EDPC 605, Week 6, Assignment 2

Christeen Edward

Subject: English Language Arts and Writing Lesson

Grade: 2^nd 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.

1. I will ask my students to look at the cover illustration of the book and try to determine what the story will be about.
2. 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.
3. 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.

1. I will explain the procedure (listed above) that the students will be doing for group work.
2. I will discuss the expectations for proper behavior during group work:

• Share the materials with partner
• Raise your hand if you have any questions

3. 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.