Lessons & Units :: Sequence 1st Grade Unit

Lesson 2: Sequence Clue Words (Part 2)

Lesson Plan

My Apron | 550L

My Apron
Learning Goal
Use sequence clue words (morning, afternoon, late afternoon, night, and months) to show the correct order of events in fiction.
Duration
Approximately 50 minutes
Necessary Materials
Provided: Guided Practice Passage, “My Summer Vacation;” and Independent Practice Worksheet
Not Provided: My Apron by Eric Carle, sentence strips, markers, scissors, Sequence Clue Words Chart from Lesson 1
  • Teacher Modeling

    will review sequence clue words from Lesson 1. I will explain that there are other sequence words that can help us identify when the story is taking place. These are words like morning, afternoon, evening, and night. Stories may also tell the reader what day of week or month of the year the story is taking place. We can use these clues to help us figure out when the story is taking place. I will add these to the sequence clue words chart we created in Lesson 1. I will read My Apron by Eric Carle aloud and identify the sequence words that help me know when the story is taking place. For example, stop at the page that says “In the morning my Uncle Adam and I go to work,” explaining that the text says “in the morning,” which helps me know that this part of the story is happening in the morning. It tells me the time of day that it is happening. It also helps me know that it is probably the day after his Aunt Elizabeth sewed his apron. Paying attention to sequence words like “in the morning” helps me understand the story better. I will continue reading My Apron and modeling identifying sequence words and explaining how this helps me understand the story better.

    TIP: Students may need a visual reminder of the correct sequence of the months of the year and days of the week as a reference.

  • Think Check

    Ask: "How was I able to better understand when the events in the story were happening?" Students should respond that you paid close attention to sequence clue words, such as "in the morning."

  • Guided Practice

    will read the passage “My Summer Vacation” (provided) together. We will identify the sequence words in the passage. We will use these sequence words to help us identify the order in which the events in the story happen. We will put three events from the story in their correct sequence. Note: Write the following three events from the story on sentence strips: 1.) In July, I go to summer camp. 2.) In June, my family goes on vacation to the beach. 3.) In August, I get ready to go back to school. Show the students the three events and have students help you put them in the correct order using the sequence clue words (July, June, and August). Repeat the activity with the following three events: 1.) In the morning we take long walks on the beach. 2.) In the afternoon, we swim in the ocean. 3.) At night we look at the stars.

  • Independent Practice

    will cut out three events and put them in the correct order, using sequence words to guide you. (Independent Practice Worksheet is provided.)

Build Student Vocabulary apron

Tier 2 Word: apron
Contextualize the word as it is used in the story “My Uncle Adam wears a white apron. The apron has a big pocket in front. I want a white apron with a pocket.”
Explain the meaning student-friendly definition) An apron is a piece of clothing that you wear when you are painting or cooking. An apron helps to keep your clothing clean.
Students repeat the word Say the word apron with me: apron.
Teacher gives examples of the word in other contexts I wore an apron when I was cooking breakfast so that my clothing would not get dirty. I wore an apron when I was painting so that I would not get paint on my shirt.
Students provide examples When would you wear an apron? Start by saying, “I would wear an apron when _________________.”
Students repeat the word again. What word are we talking about? apron
Additional Vocabulary Words pocket, measures

Build Student Background Knowledge

Stop after the first page of My Apron and explain what it means to plaster houses. Tell students that plaster is a thick paste that fills the cracks in bricks and on walls. House builders might use plaster to make sure the walls are smooth. Plaster can also be used to make sculptures or masks.

Texts & Materials

Standards Alignment

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