Sequencing

with Officer Buckle and Gloria

Ashley Jackson
Grade 2, Language Arts
2/24/16

I. Integration of Learning Outcomes

• Students will be able to explain the term sequencing.
• Students will be able to sequence events from the story, Officer Buckle and
Gloria by manipulating pictures on the SMART Board.
II. Standards
• CC.1.5.2.A Participate in collaborative conversations with peers and adults in
small and larger groups.
• CC.1.4.2.P Organize a short sequence of events, using temporal words to signal
event order; provide a sense of closure.
• CC.1.5.2.B Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.
• CC.1.2.2.C Describe the connection between a series of events, concepts, or
steps in a procedure within a text.
III. Anticipatory Set
• Tell students about the steps taken to make a peanut butter and jelly sandwich.
• Ask students what would have happened if I put the two pieces of bread
together first and then put the peanut butter and jelly on the outside of the
bread. (Anticipated response: it wouldn’t make sense or that’s not the right
way.)
• Explain to them that the order in which I make my sandwich is important
because if I did something out of order it wouldn’t make sense or taste right.
• Tell students that this is called sequencing. Sequencing is when you arrange
something in a particular order. We use sequencing all of the time.
• Ask students for a few examples of things they do in a certain order in their
everyday lives.
IV. Procedures
• Explain to students that sequencing is important in reading because you need to
remember the events in a story in the right order or else the story will not make
sense.
• Tell students they are going to practice sequencing Officer Buckle and Gloria.
• Display the sequencing SMART Board slide and pass out a worksheet to each
student.
 • Give directions on how to complete the sheet. Have the students read through
the events and try to find the event that came first in the story. Once they have
found it, have a student come to the board to find the picture that correlates
with the event and drag it to the appropriate spot on the board.
• Continue this process until all seven events and correlating pictures are in the
correct order.
V. Differentiation
• Students who have difficulty in ELA will be given a copy of the SMART Board
pictures from Officer Buckle and Gloria to support them while sequencing.
• Students who are advanced in ELA will independently write a summary
sentence for the beginning, middle, and end of the story while using transition
words.
• Extension piece: Independently sequence an event in their lives.
VI. Closure
• Once the class is finished sequencing the events from Officer Buckle and Gloria,
explain to them that they are going to be given a list of events from the school
year. As an exit slip, the students will sequence the events in the correct order
on their worksheet.
VII. Formative/Summative Assessment
• Formative: Teacher will circulate around the room to observe the students
sequencing the events and listen to their explanations of how they know the
order of the events. Teacher will also ask comprehension questions throughout
the lesson to check for understanding.
• Summative: Students will be given a worksheet with a list of events from the
school year and they will have to rewrite the events in the correct order.
Teacher will collect the worksheets to check for completion and accuracy.
VIII. Materials/Equipment
• SMART Board
• Projector
• SMART Board slides
• Sequencing worksheets (attached)
• Pencils
IX. Technology
• SMART Board
• Projector
• If technology fails, I will use printed pictures from the book and have the
students manipulate and tape them onto a piece of chart paper.
 X. Reflection on Planning

For this lesson plan, I was given a worksheet with written events from Officer Buckle and
Gloria. After discussing with my cooperating teacher, I decided to create a whole class SMART
Board activity to accompany the sheet. Adding the SMART Board component makes the lesson
much more engaging. I wanted to connect this skill to the students’ lives and was able to do so
through brainstorming important events with the students that occurred throughout their
school year. I used the events they remembered to create a sequencing worksheet as their final
activity. While planning this lesson, I made sure to use a gradual release of responsibility
because this allows students to hear an example, practice with support, and independently
apply the skill to sequence events.

XI. Reflection on Instruction

I thought this lesson went smoothly and the students did a great job sequencing the events.
The students understood the skill and were even able to apply it to their lives. At first, they
disagreed with each other on the placement of events in the book, but it was a meaningful
discussion and a good opportunity to have students cite evidence from the text to prove their
point. While teaching, I felt comfortable with the lesson. After reviewing the students’ exit slips,
I noticed that they had trouble with the question about transition words and a question about
what happens last when tying your shoes. I think that it was challenging because transition
words were not focused on in this specific lesson. In the future, I would either remove the
question, review transition words (first, next, last), or use it as an enrichment to see who is
applying skills beyond their grade level.