Lesson Plan: First, Next/Then, Last/Lastly in Narrative Writing
Classroom dynamics:
●1st grade
●ELL classroom, beginner/intermediate English speakers (Mix of both)
●Language Arts Lesson
●60 minute Language Arts block
●Students are seated in tables of four
Supplementary Materials:
●The Keywords previously printed out, 1 set
●Several copies of the book “A Very Hungry Caterpillar” (Enough for each pair of students to have a copy)
●Cut outs of the example story, one for each table
●The homework printed out for each student
●Paper
●Pencils
●Materials for the hamburger (each portion of the burger, string and tape to connect them) and have an example hamburger already made.
Background Knowledge:
●Yesterday I read “A Very Hungry Caterpillar” to the class. The students were placed in pairs and each pair was given a copy of the text to follow along while listening. This was a surface read. The students discussed with other classmates sitting at their table about what happened in the book. They were asked to summarize (A vocabulary term learned last week) and talk about what they liked and did not like about the text. They have also learned different genres of writing, so that know what a narrative is for this upcoming lesson.
Warm up: (5 Min.)
Vocabulary: (10 min)
Reading: (20 min.)
Some stories will not specifically use the language of First, Then, and Last/Lastly. These words are usually used for retelling or explaining a story to another person.
Writing: (15-20 min)
Students will do this next activity as a table. Each component of the hamburger will be an event that happened in the story “A Very Hungry Caterpillar.” This will essentially be a summary, but the student will practice writing the events in order using the keywords they have learn. Students will reference the book throughout the activity, copying down the events that happened.
Review: (3 min.)
Who can tell me what they wrote on their bottom bun of their burger?
What do you think happens next for the butterfly? (talk to your partner)
Who can share what them and their partner talked about? What do you think the butterfly will do next? (working on predictions) --> prompt students with more questions if no one is answering the above.
Announce and Pass Out Homework: (2 min.)
Provide the homework orally and give them a print out to take home that includes visual aids. See printout:
Adaptation: There are no guidelines for how much the students should write. I will emphasize that students should give their best effort and they will be graded based on improvements from previous lessons. They are also able to draw pictures if this will help them.
●1st grade
●ELL classroom, beginner/intermediate English speakers (Mix of both)
●Language Arts Lesson
●60 minute Language Arts block
●Students are seated in tables of four
Supplementary Materials:
●The Keywords previously printed out, 1 set
●Several copies of the book “A Very Hungry Caterpillar” (Enough for each pair of students to have a copy)
●Cut outs of the example story, one for each table
●The homework printed out for each student
●Paper
●Pencils
●Materials for the hamburger (each portion of the burger, string and tape to connect them) and have an example hamburger already made.
Background Knowledge:
●Yesterday I read “A Very Hungry Caterpillar” to the class. The students were placed in pairs and each pair was given a copy of the text to follow along while listening. This was a surface read. The students discussed with other classmates sitting at their table about what happened in the book. They were asked to summarize (A vocabulary term learned last week) and talk about what they liked and did not like about the text. They have also learned different genres of writing, so that know what a narrative is for this upcoming lesson.
Warm up: (5 Min.)
- I am going to tell you a story. You can take notes, or try to remember in your head, but you are going to have to retell my story to a partner, I will assign partners next.
- Tell a story about my daily routine (Use First, Then/Next, Last/Lastly)
- Students are paired from me drawing popsicle sticks with their names on it. (This was done in advance so that time is not wasted)
- Take turns together, retelling the story with your partner.
- For example: I say what I happened first and then my partner says what happens next and we go back and forth. Give me a thumbs up if you understand.
- Partners discuss
- Whole group discussion: What are some of the words you used to retell the story? Just say them out loud and I will write on the board.
- Write on the board.
- If First, Next/Then, or Last/Lastly are listed, circle them on the board to introduce the key words. If not, add new keywords that will be learned today.
Vocabulary: (10 min)
- On another section of the board from left to right, write the words (In large print) First, Then/Next, and Last/Lastly
- Explain each word, describing the importance of the order they are in, then provide the example below.
- Also, have students repeat each word out loud.
- Read a short scenario that has sequenced events: Read out loud and have the story projected on the projector so they can see it visually as well as hear it.
- Yesterday my family and I went to the park. The first thing we did was unpack the car and get ready for our picnic. Then we ate our packed lunch. Lastly, we played in the park until mom said it was time to leave.
- Have this story printed up and cut into sections of what happened first, then, and last. This is placed on each table for each group to organize, placing the events in order based on the language used.
- Go over the results by having a couple groups volunteer to tell the order they placed the story in and have all other students confirm their answers with a thumbs up.
- Whole group discussion question: Why do you think it is important to use these signal words (First, Then/Next, and Last/Lastly) when saying what happened in a story? (Allow time for students to answer and if there are not a lot of volunteers, prompt with more questions such as, "Do you need these words to tell a story?" or "Would you know the order of events if these words weren't included?" or "Are they needed to make sure statements are clear?")
Reading: (20 min.)
Some stories will not specifically use the language of First, Then, and Last/Lastly. These words are usually used for retelling or explaining a story to another person.
- For Example: Yesterday I went to the park with my family. When we arrived, we unpacked the car and got ready for our picnic. We ate our packed lunch and talked about some family memories. After we ate, we played in the park until mom said it was time to leave.
- Note: In a full story or book, there can be several things that happen between First and Last. (There are two things that happen between First and Last in this scenario). Who can tell me what those two events are?
- Yesterday we read “A Very Hungry Caterpillar.” I am going to read it one more time. Follow along with the copy you and your partner are given. (Reading it a second time, slowly, for repetition purposes and comprehension).
- Ask students to switch partners at their table and go through the book, listing what happens from beginning to end on a piece of paper.
- Verbal retell: Ask student to verbally retell the story to their partner (each student should do this, so each partner will speak), going through the numbered list. Use the Keywords of First, Then/Next, and Last/Lastly.
- Adaptation: If students are struggling to read the text (they are first grade ELL students), they can use the pictures to verbally retell what is happening in the story)
Writing: (15-20 min)
Students will do this next activity as a table. Each component of the hamburger will be an event that happened in the story “A Very Hungry Caterpillar.” This will essentially be a summary, but the student will practice writing the events in order using the keywords they have learn. Students will reference the book throughout the activity, copying down the events that happened.
- We are going to be making a Hamburger. The top bun is going to have what happens first in the book written on it and the bottom bun is going to have what happens last.
- The middle portion, the “Then” part, is going to be the cheese, onion, tomato, pickle, meat, and condiments.
- These are 6 events. If there are more than that in the story, your table needs to decide which are the most important. Use the keywords we have learned. For example, the top bun will start with First…, then the middle parts with use the words Then… or Next... , and the bottom bun will say Last…. Or Lastly.
- Let’s do the first two together. (We will open the book together, as a class, and write what happens first)
- Students will need to write the word "First" and then they can copy the rest from the book. This ensures that they can complete the activity without knowing how to spell and with more ease knowing they can copy the text.
- Now let’s start with the cheese and write what happens next. Raise your hand if you can tell me what happens next in the story. (Choose a student and write down then… and what they say)
- Now you and your table will work together to complete the burger. You can put the onion, meat, tomato, condiments, and pickle, in whatever order you want, but the bun has to be last.
- You will rotate around the table and each student will write on a different piece of the hamburger. Include a small picture next to your writing if you wish. (Adaptation of drawing: This gives students who struggle to verbalize in English, an outlet to draw their thoughts. However, they should be writing got the most part because they are allowed to copy straight from the book).
- Students will work with their table to complete the burger and I will walk around and ask students questions to check comprehension and understanding, and help them with their assignment (This is an opportunity to clarify portions of the book they may not understand if they have difficulties re-reading the text).
- The students will work together to connect the hamburger using string and tape (show a pre made example)
Review: (3 min.)
Who can tell me what they wrote on their bottom bun of their burger?
What do you think happens next for the butterfly? (talk to your partner)
Who can share what them and their partner talked about? What do you think the butterfly will do next? (working on predictions) --> prompt students with more questions if no one is answering the above.
- Jumble up the words First, Then/Next, Last/Lastly on the projector
- Can someone come up and put these in order on the projector?
- Heads down: Raise your hand if you feel like you understand the meaning of these three words. Raise your hand if you think you could listen to a story and retell it, in order, using these words.
Announce and Pass Out Homework: (2 min.)
Provide the homework orally and give them a print out to take home that includes visual aids. See printout:
Adaptation: There are no guidelines for how much the students should write. I will emphasize that students should give their best effort and they will be graded based on improvements from previous lessons. They are also able to draw pictures if this will help them.
Content Standard: |
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CCSS.ELA-LITERACY.W.1.3
- Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Objectives: |
Content objective:
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