Sequence 2nd Grade Unit

This three-lesson unit is built around First Day Jitters, by Julie Danneberg;The Mitten Tree, by Candace Christiansen; andA Chair for My Mother, by Vera B. Williams. Lesson topics include retell a story in sequential order, summarize important events, and flashback sequence. All lessons include opportunities for direct teaching, guided practice, and independent practice. Three different graphic organizers are included in the printable materials. You will need to register for the site in order to access them, but registration is free.

Standards & Objectives

Academic standards
CLE 3001.1.2
Employ a variety of strategies and resources to determine the definition, pronunciation, etymology, spelling, and usage of words and phrases.
GLE 0201.5.2
Apply logic in a variety of ways.
 
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
 
Learning objectives: 

Learning Goal:

Lesson 1:

  • Retell a story in sequential order.

Lesson 2:

  • Summarize the important events of a story in sequence.

Lessson 3:

  • Identify the sequence of events in a story with a flashback.

Lesson Variations

Blooms taxonomy level: 
Understanding
Extension suggestions: 
  • Students can use one of the Sequence of Events Graphic Organizers to sequence important events in stories (see Additional Activities: Charts A, B, and C in Teacher and Student Materials below).
  • Discuss why authors may choose to write a story with events out of sequence.
  • Students can act out events from a story in sequence.
  • Students can use the Sequence Chart to sequence important events from another book that has a flashback. (See Additional Activity Chart C.)
  • After a read aloud session, have students write the important events of the story on separate strips of paper. They can glue the strips of paper together in sequence order to form a paper story chain. Students can also create a chain for a story with a flashback. Have students glue the strips together in the order that the events really happened.
  • Students can try to include a flashback in one of their own stories. Have them share their story and explain why they included that flashback. Discuss what it had to do with the present.
  • Students can write directions to play a favorite game with each step in sequence.
  • Students can summarize, in writing, a story from a read aloud session or a story they have read independently. Remind students to include the most important events.
  • After reading a story that includes a flashback aloud, work as a class to rewrite the story in the order that the events really happened. Students can also work independently to rewrite the story.
  • Students can create a timeline of their own lives or classroom events. Then, students can retell their lives or events in order aloud.

Helpful Hints

Necessary Materials:

Lesson 1:

Provided: Guided Practice Example Chart; Independent Practice Passage, “Clara and Phillip the Turtle”

Not Provided: First Day Jitters by Julie Danneburg, chart paper, markers

Lesson 2:

Provided: Direct Teaching Example Chart; Independent Practice Passage, “Clara and Phillip the Turtle;” Independent Practice Worksheet

Not Provided: First Day Jitters by Julie Danneburg, The Mitten Tree by Candace Christiansen, Retelling Chart from Lesson 1, chart paper, markers

Lesson 3:

Provided: Direct Teaching Passage, “The Big Game;" Direct Teaching Example Chart

Not Provided: A Chair for My Mother by Vera B. Williams, chart paper, markers, lined paper

References

Contributors: