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Day: Friday

Date: February 12th, 2016

Subject: Literacy
Common Core Standard(s):
K.RL.1 With prompting and support, ask and answer questions about key
details in a text.
K.RL.2 With prompting and support, retell familiar stories, including key
K.RL.3 With prompting and support, identify characters, setting and major
events in a story.
Objective(s): Understand how to sequence the story The Very Quiet
Cricket, as well as answer key questions about the story.
Resources/Materials List:
Book The Very Quiet Cricket by Eric Carle
Bug Props
Story Sequencing Cards
My Favorite Part worksheet.
First, the students will gather on the reading rug. The teacher will then
read the book The Very Quiet Cricket. During the reading of this story,
the teacher will use props for the characters to put extra emphasis on
their importance. The teacher will also stop and ask questions that go
along with the story. For example What happened when the cricket
tried to say hello to the praying mantis?
Next, the students will be broken up into small groups. They will be
given story sequence cards that align with the story. The students will
work together to put the book in order. The teacher will walk around
to see the students progress.
After, the students will correct their errors, if any, with the teacher as
the teacher goes over the correct order with the entire class.
The students will then go back to their desks where they will write
down what their favorite part of the story was on a worksheet handed
out to them.
Plans for differentiation:
Students who want more of a challenge may also include what their favorite

character was in the book as well as their favorite part on the My Favorite
Part worksheet.

Assessment: The teacher will take note of which groups correctly

sequenced the story. The teacher will also assess whether the students were
able to identify major events in the story by seeing which part of the story
was each students favorite.
Plans for accommodation/modification:
The teacher will be available to answer any and all questions throughout this
activity. Also, when students are put into groups for the sequencing activity,
the teacher will group students with high leaning levels with those who are
have a lower learning level so that students can help each other succeed in
this activity.
Whats next?
Students will continue to sequence stories by moving away from the use of
sequence cards and verbalizing main events instead. Students will also
continue to identify characters, settings and major events in more complex