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Summary: We will read the story, “Tomás Rivera,” as a class. As we read, we will answer comprehension
questions and bullet out each event that happens in the story. Next, the students will draw pictures to sequence
the nine events of the story. Lastly, we will apply sequencing to recipes and make Jello as a class. We will
discuss solids, liquids, and gasses as we make the Jello and introduce dissolving.
3.2.1.A1: Observe and describe the properties of liquids and solids. Investigate what happens when
solids are mixed with water and other liquids are mixed with water.
3.2.1.A3: Identify how heating, melting, cooling, etc., may cause changes in properties of materials.
3.2.1.A4: Observe and describe what happens when substances are heated or cooled.
CC.1.3.1.J: Use words and phrases acquired through conversations, reading, and being read to, and
responding to texts, including words that signal connections and relationships between the words and
phrases.
CC.1.3.1.G: Use illustrations and details in a story to describe characters, setting, or events.
CC.1.3.1.B: Ask and answer questions about key details in a text.
CC.1.3.1.A: Retell stories, including key details, and demonstrate understanding of their central message
or lesson.
Vocabulary:
Procedure:
Before
1) Use “words to Know” cards to go over key vocabulary in “Tomás Rivera.” Ask children to give definitions,
use words in a sentence, choose connected terms, or act out vocabulary.
2) Review sequence, first, second, next, then, after, and last.
During
3) Read the anchor text, “Tomás Rivera.” Ask questions throughout to ensure comprehension. Bullet out all
events in the text in simple language without sequencing words.
4) Have children fill out the nine-frame sequencing worksheet with drawings of each event in the correct
sequence.
5) Have children meet with a partner to summarize “Tomás Rivera” using sequencing words with the help of
their nine-frame sheet.
7) Tell them that there is a really important real-life use for sequence that you will need if you want to bake or
cook anything. (Guide student responses to recipes).
8) Today we are going to make Jello. Remind the students of behavioral expectations. Tell them that
consequences for not meeting the expectations will mean not doing the activity and not getting Jello at
snack tomorrow.
9) Review the Jello recipe PowerPoint using sequencing words before you start.
10) As you do each step, have the children give you a sequencing word and repeat the direction. Allow students
to help with each step for active involvement.
11) Review solids, liquids and gasses while you go through the steps of the recipe. Stress keeping shape versus
taking the shape of a container.
After
12) Have students meet with their partners again and explain the process of making Jello using sequencing
words. The teacher will come around and dismiss students to lunch who are working well.
Formative Assessment: