Apple Farmer Annie Sequence of Events Lesson Plan

Materials/Equipment: Apple Farmer Annie

by Monica Wellington, Apple Farmer Annie

clipart pictures, Construction paper for
foldable, Apple Farmer Annie sequencing
worksheet, crayons, glue, scissors, large piece
of paper, markers, Elmo.

Differentiated Learning:
Auditory
Kinesthetic
Verbal/Linguistic
Intrapersonal

Visual/Spatial
Logical/Math
Musical
Interpersonal

Curriculum Integration:
Music
Social Studies
Science
Technology
Writing

Math
Reading
Theatre
Art

PE
Health

TEKS Achieved: 110.11- (b):(5A),

(6A), (8A), (21A), 112.11- (b):(2D),
113.11- (b):(3A), (3B), (14C)

Blooms Taxonomy:

Knowledge/Remember
Analysis
Comprehension/Understand Evaluate
Application
Create

Classroom Strategies:

Cooperative Groups
Hands-On
Technology
Centers
Independent Activities Simulation
Charts/Graphs/Maps Lecture
Problem Solving
Whole-group
Peer tutoring
Pairing

Submitted by: Christine Gatlin

Grade Level: Kindergarten

Subject/Topic: Reading/Sequencing Events

Rationale: Students will identify a sequence of events from a story read aloud using
pictures and terms, such as beginning, middle, and end.
Objectives:

TSW identify and use words that name sequences.

TSW identify elements of a story including setting, character, and key events.
TSW retell a main event from a story read aloud.
TSW listen attentively by facing speaker and asking questions to clarify information.
TSW sequence and categorize information.
TSW place events in chronological order.
TSW use vocabulary related to time and chronology, including before, after, next,
first, and last.
TSW record and organize data and observations using pictures, numbers, and words.

Lesson Plan:
Introduction (Anticipatory Set/Motivation):
1. Begin the lesson by calling students to the carpet and doing a picture walk with the
book Apple Farmer Annie. While going through the pictures, asking the students to
predict what the story is about by examining the pictures. Ask them what the girl is
doing and students should notice that she is picking apples, cooking different apple
recipes, and selling them at a market. After the picture walk, tell the students to
listen carefully and pay attention to the order or sequence of the book because we

will be putting events in order after we read the story. Read the book Apple Farmer
Annie out loud to the students, while reading you can prompt the students by asking
them so what did she do first with the apples, what did she do second, and so on.
You should also use the terms beginning, middle, and end.
Information Giving: After reading the book, title the large piece of paper on the board
What Annie Does? Ask the students if they can remember the first thing Annie did with
the apples at the beginning of the story. The students will most likely say she picked
apples, but if they dont you can go back into the book on page 8 and show them the
picture. Then ask the students if it is the first thing what number should I put first to
write a list. Mention to the students you often use numbers to make lists of events that
happened in order. A student should say one or first. Then write 1. Annie picks apples and
hang the clipart pictures of Annie picking apples from the tree. Then ask the students
what she did second. This one might be a little more challenging so you will probably have
to refer back to the book and show them the picture on page 10. Ask the students what
number to use now after one and they should say two and you will write 2. Annie sorts the
apples. Continue this process for all five events, which are listed below in the modeling
section.
Modeling: The teacher will model the process of putting events in order whole group using
the book Apple Farmer Annie. As a class you will guide them through the process of
putting the events in order by making a list on the board and referring back to the
pictures in the book and using clipart pictures. For each number put a clipart picture next
to it so it helps the students remember the order better.
What Annie Does?
1.
2.
3.
4.
5.

Annie picks apples.

Annie sorts apples.
Annie cooks the apples.
Annie drives to the city.
Annie sells the apples at the market.

After you have made the list, you will model how to complete the foldable sequence of
events activity using construction paper that is folded in half and then the front is cut
into three tabs. On the front tabs the students will cut and glue the beginning, middle, and
end words found on the worksheet. Then on the inside they will put the pictures in order.
The picture of Annie picking apples is the beginning, then the picture of Annie cooking is
the middle, and the picture of Annie selling apples at the market is the last. Do the
beginning as an example on the Elmo and then also draw a picture of the front of the
foldable on the board with beginning, middle, and end on it so they know which way to put

it on the foldable. This will help the students who are not able to read and know what the
words say.
Check for Understanding: Check for understanding by calling on different students while
putting the events in order as a class. Make sure to not call on the same students and to
mix it up so you know each student understands how to sequence events using a story. Have
the students use the terms first, second, beginning, middle, end, etc. Continue to ask
open ended questions to help them figure out how you determine the order of the story
and explain it is okay to go back and look at the story to recall the order of the book.
I will also check for understanding during the independent activity by walking around and
making sure each student is completing the foldable properly. It is important to observe
the students and make sure they are putting the beginning, middle, and end in the right
order, as well as the pictures that go along with it. There is a good chance the students
will place the pictures and words in the wrong place or direction, so if you see that remind
them to look at the drawing of the foldable on the board and ask them if it looks the same
as their foldable. Before each student has turned it in, check and make sure it was
completed correctly and each picture is colored using realistic colors (trees are green and
brown, not pink and purple). If the students have not done it completely explain the
concept again independently explaining what beginning, middle, and end is and referring
back to the list you made together and the order of events.
Guided Practice: The guided practice is reading the book aloud and then putting the story
in order as a class on the large construction paper. During this time, do not tell the
students the order or the numbers to use. Prompt them to figure out the order on their
own and if they are struggling you can refer back to the pictures in the book to help them
remember what happened.
Independent Practice: The students will complete the sequence of events foldable using
the terms beginning, middle, and end. The pictures will go on the inside of the foldable.
The students will color each picture and words, then they will cut and glue the words and
pictures in the correct order. The picture below is what you will draw on the board, but
have the students figure out the pictures on their own.
Beginning
Middle
End

Closure: At the end of the lesson, their ticket to finish and start their unfinished work in
their red folder will be their completed foldable. Have the students raise their hand and
then have them show and explain the order by telling you which event in the pictures
occurred at the beginning, middle, and then end. This is the perfect time to check for
understanding and make sure the student didnt complete the activity incorrectly. I have a
few students who just scribble, cut, and glue things down without paying attention to the
correct order or answer. If this occurs have them go back and correct it, which they may
or may not need assistance.
Enrichment/Extension: For an extension on this lesson, you could have a student think of
something they do that has to occur in a specific order or sequence such as tying shoes,
getting ready in the morning or before bed, etc. Anything the student wants that makes
sense and can be put into order. Then have the students create a foldable and draw a
picture of each step in order. My example would be What I do before going to bed. I
would draw a picture of me in my pajamas, then washing my face, then brushing my teeth,
then getting into bed and reading a book, and then lastly falling asleep. A different event
in each box in order using numbers to show the order of events.
Accommodations: (what YOU will do to modify your lesson)
1. (for a child with special needs) For my student with special needs, I will provide he
or she with an activity putting the pictures and words in order using the laptop
instead of the foldable and pictures. My student is unable to cut or glue on her own,
but she is able to use the computer so I will have a chart where she can move the
pictures and words in the correct order on the chart.
2. (for a student that is an ELL) For my ESL/ELL students, I will provide them with a
worksheet that has the pictures and words (beginning, middle, and end) next to one
another, so they will know which picture goes with the proper order. This way they
still have to put them in order, but they will know which picture is the beginning,
middle, and end. This way if they cannot read the words, they can use the pictures
to determine the order, while still being introduced to the words beginning, middle,
and end.
Assessment/Evaluation (Students): I will assess the students while we are sequencing the
events that occurred in the book. Call on different students to make sure they are
understanding how to put events in order and using the proper terms describing the
sequence of events. I will also assess the students by making sure they completed their
independent activity in the correct sequence of events. Check that the words beginning,
middle, and end are in the right order and have the correct picture or event in order.
Assessment/Evaluation (Self): Self-Assessment based on your reflection on how the
lesson was presented by you and perceived by the students. I will assess the students

while I am reading the story by making sure they seem interested and intrigued by the
story and sequence the story on their own or at least with me prompting them and
referring back to the pictures in the book. I will examine the students seem to understand
how to put the events in order or if another book would work better. I will also assess if
the clipart pictures help the students remember the order of events. I will also examine
the students while they are completing the foldable and make sure the students are able
to properly put the beginning, middle, and end in order correctly with the proper pictures.
I will assess if this is too hard for them with the foldable or if they can do it successfully.
If they do struggle, you can next time use boxes on one page and not on a foldable they
have to flip and complete the right direction. I will lastly examine if the picture of the
foldable on the board is beneficial or if I need an actual example of the cover instead of a
drawing.

Beginning
Middle
End

(Annie drives to the city.)

(Annie sorts apples.)