Lesson # 1 of 2 Grade Level: 1

Central Focus Sequence of Events

1W3: Write narratives which recount real or imagined experiences or
Standard
events or a short sequence of events.
Learning SWBAT identify events in sequential order by using words such as
Objective First, Next, and Last.
Interrupting Chicken Story, Sequence of Events Flow Charts (Different
Materials
worksheets), Exit Slips
The purpose of learning how to organize events in sequential order is
Purpose to help students identify what happened beginning, middle, and end, so
that they can retell the story and build on their reading comprehension.
Workshop Model

Introduction (5 mins):
The teacher will activate prior knowledge by referring back to the play
they’ve been practicing for, “Throughout The Decades.” The teacher will
mention the scenes/events in the incorrect order to engage
participation from students so that they will correct them. The teacher
will ask students to share the correct order of scenes/events about
what happened in the beginning, middle, and end while using the words
“First,” “Next,” and “Last.” The teacher will write their answers onto a
flowchart and explain that a flowchart is to help retell a story in order.

Mini-Lesson (10 minutes):

The teacher will introduce and read the story, “Interrupting Chicken,”
and explain that after the story, they will do the same thing in their
groups; identify events from beginning, middle, and end with a
flowchart while using the same vocabulary. Each student has their own
Instruction copy of the book to follow along.

- Page 85: What does Chicken want Papa to do?

- Page 93: What do you think is going to happen next?

- Page 103 (Turn and Talk 1 minute): Why did Papa ask Chicken to
read him a story?

- Page 108: What happened with Papa when Chicken read their story?

Anticipated Difficulties:
Students may have difficulty recalling details in sequential order and
may just recall any details they can remember from the story. To
address the issues, the teacher will ask questions such as “What
happened in the beginning? How did the story start? What happened
after that? What happened in the middle of the story? What happened
at the end of the story? What was the last thing that happened?”

 When in groups, students will work on their own flowchart and will fill
out a sequence of events flowchart based on the story “Interrupting
Chicken.” Each group will have a different but similar worksheet. The
teacher will work with the lower-level group.

Higher-level groups:

Mid-level group:

Learning Task

Lower-level group:

Closing / As a class, students will share their answers and retell the story of
Debrief “Interrupting Chicken” using the words first, next, and last.

 Pre-Assessment: Worksheet where students identified the first, next,

and last steps of washing hands based on a small passage.

Informal assessment: The teacher will ask guided questions during

Workshop.

Assessments Exit Slip: A slip will be given to the students at the end of the lesson and
will state “Circle the one that best describes you.” The students will self-
evaluate themselves by circling one statement that best describes them
after the lesson.

Post-Assessment: Worksheet where students identified the first, next,

and last steps of making a sandwich based on a small passage.
ELLs and Strugglers will be provided with letter/sound charts to help
them form and write their sentences.

Lower Level group will receive pictures with text of the story to help
Differentiation them put in order.

To differentiate, each group will receive a different worksheet. The

worksheets are differentiated for the higher-level group, the mid-level
groups, and the lower-level group.
First: before everything else
Next: to come after
Academic
Then: synonym for next, to come soon after
Language
Last: after everything else
Sequence: in a specific order

SAC Chart

Materials Used Below

Introduction Slide

Pre-Assessment

Post-Assessment

 Exit Ticket:

Higher-Level Worksheet

Mid-Level Worksheet

Lower-Level Worksheet