Christeen
Edward
Subject: English
Language Arts and Writing Lesson
Grade: 2nd
Grade
Topic/theme: We will
understand the sequence of events by applying and introducing specific
vocabulary to put events in chronological order (days of the week) through
sharing “The Very Hungry Caterpillar,” by Erica Carle.
Prerequisite
Knowledge: Students should be:
- Familiar with basic terms, such as “beginning”, “middle”, and “end.”
- Familiar with the order of the days of the week, months of the year, and the alphabet.
- Familiar with the terms “first”, “next”, “then”, “finally”, etc.
NYS
Standards:
Reading:
Standard 1: Students will read, write, listen and speak for
information and understanding.
- Use graphic organizers to record significant details from informational texts, with assistance
- Read unfamiliar informational texts to collect and interpret data, facts, and ideas, with assistance
- Relate data and facts from informational texts to prior information and experience, with assistance
Writing:
Standard 1: Students will read,
write, and speak for information and understanding.
- Connect personal experiences to new information from school subject areas, with assistance
- Use effective vocabulary in expository writing, with assistance
Common Core
Standards:
Reading: ELA-Literacy.RL.2.7 Use
information gained from the illustrations and words in a print or digital text
to demonstrate understanding of its characters, setting, or plot
Reading:
ELA-Informational. RI.2.4 Determine the meaning of words and phrases in a text
relevant to a grade 2 topic or subject area
Speaking
and Listening: ELA-Literacy.SL.2.2 Recount or describe key ideas or details from
a text read aloud or information presented orally or through other media.
Instructional
Objectives: By the end of the lesson students will be able to:
- Cut and paste pictures in their sequential order.
- Cut and paste different events of stories in their sequential order.
Materials:
- Book: The Very Hungry Caterpillar
- Chart paper for the sequencing skill (mini-lesson)
- Markers
- 27 pieces of colored construction paper for the group work
- 14 glue sticks
- 14 scissors
- 2 short sequencing picture sheets (how to build a snowman, how to make a birdhouse) for the group work
- 3 long sequencing picture sheets for the group work
- 2 money sequencing sheets for the group work
- 2 sentence sequencing sheets for the group work
- 4 sentences sequencing sheets for a longer story, for group work
Motivation:
I will ask the students to describe
what they did today in the morning from the time they woke up until they got to
school. I will connect these answers to the sequence of events (our strategy)
by applying the words “First”, “Second”, “Third”, etc.
- What do you do when you wake up in the early morning? (have breakfast)
- What do you do next? (take shower, dress up, etc)
- What do you do after you get dressed? ( walk out and take the school bus)
- Why do I have to put the events in order? (In order to make sense)
I will also write on the board one
of the student’s names backwards, and I will ask the student:
- What is wrong with my writing? (it is not in order)
- Why do I have to put the letters in order? (in order to make sense)
Procedure:
Mini-Lesson:
1- I will
begin by explaining that sequencing is a skill that teaches us how to put
events in order. It also helps us to understand the order in which things
happen. I will explain to my students that the term “sequencing” means to place
things in order.
- I will ask my students to look at the cover illustration of the book and try to determine what the story will be about.
- I will introduce the story as just the pictures backwards and the events that occur, which made the cocoon become a butterfly. Then, I will explain that we are determining the sequencing of events and the sequential words. I will explain that a butterfly could not become a butterfly, if she wasn’t a caterpillar first, and everything in life has to be in order simply to make sense.
- I will introduce my students to the new vocabulary words featured in the story such as: “caterpillar” and “cocoon.”
2- Before I
start reading aloud, I will explain to my students that the lesson is focusing
on sequencing events. I will instruct my students to pay careful attention to
the sequencing words during reading. After I finish reading, I will discuss
with my students the events at the beginning, middle, and end of the story, and
then sequence the events.
3- I will ask
open ended and critical questions such as: Who is the story about? What do you
think is going to happen next? How did the caterpillar become a butterfly? How
long did it take for caterpillar to build her cocoon? Why did the caterpillar
eat too much food?
Group Work:
1- I will
explain the group work activities to the students.
- I will explain the procedure (listed above) that the students will be doing for group work.
- I will discuss the expectations for proper behavior during group work:
- Share the materials with partner
- Raise your hand if you have any questions
- I will split the students into four groups and multiple entry points based on each group’s level of understanding and their needs.
- Group four (The lowest functioning group): Students will work in pairs. They will be given a short sequencing picture sheet and construction paper. This group will cut these pictures and glue them in sequential order.
- Group three (The average group): Students will work in pairs. They will be given a long sequencing story picture sheet and construction paper. This group will cut these pictures and glue them in sequential order.
- Group two (The average group): Students will work in pairs. They will be given different kinds of activity sheets, some of them will get sentences sequencing sheets and construction papers. They will cut out these sentences and glue them in sequential order. The other partners will get money sequencing sheets and construction papers, they will have to cut the money shapes and glue them in order.
- Group four (The highest functioning group): Students will work in pairs. They will be given a sentence sequencing sheets for a longer story and construction paper. Student will write the sentences in order.
2- While the
students are working, I will ask the following questions:
- What do you think happened first?
- What do you think comes next?
3- When
students are finished, I will collect the materials and they will clean their
work space.
Share:
I will ask each pair of students to
come to the front and share their activity with us. I will ask the following
questions:
- What was your activity about? (answers may vary)
- What did you glue or put first, then, etc? (answers may vary)
- Why did you put them in this order? (because it make sense)
Conclusion:
1- I will
review the main vocabulary from the lesson with the students and I will ask
them the following questions:
- What did we learn about today? (Sequencing)
- What is a cocoon? (is the silky envelope that covers the worm)
2- I will ask
the students the following questions about the activity:
- What was your favorite part of the activity? (answers may vary)
- What did you learn from doing this activity? (answers may vary)
3- I will ask
the following questions to encourage students’ thinking:
- What other things do you think they are in order?
Follow-up/
Extensions:
I will give my students
a template that has picture pieces of eggs, caterpillar, chrysalis, and
butterfly. Students will cut these pictures and glue them in the template of
life cycle of a butterfly. We will connect that the lesson learned is, the
sequence of events of a butterfly.
Evaluation:
I will evaluate this lesson according to my students’ responses
and looking at their worksheets from the group work that they completed; to
find out who needs to work more on this skill and who master it.
Topics
comes next:
We will do Fiction Sequencing: We will read Cinderella story and
record down the events. For the following day, we will do Family History
Sequencing project in which students will find out their family’s ancestry tree
and draw it.
