Subject: Literacy-- Story Sequencing and Writing

Grade: 2nd

Common Core Standard(s):

W.2.3: Write narratives in which they recount a well-elaborated event or short sequence of
events, include details to describe actions, thoughts, and feelings, use temporal words to signal
event order, and provide a sense of closure.

Objective(s): At the end of this lesson my students will be able to…

● Sequence events of a short story
● List events first, next, last, etc.
● Write their own logical sequence

Resources/Materials List:
● Story Sequencing graphic organizer
● Storytelling picture cards
● Pumpkin white lined paper
● Scissors
● Chart paper
● “Room on the Broom” by Julia Donaldson
● https://www.youtube.com/watch?v=_uQulEnxsRo

Procedure:
● Write the words first, then, next and last on chart paper
● Point out to the class that these are words that writers often use to indicate the order, or
sequence, of events in a story. Within the story, writers will then elaborate on the
actions, feelings or thoughts of the characters and provide details about the events.
● Give each student the Story Sequencing graphic organizer, the “Sofia Rakes Leaves”
storytelling picture cards and scissors.
● Have students cut apart the picture cards.
● Then ask students to place the picture cards in the order they wish to tell the story on their
graphic organizer. Encourage them to consider whether their sequence tells a story from
beginning to end.
● When students complete the activity, invite volunteers to share how they sequenced the
pictures.
● Tell students to look at the picture cards and describe what is happening in each picture.
● Using the pumpkin white lined paper, ask students to describe the pictures, encourage
them to use time order words (first, next, then, last, etc) to signal event order and add
details about what the characters may be doing, thinking or feeling.
● Write down students’ story suggestions on chart paper and demonstrate how to create a
story from beginning to end.
 ● Then, listen to the read aloud version of “Room on the Broom” by Julia Donaldson.
● Briefly talk about the book as a class. Specifically drawing attention to the sequence of
the story. What happens first? Next? Last? Etc.
● Next, tell students you would like them to practice sequencing events and writing a story.
● Allow students to choose their own book from the classroom library for independent
practice. Encourage students to pick a book in their reading level.
● Using the graphic organizer, have students write a story with a logical sequence.
● Invite volunteers to read their stories aloud to the class.

Plans for differentiation:

● For the procedure part, lower learners will have help cutting out their picture cards.
● Independent work; reading materials will be at varying readability levels.
● Students may use reading buddies to help.
● Meet with small groups to re-teach an idea or skill for struggling learners, or to extend
the thinking or skills of advanced learners. Higher leveled learners may be instructed to
elaborate more on their narratives.

Assessment: If students successfully complete their independent work on sequencing events and
writing a story, the teacher will know if the students achieved the objective.

Plans for accommodation/modification:

● Students with IEPs will get a modified worksheet for the cut out picture cards. This
worksheet will have a few numbered pictures. For example, the first picture and last
picture and the student will sequence the ones in between.

What’s next? This lesson aligns with the thematic unit of Fall/Thanksgiving because it utilizes
activities that contain common items associated with Fall and Fall holidays/celebrations.