Standard: CCSS.ELA-LITERACY.RL.2.

5
Describe the overall structure of a story, including describing how the beginning
introduces the story and the ending concludes the action.
Grade: 2nd
Theme: Literacy
Objectives:
Language
SWBAT identify the beginning, middle and end of a story
o Assessment: During the conclusion of the lesson students will identify the
words: beginning, middle and end
Prefunctional: Students can correctly apply vocabulary by
sequencing the events in a story using photo cards
Emergent: Students can correctly sequence the events in a story
using photo cards while saying the words, beginning, middle
and end
Content
SWBAT sequence seven events of the story
o Assessment: During the conclusion of the lesson students will sequence
seven key details using the Storyboard strategy
Learning Strategies:
Whole group instruction
Modeling
Images/realia/videos
Read Aloud
Front Loading Vocabulary
Story Board
Word/picture Cards
Key vocabulary:
Beginning
Middle
End
Cookie
Mouse
Milk
Materials:

If You Give a Mouse a Cookie by Laura Joffe Numeroff

Si Le Das Una Galletita a un Raton by Laura Joffe Numeroff
Cookie (realia/images)
Milk (realia/images)
Mouse (images/video/puppet)
Sequencing cards (for assessment)
Laminated word cards
Smart Board
Premade interactive Smart Board sequencing activity

Motivation (building background): Vocabulary (cookie, mouse, milk) will be front

loaded prior to the read aloud. The teacher will use images on the doc cam and realia to
introduce the vocabulary in multiple demonstrations to students. Laminated word cards
will be placed on the doc cam and additionally next to the cookie and milk. The youtube
video, https://www.youtube.com/watch?v=ifQMabGP0ck, will be used to show students
an actual mouse moving around. Also, a mouse puppet will be paired with sound.
Students will interact and pass around the puppet. Real milk and chocolate chip cookies
will be given to each of the students, unless they have diet restrictions. Students will get
to touch, see, smell, and taste the milk and cookies.
Presentation: The teacher will read aloud If You Give a Mouse a Cookie by Laura Joffe
Numeroff. Our Spanish speaking ELLs have been previously exposed to the Spanish
version during reading groups. The teacher will hold up corresponding realia when
cookie, milk and mouse are said aloud in the story. After reading the story, the class will
generally discuss events in the beginning, middle and end of the story. They will also
make comparisons in small groups to the beginning, middle and end of their school
day.The teacher will give sequencing cards for the small groups to utilize that correspond
with the picture cards of the daily schedule, as well as laminated word cards with the
words: beginning, middle, and end.
Practice/application: The teacher will utilize an interactive Smart Board to complete a
sequencing activity using specific pages from If You Give a Mouse a Cookie. The teacher
will model how to sequence the first two pages. Next, students will be called up to
complete the activity. Once all of the pages are in the correct order, students will place
laminated word cards beginning, middle, and end. in the corresponding locations.
Then, the teacher will review the events of the story with the students.
Review/assessment: Students will be given seven individual picture cards from the story
and sequence them independently. The picture cards will be differentiated for each
student to meet their individual needs. For example, high learners will have minor events
in the story to sequence. The students will sequence their given pictures from the story
under the word cards beginning, middle, and end. Prefunctional ELL students will
correctly apply vocabulary by sequencing the events in a story using photo cards.
Emergent ELL students will correctly sequence the events in a story using photo cards
while saying the words, beginning, middle and end.