The+coolest+plan

Learning Target: I can describe the beging-middle-end of a story. I can describe what is story sequencing.

Description: Students will be introduced to a text and the text will be read aloud. Before reading the text I remind students that they will be working on their sequencing skills. I say, "As we read, let's think about what happens during the beginning, middle, and end of the story," and "After we finish reading, we're going to try to retell the story." When retelling the story I will be modeling using sequencing cards that will give a visual representation for my visual learners. I will also use interactive writing when recording on chart paper. I will allow students to come up to the author's chair to retell if they are kinestetic learners. Others will be able to partern in small groups and retell.

Procedures: As I read, I will pause frequently to ask students to identify the events in the story and to encourage them to think about when the beginning gives way to the middle and the middle transitions to the end. Once I have read the story, I would use chart paper to make lists with students about the events that occurred, trying to arrange them sequentially. Then using the sequence picture cards, lists or maybe sentence strips, since events can be written on individual strips and then rearranged as necessary to put the events in the correct order. Students would be called up to use these cards, lists, or strips as reminders as they retell the story by acting it out with paper puppets that were pre-made to accompany the story.

Materials:
 * //Joseph Had a Little OverCoat//, by Simms Taback
 * Sentence strips.
 * Chart paper to record information from the text
 * Blank paper, pencils, and crayons or markers
 * Sequencing cards that have pictures of various parts of the story on them.

Assessment: One way to assess students understanding of the sequence of a story is by choosing a different, familiar book and ask students to identify the beginning, middle, and end of that story. Also I would continue to strengthen students' understanding of these ideas by focusing on the beginning, middle, and end of a familiar event when sharing stories after a weekend, at the end of the school day, and I ask students to describe what they are sharing by using the terms beginging-middle-end.