How Curriculum is Planned

There are a variety of factors. The first factor that must be considered is what is

developmentally appropriate. This means what skill level are the students at and which way of

teaching will this group of students best understand the lesson. The second factor is state

standards. State standards determine what children need to know and be able to do before they

move on to the next grade.

Lesson Plan– Little Red Hen: Comprehending

Sequence

Content Area or Developmental Focus: Comprehending Story Sequence

Age/Grade of Children: Kindergarten

Length of Lesson Plan: Thirty minutes

Goal To be able to sequence the events of a story.

Objective By the end of this lesson students will be able to identify major parts of a story
in chronological order (TEC, 2016)

Materials -copy of The Little Red Hen

-scissors
-crayons
-glue
-construction paper
-chronological picture printout

Pre-Assessment Students will be gathered in a circle to discuss sequence of events using the
class schedule as an example. Students will use chronological order to discuss
what they do during the beginning, middle, and end of the day.

Instructional Sequence 1. Students will gather around the circle-time rug and listen as the teacher
reads The Little Red Hen
2. Students will be broken into groups of three in order to promote nested
skills.

Developed by Kristina Bodamer and Jennifer Zaur, Full-Time Faculty, College of Education, ECE/CD Department
 3. Each group will be given a printout of events in the story.
4. They will be asked to color them, cut them out, and work together to
place them in the proper order.

Differentiation Toddlers- This age group will use puppets to retell the story
Primary- Students will use recipe to make bread and practice following
sequence.

Assessment As students place their pictures in order, the teacher will walk around ensuring
(Practice/ Checking for that students understand the sequence of main events within the story.
Understanding)

Closing Have an open discussion with the students about sight words they remember
from the book and which ones they think they did well on and what they feel
like they need more practice with.

References
Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading

Subchapter A. Elementary. (106). Texas Education Code. Retrieved January 23, 2018,

from http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html

Developed by Kristina Bodamer and Jennifer Zaur, Full-Time Faculty, College of Education, ECE/CD Department