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Samantha Trask
Lesson Plan
Johnny Appleseed Sequencing Events

Lesson Johnny Appleseed

Time allotted for 45 minutes

lesson

Prior assessment We have just learned all about the parts of an apple and how an apple
(why are you grows, now we are introducing someone from history that relates to what
doing this lesson?) we have been learning about

Standards RI.K.9 With prompting and support, identify basic similarities in and
differences between two texts on the same topic (e.g., illustrations,
descriptions, or procedures).

K.I.B.6 Reading closely literary and informational texts and viewing

multimedia to determine how meaning is conveyed explicitly and
implicitly through language

K.CC Know number names and the count sequence.

History/Social Science
K.6: Students understand that history relates to events, people, and places
of other times.
K.1: Students understand that being a good citizen involves acting in
certain ways.

W.K.3 Use a combination of drawing, dictating, and writing to narrate a

single event or several loosely linked events, tell about the events in the
order in which they occurred, and provide a reaction to what happened.

Objectives & Students will be able to identify famous person in history who impacted
measurable people’s way of living then and now
assessments (Read aloud→ sequencing of events→ video as closure)

Johnny Appleseed (Johnny Chapman)

Kindness
Sharing
Planting apple trees across America
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Materials & Book (non-fiction)→ Johnny Appleseed (written by Jodie Shepherd) ​for
Resources read aloud on the carpet
Sequencing Activity Sheet (1 for each student)
Sentence strips (1 for each student)
Crayons
Scissors
Glue

Lesson Design
Anticipatory set Students will be on the carpet → “who has a quiet hand and can tell me
(focus) some things we have learned about apples and how they grow?”
Then… I can relate what we have learned about apples to the read aloud
book.

Purpose 1. To listen to a story and recall a series of historical events (then and
now) tied into science - how a plant (apple tree) grows
2. To sequence events in literature 1st -5th
Answering comprehension questions
Character
Beginning, Middle, End
Cause and Effect (If, then questions… orally throughout
activity)

Input Vocabulary:
- Apple
- Skin
- Flesh
- Stem
- Seeds
- Pluck
- Bushel
- 1st
- 2nd
- 3rd
- 4th
- 5th
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Academic Use of visuals to support academic language. This allows the students to
language relate the images to important vocabulary.

Planning supports academic language → use of vocabulary throughout the

lesson, prompting students with questions throughout read aloud/guided
color, and comprehension if-then questions allow students to recall that
academic language and answer questions.

Accommodations Visuals, SMART board, guided practice (step-by-step), purposeful seating

arrangements, repetition, variety of modalities (kinesthetic, auditory,
visual)

Procedure and 1. Read story and make historical connections (then and now)
steps 2. Comprehension questions with non-fiction
3. Activity of sequencing events with pictures
4. Numbering pictures 1st-5th
5. Coloring with realistic colors (non-fiction real life; guided→ talk
it through/students ask and answer questions)
6. Vocabulary while completing guided instruction/colors and
numbering
7. Cutting picture cards out and ordering them on a sentence strip
(placing cards in order 1st-5th; guided instruction→ modeling;
Independent practice→ students assemble)

Modeling FIRST: Read aloud and ask comprehension questions during and after
story

FOURTH: Model cut and paste onto sentence strip (students have
materials away and are just watching)

Guided Practice SECOND: Label the pictures 1-5 according to the order of events in the
story

THIRD: Color pictures together as a class with realistic colors (“red

crayon up…”). Students talk it through. Students ask and answer
questions

THROUGHOUT GUIDED PRACTICE: use of vocabulary

Independent FIFTH: students cut their pieces, put them in order (1st-5th), students
Practice assemble the pieces on their sentences strip and glue.
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Check for If-Then questions for comprehension

understanding/ ‘If Johnny Appleseed planted seeds, then the seeds will ______ (grow).”
Assessments “If the tree grows big, then it will produce ______ (apples).”
If apples grow on the tree, then people will have __________ (apples to
eat).”
“So… the apples we eat could be from _______ (the trees Johnny
Appleseed grew).”

Walk around class while students are independently assembling their

pieces and see if they are putting them in the correct order (1st-5th)
1st: Plant Seeds
2nd: Water seeds
3rd: Tree Grows with apples
4th: Pluck the apples
5th: Eat the apples
The End

Rubric ☆ 3: Standard was met and completed→ all events in order

✓ 2: Almost completed the standard→ most of the events were in order
✓ 1: Events were out of order

Closure Brain Pop Jr (online clip) → Johnny Appleseed

- Making connections between the book and the clip
- Recalling details

Reflection & next This lesson went really well and the students were engaged and interested
steps in the content. This lesson was a great extension of our apple unit, and it
also introduced new topics of history through it.

I stopped while reading to clarify and answer questions, I helped students

make connections, and helped students understand the standards.

I had students repeat phrases like, “I can_____” to help them feel

empowered and capable.

Classroom management→ I used positive reinforcement to encourage

positive behaviors. I could work on using my “teacher voice” a little bit
more when necessary

Walked around the classroom during independent practice and used

proximity.

Next steps→ try another story with a few more events! The students
seemed to get this activity and liked the idea of being able to put together
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a story themselves.