Lesson Plan One (ECED 329) Candidate: Amber Jordan Date and Time of Lesson: February 11, 2013

8:30 am School: Greenwood Early Childhood Center Subject: English Language Arts L#: 00178188 Grade Level: 4K Cooperating Teacher: Annette Blackwell

Lesson Title: Sequencing of Events

1. Curriculum Standards Addressed: Pre-Kindergarten Content Standards English Language Arts PKRL 3 With prompting and support, identify characters and major events in a story. 2. Instructional Objective(s) Criteria: After reading There Was an Old Lady Who Swallowed a Rose by Lucille Colandro, the students will be able to successfully recall the events that happened from the beginning of the book to the end. 3. Assessment(s) of the Objectives: Pre-Assessment- In small group instruction, the students will be asked what is sequencing, beginning and ending of a story, and if they can put numbers in order from one to ten. Anecdotal notes will be taken to record the students knowledge of sequencing events in story. During Assessment- During the whole group lesson, the students will be assessed on how they can recall objects as the story goes along. Also how they answer questions and interact during the lesson. Post-Assessment- In the small group lesson, the students will be given a color, cut, and glue activity sheet to see if they can recall the objects the old lady swallowed in order. Also discuss what sequencing, beginning, and ending means. The activity sheet will have the objects on it, and the students will put the objects in order from one to seven. The objects will have one, two, three, four, etc. on them so the students can match the objects in order from 1st to 7th. 4. Materials/Resources: Book- There Was an Old Lady Who Swallowed a Rose by Lucille Colandro The Old Lady with all the seven objects she swallowed Pre-Assessment, During Assessment, and Post Assessment Sheets Copy of Lesson Plan Sequencing Activity Sheet Glue Scissors Crayons 5. Prerequisites (Prior Knowledge): Pre-Kindergarten Content Standards English Language Arts PKRL 1 With prompting and support, ask and answer questions about key details in a text. (e.g. how, why) PKRL 2 With prompting and support, retell familiar stories, including key details.

6. Procedures: 1. Before teaching the lesson, evaluate students in small group instruction on information they already know about sequencing of events. The pre-assessment ask students questions such as- What is sequencing? Do you know what the beginning of the story means? Do you know what the ending of the story means? Also can they put the numbers one to ten in order? While asking questions, document on the pre-assessment checklist and include notes or comments. 2. Before starting the lesson, gather the students to the rug and get them ready to read the book. Start the lesson off by discussing what we are going to do. Tell students, We are going to learn about sequencing of events today. We will be reading There Was an Old Lady Who Swallowed a Rose by Lucille Colandro. We are going to see what she swallows and name them in order. In small groups with Mrs. Amber we will do an activity with all the things she swallows. 3. Discuss new vocabulary such as sequencing of events, beginning, and end. Give examples of each of the new vocabulary. Discuss that in order to understand the story we must know what happened at the beginning and at the end of the story. 4. Read the book, There Was an Old Lady Who Swallowed a Rose by Lucille Colandro. 5. During the book keep students focused and engaged in the book by asking questions and getting them to predict what is going to happen next. 6. After reading the book, I will ask students to think about what the old lady swallowed in order and raise their hand after they know the answer. I will then call on different students to tell me the first, second, third, fourth, fifth, sixth, and seventh object so I can place the objects onto the Old Lady. 7. Ask different students to tell what happened at the beginning and at the end of the story. 8. Model to the students what they will be making in their small group instruction by showing them a sheet that is already finished. 9. In small groups, the students will color and cut each object the old lady swallowed, and then glue the objects in order from first to last as she swallowed them. 10. During the small group instruction, observe and evaluate the students on how well they put the objects in order from first to last. Discuss what each object is. Document the information on the post-assessment checklist of each childs work by looking to see if they put the objects in order from first to last. 11. After the students finish their sheet, ask students what she swallowed at the beginning of the story and at the end of the story. Also ask them what sequencing of events means. Determine what knowledge the students learned from the lesson and document in the post-assessment checklist. 7. Accommodations: During the lesson, for the students who have a hard time listening and focusing, have them sit on the floor near the teacher so they will listen and focus. Also if problems still continue ask student(s) to help with the lesson. If there are early finishers in small group instruction the students will return to the centers and continue with their work there. Make sure the students with IEPs are at the front of the rug so they can hear, see, and focus.

8. References: Pre-Kindergarten Content Standards English Language Arts