Amanda Velazquez

Grade: 2

Topic: Sequence of Events

nd

Common Core Standards:

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.
CCSS.ELA-LITERACY.RL.2.7

Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.
Objectives:
Students will be able to recognize sequence of events through
reading Lillys Purple Plastic Purse.
Students will be able to draw pictures to depict the story from
beginning to end.
Materials:
Pencils
Book Lillys Purple Plastic Purse
Index Cards
Crayons
Anchor Chart
Marker
Procedures:
Anticipatory Set
The teacher will ask the students if they have a routine in the
morning to get ready. The teacher will pick on one student and ask
them to list step by step what they do in the morning. They will then
list these on the board. They will listen for words such as first, next,
last, and tell the students that these words are called transition words
and that they should automatically ring a bell in your brain that were
sequencing events. The teacher will ask why the student couldnt do
the last thing on their list first and if it would make sense? The teacher
will then explain in depth that sequencing events means that you are
ordering events from beginning to end or listing items in order.

Teacher will read Lillys Purple Plastic Purse

During the story, the teacher will ask questions (post-it

notes inside book)
After reading the book to the class, the teacher will ask
students to discuss what the book is about, and what
significant events occurred in the book.
Teacher will hand out index cards with events from the
story randomly. They will have a number indication where
in the story they go (for teacher reference) The students
will read their card & start drawing a picture to represent
that event in the story.
When students are done in their groups, teacher will ask a
student to read their card and show the class their picture.
After this, the rest of the students should be reading their
index card and figuring out where their card goes in
relation to the first one. This will be done until we finish the
story.

Closure: The teacher will ask the following questions: Did we put it in
the right order? Lets look at the number on the back of the index card.
Why is it important to put things in sequential order? What are some
transition words we could use when telling a story? We all need to be
able to know sequence of events because good readers can retell a
story through these techniques. When you read to me are you going to
say well, I liked the ending and this happened in the middle
somewhere No. Students need to be able to re-tell a story in the right
order and it make sense to someone who hasnt read the story.
Assessment:
Formative: Teacher will observe students and make sure they
are listening and attentive while the story is being read. Teacher will
walk around the room while the students are ordering their events and
drawing their pictures.
Summative: Students must meet the criteria on there presentation of
their pictures from Lillys Purple Plastic Purse in order to receive full
credit, the student must receive 4/8 and 8/16. If the student scores
below this level, the teacher will provide one-on-one assistance.
Accommodations: Accommodations will be made for any special
needs students. In particular, if a student has trouble public speaking,
the teacher will pair up a student with strong speaking skills. If a

student needs additional time, the time needed to complete the

activity will be extended.

Ms. Amanda Velazquez

Name____________________________________________

CATEGORY
Relates
Graphics to
Text

Student accurately explains how each

graphic/diagram is related to the text, and
accurately determines whether each
graphic/diagram agrees with the information in
the text.

Student
accurately
explains how
each
graphic/diagra
m is related to
the text.

Student
accurately
explains how
some of the
diagrams are
related to the
text.

Identifies
important
information

Student lists all the main points of the article

without having the article in front of him/her.

The student
lists all the
main points,
but uses the
article for
reference.

The student
lists all but
one of the
main points,
using the
article for
reference.
S/he does
not highlight
any
unimportant
points.

Story: Lillys Purple Plastic Purse

Score:_______________/8

CATEGORY
Attractiveness

The poster is
exceptionally
attractive in terms of
design, layout, and
neatness.

The poster is
attractive in terms of
design, layout and
neatness.

The poster is
acceptably attractive
though it may be a
bit messy.

The pos
distracti
or very
designe
attractiv

Graphics -Clarity

Graphics are all in

focus and the
content easily
viewed and identified
from 6 ft. away.

Most graphics are in

focus and the
content easily
viewed and
identified from 6 ft.
away.

Most graphics are in Many g

focus and the
not clea
content is easily
small.
viewed and identified
from 4 ft. away.

Graphics Originality

Several of the
graphics used on the
poster reflect a
exceptional degree
of student creativity
in their creation
and/or display.

One or two of the

graphics used on
the poster reflect
student creativity in
their creation and/or
display.

The graphics are

No grap
made by the student, by the s
but are based on the included
designs or ideas of
others.

Use of Class Time

Used time well

during each class
period. Focused on
getting the project
done. Never
distracted others.

Used time well

during each class
period. Usually
focused on getting
the project done and
never distracted
others.

Used some of the

time well during
each class period.
There was some
focus on getting the
project done but
occasionally
distracted others.

Ms. Amanda Velazquez

Name__________________________________________________________________
___
Topic: Lillys Purple Plastic Purse Pictures

Did not
time to
project
distracte

Score:______________/16