Molloy College

Division of Education
Heading for Coursework
Student: Elizabeth Struzzieri
Course: EDU 521
Topic: Sequencing of Events

Professor: Maria Esposito

Date: 06/12/15
Grade: 2
Content Area: Social Studies
Instructional Objective

After watching a Youtube reading of If You Give a Moose a Muffin by Laura Numeroff
and a class discussion on the relationship between cause and effect, 2nd grade students
will work both independently and as a class to correctly sequence and understand the
beginning, middle and end events from the story using sequencing necklaces. This will be
done with 90% accuracy.
STANDARDS AND INDICATORS
New York State Social Studies Standards
Key Idea:
2.7: Cause-and-effect relationships help us recount events and understand historical
development.
Key Concepts:
2.7a: Cause-and-effect relationships help us to understand the changes
in communities.

Students will distinguish between cause and effect to gain an understanding of the
sequencing of events.
Students will examine the beginning, middle and end scenes in If You Give a
Moose a Muffin by Laura Numeroff to recount the events in sequential order.

Indicator: This will be evident when students listen to the YouTube reading of If You
Give a Moose a Muffin by Laura Numeroff, after reviewing the relationship between
cause and effect.

National Social Studies Standards and Themes:

3. Time, Continuity, and Change

History as a formal study that applies research methods

Reading, reconstructing, and interpreting events
Analyzing causes and consequences of events and developments
Considering competing interpretations of events

Indicator: This will be evident when students analyze the causes and consequences of
events and interoperate the sequence of these events.
Common Core ELA Standards
Writing Standards for Literacy in History/Social Studies
Write arguments focused on disciplinespecific content.
a. Conduct short research projects to answer a question (including a self-generated
question), drawing on several sources and generating additional related, focused
questions that allow for multiple avenues of exploration.
b. Gather relevant information from multiple print and digital sources,
using search terms effectively; assess the credibility and accuracy of
each source; and quote or paraphrase the data and conclusions of
others while avoiding plagiarism and following a standard format for
citation.
c. Draw evidence from informational texts to support analysis,
reflection, and research.
Indicator: This will be evident when students sequence the events from
the book after gathering evidence from the reading and YouTube
video.
2.SL.2 Recount or describe key ideas or details from a text read aloud
or information presented orally or through other media.
Indicator: This will be evident when students complete the Moose Mix
Up worksheet.
2.SL.4 Tell a story or recount an experience with appropriate facts and
relevant, descriptive details, speaking audibly in coherent sentences.
Indicator: This will be evident when students accurately re-tell the
story in the correct order using sequencing necklaces, each
individually speaking about their scene of the story.
English/Language Arts Standards in History/Social Studies

a. Describe how a text presents information (e.g., sequentially, comparatively, causally).

Indicator: This will be evident when students verbally collaborate to describe and
compare their sequencing necklaces in order to correctly sequence the story based on the
text.
Social Studies Practices
Chronological Reasoning and Causation
a.

Retell a community event in sequential order.

b.

Identify causes and effects, using examples from his/her family life or from
the community.

Indicator: This will be evident when students retell/sequence their entire day.
MATERIALS

If You Give a Moose a Muffin by Laura Numeroff on Youtube

SMART board
Sequencing necklaces
Pens/Pencils
Moose Mix Up worksheet
Scissors
Glue stick
Crayons
Basket
STRATEGIES

Direct instruction
Indirect instruction
Collaborative learning
Independent learning
Group discussion
MOTIVATION

The teacher will provide each student with sequencing necklaces.

ADAPTATIONS
For the student(s) with ADHD, the lesson will be provided in an outlined format so
they know what to expect next.

 For the student who is hearing impaired, a FM unit will be provided so audio
information is transmitted directly from the teacher to receiver through a hearing aide.
The YouTube video will be played with closed captions.
DIFFERENTIATION OF INSTRUCTION
The teacher realizes that not all students learn the same way.
Visual learners will be stimulated by the Youtube reading of If You Give a Moose a
Muffin with closed captions and sequencing necklaces.
Auditory learners will be stimulated by the Youtube reading of If You Give a Moose a
Muffin and conversing with group members during the sequencing activity.
Social Interaction learners will be engaged by interacting with their peers during the
sequencing activity.
Tiered Differentiation
Tier One learners will be provided with a cut and paste Moose Mix up
worksheet. The student must correctly identify and sequence 3 events
from the
story.
Tier Two learners will be will provided with a cut and paste Moose Mix up
worksheet. The student must correctly identify and sequence 5 events from the
story.
Tier Three learners will be provided with a cut and paste Moose Mix up
worksheet. The student must correctly identify and sequence 8 events
from the
story.
DEVELOPMENTAL PROCEDURES
1. The teacher will introduce the meaning of sequencing and
demonstrate sequencing is by listing the classes daily activities
both in and out of order on the SMART Board. (What do you think
sequencing means?Are these activities sequenced in the correct order? Why or
why not? Can we use cause and effect as clues to help us sequence correctly?
Why or why not? What is an example of sequencing?)
2. Students will watch a reading of If You Give a Moose a Muffin by Laura
Numeroff on YouTube. While watching the video, students will complete their
Moose Mix Up worksheet using evidence from the story. (What happens first in
the story? What happens in the middle of the story? What happens last in the
story?)

3. Students will then randomly choose one sequencing necklace to wear from the
basket.
4. Working either independently, collaboratively, or both, students will come up to
the front of the room and identify the correct place that they belong in. Students
will be able to correctly sequence themselves to match the order of events from
the story based on evidence from the Youtube reading as well as (the pictures and
words) on the sequencing necklaces.
ACADEMIC ASSESSMENT
The teacher will observe that the students have correctly sequenced themselves to match
the order of events from If You Give a Moose a Muffin by Laura Numeroff using
sequencing necklaces. For the students who did not meet the lesson objective, the teacher
will work with them and have a large floor mat with pictures of the scenes and an outline
to reference while sequencing them.

ACADEMIC ENRICHMENT
Students who easily met the lesson objective will re-tell/sequence the order of activities
that took place during their day from the morning to bedtime, which they will share with
the class and teacher the following day.

REFERENCES
Numeroff, Laura. If You Give a Moose a Muffin Retrieved from https://
www.youtube.com/watch?v=tOPFVSiB5uQ

Teachers Pay Teachers. Story Sequencing Activity- If You Give a Moose a Muffin
Retrieved from https://www.teacherspayteachers.com/Product/StorySequencingActivity-If-You-Give-a-Moose-a-Muffin-1001552
The Mailbox. Moose Mix Up Worksheet Retrieved from http://
www.theeducationcenter.com/magazines#!/editorial/moose-mix-up