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This lesson provided by:
Author: Shawna Finley
System:Cullman County
School:Holly Pond High School
Lesson Plan ID: 9699
Title:

"What Happened Next?"--Sequencing With The True Story of the Three Little Pigs

Overview/Annotation:

This lesson provides an opportunity for students to learn and practice the skill of sequencing. Students also improve in comprehension skills, previewing and predicting skills, and drawing conclusions.

Content Standard(s):
TC2(6-8) 5. Use basic features of word processing, spreadsheets, databases, and presentation software.
ELA2013(6) 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. [RL.6.2]
ELA2013(6) 3. Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. [RL.6.3]
ELA2013(6) 5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. [RL.6.5]
ELA2013(6) 7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch. [RL.6.7]
Local/National Standards:  
Primary Learning Objective(s):

Students will listen to the story then use sentence strips to retell the story while placing the events in the correct order. Students will draw conclusions about the story and its characters and share these in class discussion. Students will apply what they learn about sequencing by writing a paragraph using key sequencing words appropriately.

Additional Learning Objective(s):

Students will review the process of previewing and making predictions before reading/hearing a story. Students will improve comprehension skills by utilizing comprehension cards to review.

Approximate Duration of the Lesson: 61 to 90 Minutes
Materials and Equipment:

The True Story of the Three Little Pigs by Jon Scieszka (Level 2.9), teacher-made sentence strips, a pocket chart, comprehension cards, a key sequencing words chart/transparency (attached), daily event cards for remediation, graphic organizer (from Makes Sense Strategies-- "Footprint" or "What Happened Next?") , overhead projector (PowerPoint could be used instead)

Technology Resources Needed:

Computer with word processing software, printer

Background/Preparation:

Students need to be familiar with how to preview a book/story and make predictions based on what they find. Students need to have been exposed to the correct way to utilize comprehension cards, or this must be taught in conjunction with this lesson. Students need to know what "drawing conclusions" means. The teacher needs to create the event strips upon which the lesson will focus. Daily event cards must be made, and the key sequencing words chart needs to be completed.

Procedures/Activities:
1.)The teacher will prompt a discussion about the familiar story of the three little pigs. Then, the teacher will introduce the story by discussing with the students that there are always two sides to every story. Students may also discuss why it is important to know the correct order for some things.

2.)The teacher will show the transparency with the sequencing words on it (see attached) to the students. The class should work together to put the words in the correct order.

3.)Students will look at the book for the first time. The teacher will review the proper way to preview a book and make predictions based on information such as the title, author, and pictures.

4.)The teacher will instruct the students to listen as The True Story of the Three Little Pigs is read aloud. Students should be instructed to pay close attention to the order in which things happen in the story.

5.)The teacher will randomly pass out the comprehension cards to students to guide a discussion and review of the story. Previous predictions should be revisited at this time to see how accurate they were.

6.)Ask students which version of the story they believe. Have them write down the conclusions they feel can be drawn about this version of the story and the characters in the story. The students should be allowed to share the conclusions and express whether they believe the pigs' version or the wolf's version of the story. They should be encouraged to tell why and how they came to their conclusions. They should also give an explanation for why they believe the version they have chosen.

7.)The teacher will display the sentence strips. Students will work together to put these events in the proper sequence.

8.)At this time, students will complete a graphic organizer from the Makes Sense Strategies CD. This will be used as a guide as they create their own story paragraphs using sequencing words.

9.)This site may be used to show the sequencing process by defining the components.
(Sequencing Graphic Organizers)

10.)Instruct students to write their own stories. Each story must utilize at least three of the key sequencing words presented at the beginning of the lesson. Students will illustrate their own stories when they have finished.

Attachments:**Some files will display in a new window. Others will prompt you to download. sequencing.doc
Assessment Strategies:

The teacher will observe students for understanding and participation throughout the lesson. The graphic organizer will be used to check for accuracy and comprehension. The stories will be used to measure each student's mastery of the sequencing skill, and it will measure each students' ability to apply what has been learned. Students must complete the graphic organizer with 100% accuracy. The stories must be completed using a minimum of three transition words that show sequencing in an order that is appropriate.

Extension:

Students may use the computer to type, illustrate and print the stories they have written. Students can read other trade books and follow this same process to practice and apply what they have learned about sequencing. Students can be placed in pairs to proofread and edit the individual stories before turning them in for a grade. Students can share the conclusions that can be drawn concerning this story with the rest of the class.

Remediation:

Students who do not meet the 100% accuracy standard on the graphic organizer and story will go over the skill again with the teacher in small groups. They will review the process and key words used. Then, students will practice this skill in more detail by placing "daily event" cards in the correct order with 100% accuracy. Another trade book may be used before assessment to ensure struggling students have a better understanding of sequencing.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
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Alabama Virtual Library

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