Objective Category: The students will be able to identify the sequence of events

in a non-fiction text using the words first, then, next and last.
New York State Common Core Standards:

Language:
Knowledge of Language:
L.1.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
L.2.2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
L.2.3. Use knowledge of language and its conventions while writing,
speaking, reading, or listening.
Speaking and Listening:
Comprehension and Collaboration:
SL.1.2 Ask and answer questions about key detailed in a text read aloud or
information presented orally or through other media.
SL.2.2 Recount or describe key ideas or detailed from a text read aloud or
information presented orally or through other media.
Literature:
Key Ideas and Details
RI.1.1 Ask and answer questions about key details in a text.
RI.2.1 Ask and answer such questions as who, what, where, when, why
and how to demonstrate understanding of key details a text.

Rationale:
This lesson will be taught to help students understand why Thanksgiving is
celebrated. It will also help the students learn how to sequence a non-fictional

text. Students will better develop their writing and comprehension skills by
applying the use of sequencing words: first, then, next, and last.
IEP Goals:
Unavailable

Materials:
The First Thanksgiving non-fictional text (modified from The Pilgrims Path)
Highlighter
Carpet rules anchor chart
Sequencing anchor chart
Sequencing worksheets
Pencils/crayons
Smart Board
Development/Procedures:
Introduction: I will ask the students to be seated on the rug. I will introduce
myself as Ms. P and tell the students Today we will be learning something very
special, but first we need to go over the carpet rules. I will go over the carpet
rules with the students and compliment good behavior. To motivate the students,
I will start by holding up three different pictures, a turkey, a Pilgrim, and a Native
American. I will ask the students to identify these pictures. After listening to
student responses, I will ask what holiday goes with these pictures. I will explain
that today we will be using sequencing when listening to a story about the first
Thanksgiving.
Instructional Strategies:
1. I will introduce the sequencing anchor chart. I will state that sequencing is
when we put things in order, such as events in a story. I will introduce the
special sequencing words we will be using: First, Then, Next, Last. I will
have students repeat each word after I read them.
2. I will have students practice putting the sequencing words in order.
3. I will introduce the title of the text. I will remind students to listen for
sequence words while I read the story.
4. I will read the text, The First Thanksgiving, to the class. During the read
aloud, I will ask the students a variety of comprehension questions
regarding the text.
5. After the story is finished, we will discuss if anyone heard the special
sequencing words. I will have student come up and highlight the words in
the story.
6. I will then have the students walk back to their desks. I will direct the
students attention to the Smartboard. I will have sequencing words and

pictures to represent the different parts of the text on the Smartboard. The
students will match the appropriate sequencing word to the image.
7. After the Smartboard activity is completed. I will review the sequencing
worksheet the students will be completing.
8. The students will complete their sequencing worksheet.
Group 1 (Pre A/ A): The students will fill in the missing sequence words using the
information from the text and mini lesson. The students will use a word list of the
sequence words to assist them. Last, the students will draw matching illustrations
to go with each sentence.
Group 2 (Level C/E): The students will fill in the missing sequence word and
other missing words from the sentences. Students should use the sequencing
words and images to assist in missing words. Students can tap out words to help
spell unknown words. Last, the students will draw matching illustrations to go
with each sentence.
Group 3 (Level E- if applicable): The students will write complete sentence to
sequence the story. Students can use the images to assist in formulating each
sentence. Students can tap out words to help spell unknown words. Lastly, the
students will draw matching illustrations to go with each sentence.
Closure: After the students complete the sequencing activity. We will review the
sequence of the story on the Smartboard.
Assessment:
Short Term:
The students will be assessed by their ability to identify the sequence of nonfictional text through informal observations, their written work and classroom
discussions.
Long Term:
The students will continue to use sequencing with reading and writing. The
students will be responsible for this skill during futures reading and writing
lessons.