You are on page 1of 22

Switzer, Chanel Reading lesson

TITLE PAGE Sequencing With Eric Carle Sequence of events and comprehension Books: The Very Hungry Caterpillar by Eric Carle The Very Quiet Cricket by Eric Carle

Switzer, Chanel Reading lesson Purpose Page The focus of this lesson is to aid in the comprehension of the story and understanding the sequence of events. When students understand the sequencing of a story it will in turn help with their comprehension skills. The structure of the story will help students organize the information and their ideas from the story. Students will understand how authors use words to help readers understand the sequence of their stories. Sequencing is an important skill that students use every day. Our daily lives are focused on a sequence of events. If students understand the sequence of events they will be able to comprehend the information, why the event occurred, or why things go in a certain order. Some students may have a difficult time understanding the sequencing of events, so they need to understand the clue words such as first, next, and last. Standards Reading Standards for Literature K-5 o Key Ideas and Details 1. Ask and answer questions about key details in a text Reading Standards for Literature K-5 o Key Ideas and Details 3. Describe characters, settings, and major events in a story, using key details. Writing Standards K-5 o Test Types and Purposes 3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal even order, and provide some sense of closure.

Objectives Students will be able to comprehend and answer questions related to the text read. Students will be able to explain the book using key details. Students will be able to write the sequence of events in their own words.

Switzer, Chanel Reading lesson

Table of Content
Title Page- page 1 Purpose Page- page 2 Table of Content- page 3 Lesson Plan Day One- pages 4-6 Day One Worksheets- pages 7-8 Lesson Plan Day Two- pages 9-11 Day Two Worksheets- pages 12-13 Lesson Plan Day Three- pages 14-16 Day Three Worksheets- pages 17-21 References- page 22

Switzer, Chanel Reading lesson

LESSON PLAN TEMPLATE


GRADE LEVEL: 1st grade TARGETED SKILL FOCUS: Sequence of events and comprehension OBJECTIVES: Objectives are specific, measurable, short-term behaviors students should be able to demonstrate at the end of the lesson. Objectives should lead to higher learning goals. Students will be able to comprehend and answer questions related to the text read. Students will be able to explain the book using key details. ELA Common Core STANDARDS): [This should align with the objectives above.] Identify the Strand # and the Key Idea. Reading Standards for Literature K-5 o Key Ideas and Details 1. Ask and answer questions about key details in a text Reading Standards for Literature K-5 o Key Ideas and Details 3. Describe characters, settings, and major events in a story, using key details. --------------------------------------------------------------------------------------------------------------------(PRE-READING PHASE): List the activities and explain the procedures of each activity. Consider attitude orientation, reader engagement, schema activation, direct instruction of concept foundation, and establishing purpose. I will show the students the cover of the book The Very Hungry Caterpillar by Eric Carle. I will ask the students questions about caterpillar and butterflies to determine their prior knowledge. What does a caterpillar look like? What does a butterfly look like? Do they have anything in common? Now I will show the students a group of pictures and tell them during the reading I want them to pay close attention to these items and the order of events. Transition: How will you transition from pre-reading to during reading? [This should be stated in a single sentence. Example: Please bring your post-it notes and meet your reading buddy at the listening center.] I would like all of you to come to the rug and sit quietly so I can read The Very Hungry Caterpillar.

--------------------------------------------------------------------------------------------------------------------(DURING READING PHASE) List the activities and explain the procedures of each activity. Consider metacognitive strategies, comprehension monitoring, fix-up strategies, scaffolding, and reflection. During the reading of the book I will point out some of the object I showed as pictures before. I will continue to ask them questions throughout the reading to make sure they understand and comprehend the information. Why do you think the caterpillar is so hungry? What is that he is eating? Do a caterpillar and butterfly have anything in common?

Switzer, Chanel Reading lesson Transition: How will you transition from during reading to post-reading? [This should be stated in a single sentence.] Ok now I want you to all go back to your seats and we are going to do a fun activity.

--------------------------------------------------------------------------------------------------------------------(POST-READING PHASE) List the activities and explain the procedures of each activity. Consider comprehension checks, discussion, schema building and clarifying, creation, extension, writing, reflection, and beyond. Now I will pass out a sheet with all the pictures I showed the students at the beginning of the lesson. I will instruct them to cut all the boxes out of the pictures. Now I will pass out a handout with boxes in a sequence. I will instruct the students to put all the pictures in the order of events from the book. Once they have their order of events lined out, they will glue the picture on the sequence of events worksheet. The students may work with their table partners to determine the correct sequence. I will also circulate around the room helping the students with any questions they may have. I will not give them the answers, but will give them clues to determine the correct sequence. When the students are finished with the worksheet, we will have a short discussion over the sequence of events in the story and determine if they all glued their pictures in the correct order. I have attached the pictures and worksheet. Transition: How will you transition from post-reading into closure (ending the lesson)? [This should be stated in a single sentence.] You all did a wonderful job today, it is very important to understand the sequence of events in a story.

INDEPENDENT/GUIDED PRACTICE: List the activities and explain the procedures of each activity. Consider enrichment and supplemental activities to support typical and non-typical learners. The discussion at the beginning will help determine the students prior knowledge. When I show them the pictures before reading, it will give them a reason to pay attention to the book. They will be looking for these items. The worksheets will determine if the students understand the sequence of events in the book. ASSESSMENTS: Formative Assessment(s) Used: 1. Discussion Rationale for Assessment: Determine the prior knowledge of the students to know what new information the students learn through the book. 2. Worksheet Rationale for Assessment: This will determine if the students comprehended the story and are able to put the sequence of events in the correct order.

Summative Assessment Used (if end of unit): 1. NONE Rationale for Assessment:

Switzer, Chanel Reading lesson CLOSURE: Bring the lesson to a close, reinforce the skill focus, and prepare students for next session. This book gives us a great example of sequence of events and a story line to easily follow. Tomorrow we are going to do some more fun activities with the book. --------------------------------------------------------------------------------------------------------------------MODIFICATIONS: Consider, especially ESL. Advanced students may write the day and/or place the caterpillar was when he ate the item in the pictures. During the post reading worksheet time, I will spend extra time with ESL students to help explain items in the book and the sequence. I will also print a copy of the book in Spanish to help them understand the information. REFLECTION (This refers to yourself: self-reflection): What will serve as the primary source of your reflection? What will you want to consider regarding your own teaching? My primary source of reflection will be the worksheet. This will help me determine if the students understand the sequence of events and are able to comprehend the information. If the students struggle with the worksheet I will elaborate on the information at the beginning of the next days lesson. The other sources of reflection will be the answering of questions. This will help me determine what new information the students have learned from the book and if they are able to comprehend and understand the information in the book.

Switzer, Chanel Reading lesson

Switzer, Chanel Reading lesson

Switzer, Chanel Reading lesson

LESSON PLAN TEMPLATE DAY TWO


GRADE LEVEL: 1st grade TARGETED SKILL FOCUS: Sequence of events and comprehension OBJECTIVES: Objectives are specific, measurable, short-term behaviors students should be able to demonstrate at the end of the lesson. Objectives should lead to higher learning goals. Students will be able to comprehend and answer questions related to the text read. Students will be able to explain the book using key details. Students will be able to write the sequence of events in their own words. ELA Common Core STANDARDS): [This should align with the objectives above.] Identify the Strand # and the Key Idea. Reading Standards for Literature K-5 o Key Ideas and Details 1. Ask and answer questions about key details in a text Reading Standards for Literature K-5 o Key Ideas and Details 3. Describe characters, settings, and major events in a story, using key details. Writing Standards K-5 o Test Types and Purposes 3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal even order, and provide some sense of closure.

--------------------------------------------------------------------------------------------------------------------(PRE-READING PHASE): List the activities and explain the procedures of each activity. Consider attitude orientation, reader engagement, schema activation, direct instruction of concept foundation, and establishing purpose. Does everyone remember the book we read yesterday? Do you remember how the author used his words to describe the order of event in the book? What did he use to help you keep track of the sequence of the book? Why do you think it is important to be able to follow the book in a certain order? Would it be confusing if the author skipped from events on a Monday to events on a Friday and then back to Tuesday? Today we are going to read the book with a partner. Transition: How will you transition from pre-reading to during reading? [This should be stated in a single sentence. Example: Please bring your post-it notes and meet your reading buddy at the listening center.] Everyone get a partner and a copy of the book. You may find a quiet corner to read or read at your desks. --------------------------------------------------------------------------------------------------------------------(DURING READING PHASE) List the activities and explain the procedures of each activity. Consider metacognitive strategies, comprehension monitoring, fix-up strategies, scaffolding, and reflection.

Switzer, Chanel Reading lesson During the partner reading, I will have the students write down on post it notes words they read that help the author describe the order of events. I will also walk around the room listening to the students read and ask them questions during their reading. Transition: How will you transition from during reading to post-reading? [This should be stated in a single sentence.] When everyone is done reading I would like for you to go back to your desks with your post it notes. --------------------------------------------------------------------------------------------------------------------(POST-READING PHASE) List the activities and explain the procedures of each activity. Consider comprehension checks, discussion, schema building and clarifying, creation, extension, writing, reflection, and beyond. When all students are back at their desk, we will have a group discussion about the words they wrote down on their post it notes. I will have everyone share their words and why they think it helped the author explain the actions and order of events. Transition: How will you transition from post-reading into closure (ending the lesson)? [This should be stated in a single sentence.] Ok now we are going to do a little worksheet and create our own caterpillar.

INDEPENDENT/GUIDED PRACTICE: List the activities and explain the procedures of each activity. Consider enrichment and supplemental activities to support typical and non-typical learners. All students will be working on the caterpillar worksheet. The students will write in their own words the events that happened on the day of the circle. They can describe the actions the caterpillar took or just the food he ate. They can be creative, but need to make sure it can be followed and are in the correct order. When they have finished filling in all the circles they may cut them out and glue the pieces of the caterpillar together. ASSESSMENTS: Formative Assessment(s) Used: I will use questioning at the beginning, middle, and end of the lesson to determine if the students understand the sequence of events and words that the author uses to allow the reading to follow the text easily. I will also use the caterpillar worksheet to determine if the students understand the correct sequence of events. Summative Assessment Used (if end of unit): CLOSURE: Bring the lesson to a close, reinforce the skill focus, and prepare students for next session. When all students are finished I will let them share their work with the class and hang them on the board to display. --------------------------------------------------------------------------------------------------------------------MODIFICATIONS: Consider, especially ESL. I will have a print out for the ESL students to help with their understanding, they may write their sentences in their language, but they will need to describe the events to me in English. I will also help any students that may need help cutting and gluing their caterpillar. REFLECTION (This refers to yourself: self-reflection): What will serve as the primary source of your reflection? What will you want to consider regarding your own teaching? The main source of my reflection will be the students writings. I will use this to 10

Switzer, Chanel Reading lesson determine if the students are able to explain the sequence of events in their own words. I will also use the post it notes and discussion to determine if the students understand what words may help an author write a sequence of events to make it easy for the reader to read the book.

11

Switzer, Chanel Reading lesson

12

Switzer, Chanel Reading lesson

13

Switzer, Chanel Reading lesson

LESSON PLAN TEMPLATE DAY THREE


GRADE LEVEL: 1st grade TARGETED SKILL FOCUS: Sequence of events and comprehension OBJECTIVES: Objectives are specific, measurable, short-term behaviors students should be able to demonstrate at the end of the lesson. Objectives should lead to higher learning goals. Students will be able to comprehend and answer questions related to the text read. Students will be able to explain the book using key details. ELA Common Core STANDARDS): [This should align with the objectives above.] Identify the Strand # and the Key Idea. Reading Standards for Literature K-5 o Key Ideas and Details 1. Ask and answer questions about key details in a text Reading Standards for Literature K-5 o Key Ideas and Details 3. Describe characters, settings, and major events in a story, using key details. Writing Standards K-5 o Test Types and Purposes 3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal even order, and provide some sense of closure. --------------------------------------------------------------------------------------------------------------------(PRE-READING PHASE): List the activities and explain the procedures of each activity. Consider attitude orientation, reader engagement, schema activation, direct instruction of concept foundation, and establishing purpose. We have been working on the sequence of events for the Very Hungry Caterpillar the last two days. Today we are going to read a new book by the same author Eric Carle. Today we are going to read The Very Quiet Cricket. How do you think he will sequence the events in this book? Do you think he will use the same words and events as he did with the Very Hungry Caterpillar? Transition: How will you transition from pre-reading to during reading? [This should be stated in a single sentence. Example: Please bring your post-it notes and meet your reading buddy at the listening center.] Ok I want you to play close attention to the sequence of events in the story as I read it to you. --------------------------------------------------------------------------------------------------------------------(DURING READING PHASE) List the activities and explain the procedures of each activity. Consider metacognitive strategies, comprehension monitoring, fix-up strategies, scaffolding, and reflection. While I read the book to the students I will ask questions throughout the book. Have you noticed any words he has used so far that is helping you keep track of the events and when they are happening? Transition: How will you transition from during reading to post-reading? [This should be stated in a single sentence.] Now I would like for everyone to go back to your desk and get a pencil and paper out of your desk. 14

Switzer, Chanel Reading lesson

--------------------------------------------------------------------------------------------------------------------(POST-READING PHASE) List the activities and explain the procedures of each activity. Consider comprehension checks, discussion, schema building and clarifying, creation, extension, writing, reflection, and beyond. After the students are back at their desk I will show them the pictures of events in the story. I will have these pictures printed out of paper and big enough for all the class to see. I will explain what the picture is if any students have questions, but I will not tell them the order the pictures go in. Transition: How will you transition from post-reading into closure (ending the lesson)? [This should be stated in a single sentence.] Now I want to see if you can place the pictures in the correct order and write in your own words what the picture is.

INDEPENDENT/GUIDED PRACTICE: List the activities and explain the procedures of each activity. Consider enrichment and supplemental activities to support typical and non-typical learners. This will be a test so all students will work on their own. I will have each picture posted on the board with a number by it. The students will need to write on their paper the number order they think the pictures go in. I would also like them to write in their own words what the picture is and what event may be happening in the pictures. When all students are finished they will turn them in and I will look over them to determine if they understand the sequencing concept. ASSESSMENTS: Formative Assessment(s) Used: I will use the questioning at the beginning of the book to determine if the students are understanding the concept of sequencing. Summative Assessment Used (if end of unit): The paper will be the test to determine if the students comprehended the story and are able to put the pictures in the correct sequence of events.

CLOSURE: Bring the lesson to a close, reinforce the skill focus, and prepare students for next session. You all did a wonderful job listening and working quietly today. Do you all think you understand why authors write stories in a certain sequence? Is it easier to follow the story if you understand the order? It is important for you to understand the sequencing and how authors use words or events to follow their story. Some books may not go in a direct order like these did, so we need to be able to recognize this. --------------------------------------------------------------------------------------------------------------------MODIFICATIONS: Consider, especially ESL. I will have a printout of the book in Spanish for students that may need to read it in their language to understand. REFLECTION (This refers to yourself: self-reflection):

15

Switzer, Chanel Reading lesson What will serve as the primary source of your reflection? What will you want to consider regarding your own teaching? The test will be the main reflection of how the students understand the sequencing order. This will determine if the whole unit was a success in their understanding.

16

Switzer, Chanel Reading lesson

17

Switzer, Chanel Reading lesson

18

Switzer, Chanel Reading lesson

19

Switzer, Chanel Reading lesson

20

Switzer, Chanel Reading lesson

21

Switzer, Chanel Reading lesson References Carl, E. (1969). The Very Hungry Caterpillar. Penguin Putnam. Carle, E. (1980). The Very Quiet Cricket. Philomel. Making Learning Fun. (n.d.). Retrieved from Making Learning Fun: http://www.makinglearningfun.com/themepages/VeryQuietCricketStorySequenceCards.htm

22

You might also like