.
Academic Language Students will have an understanding of academic language such as:
Demands sequencing, character. They will also have an understanding of the
animals in the story.

Students will also be able to use sentence starters to answer questions

and participate in discussions that relate to the read aloud, such as:
I think
Firstthen
It reminds me of
Why did?
How did?
Why is?
What if?
Differentiation/Plann ENLs and students with specific IEPs will receive scaffolding from
ed Support the teacher and their peers during the turn and talk and the class
discussion of the events occurring in the story.
ENL students and students with IEPs will work in a guided group
during the story sequencing activity, where they will receive
scaffolding from the teacher.
Common Errors and For struggling students, ENLs and students with IEPs it is expected
Developmental that they may have trouble understanding the concept of sequencing the
Approximations events in a story therefore the class will be provided with visuals and
modeling throughout the lesson.

Instructional Strategies and learning Tasks

Resources and There Was an Old Lady Who Swallowed a Fly by Simms Taback
Materials
Teachers Old Lady costume:
Old Lady wig and apron
Print out of animals to stick on to apron during read-aloud.

Students Old Lady to follow along with during read-aloud:

Print out of Old Lady
Ziploc bag attached to Old Ladys stomach
Print out of animals in story to put in Old Ladys stomach
Scissors

Individual story sequencing:

Sequencing handout
Print out of animals to place on handout
Scissors
Glue
Launch In the beginning of the class I will have the students come to the rug
to discuss any information they may recall from the video of the
nursery rhyme they watched the day before, and the vocabulary that
was introduced to them. I will have them discuss the main character,
the animals in the story, if they remember what she swallowed first,
and why they think she swallowed it.
Exploration After the launch, the concept of sequencing will be reviewed with the
students before the read aloud of the story. Teacher will make
connections with an event that may be familiar to students, for
instance getting ready for school.
Structured Practice Grouping: Students will be at their seats during the read-aloud.
Students will go back to their seats after they launch, and the teacher
will explain the process
Teacher: first we are going to cut out the animals; this is what it
should look like (shows example).
Students: (they will cut as directed)
Teacher: now during the read aloud of the story I will take the animal
the old lady is swallowing and put it on my stomach, you will do the
same with your old lady, you will place the animal she is swallowing
in the story, in the bag that is on the old ladys stomach
(demonstrates).
Students: (follow along with the story by placing the animals in the
old ladys stomach as they are mentioned in the story)

Grouping: Students will remain at their seats during the story

sequencing activity; students that need scaffolding will sit in a group
with the teacher. Teacher will explain the process to the class.
Teacher: First we are going to cut out the animals, like we did before.
(shows example)
Students: (they will cut as directed)
Teacher: (hands students the story sequencing sheet) You will place
the animals in the boxes in the order the old lady swallowed them.
There are numbers in the boxes (counts and points at numbers 1-6)
The first animal the old lady swallows goes in the box with the
number 1, the second animal goes in the box with the number two,
the third animal goes in the box with the number 3 (shows
example)
Students: (carry out story sequencing activity, while asking for help
when needed)
Application Students will have the ability to use the strategy of sequencing the
events in future stories as well as events in their lives. Students will
also be given a worksheet to complete for homework with the help of
a parent or guardian in order to show further understanding.
Student Feedback I will walk around the classroom helping students, as well as
complimenting students on work being done. During discussions
 every time a student participates I will make sure to give positive
feedback regardless of the answer being wrong or right, the students
will be acknowledged and encouraged to speak more.
Closure/Discussion At the end of the instruction the class will meet at the carpet to then
discuss the order of the events that took place in the story, and the
importance of paying attention to the order in which they happen in
order to understand what they are reading. Students will be able to
present the different examples they have found in the book as well as
in their every day lives.
What Ifs If students are having difficulty cutting the template, the teacher will
have ones that are already cut. Students will be able to use the book
in case they have difficulty remembering the actions of the old lady,
the animals in the story, and the order in which they were swallowed.

Academic Language Goals

Academic Language Students will have an understanding of academic language such as:
sequencing, character. They will also have an understanding of the
animals in the story.
Language Functions Listening/Speaking - Students will have done turn and talk with a
partner, giving them the opportunity to listen to and compare their
peers thoughts with their own.
Engagement Students will engage in discussions as a whole group when
presenting their answers and thoughts about the story. Students will
also discuss during the launch of the lesson as to what they think
sequencing is.
Student Support I will use the correct academic language during discussion in order
for students to hear and feel comfortable using them. I will also
provide visuals such as pictures, and the book itself.

Assessments

Expectations of Students are expected to understand the order of events that occur in
Student Learning a story.
1. Exceeds expectations, students are able to discuss the events that
occurred in the story, identify the animals in the story and sequence
the events that occurred in the story
2. Meets expectations, students are able to identify the animals in the
story and sequence the events that occurred in the story correctly
3. Below expectation performance students are not able to identify
the animals in the story or sequence the events that occurred in the
story
Type and description Questions will be asked during the read-aloud to have students make
of assessment predictions of the story.
(summative and
formative, informal There will be a discussion after the read-aloud to reinforce their
and formal) understanding of the word sequencing. Teacher will listen to
students responses to see if they are appropriate for the material and
questions.

Students will complete a story-sequencing sheet where they will

place the animals in the order they were swallowed by the old lady.
Modifications to the ENLs and students with IEPs will work in a guided group to
assessment so that all complete the story sequencing.
students could All students will receive help during the activity when needed.
demonstrate their
learning
Evaluation Criteria The assessments provide a visual of concrete sequencing examples
of Data found in the text. If students have correctly sequenced the events in
the story, they have acquired an understanding of the skill taught.

Future Activities

Future Activities 1. Pocket Chart. Cut apart the sentence into words. Order the
words in a pocket chart to say There was an old lady who
swallowed a. Students will help the teacher fill in the ending
word by looking at the beginning sound and the picture (use
small sequencing cards) to read each word.
2. Pocket Chart #2. Students draw a picture of objects that the
old lady swallowed in the book. The pictures are paired up
with sentence strips and placed in a pocket chart to use for
shared reading.
3. Act out the story. Students will be given masks of the animals
in the story to act out the events.
4. Investigate food chains. Find out what animals really do eat
flies. As a class, create a new story with animals that correctly
follow a food chain.
5. Students can sequence events from their own lives and write a
small story in a shared writing activity, for example how they
get ready for school, what they do during a trip to the park,
the supermarket, how they get ready for bed.
Resources:
Attach each assessment and associated evaluation criteria/rubric.

Revised from Deborah Layzells Illinois State University Formative Lesson Plan for edTPA