Comprehensive Lesson Plan for “The Mitten” by Jan Brett – Developing & Sequencing a timeline

Essential Question How do readers use sequencing to understand and retell the text?

Topic & Grade Level Topic Grade Level Sequencing events & building a timeline to assist students in recalling the events of a story. Grade Level This lesson was can be utilized with students in first Grade through third grade (ages 6-9).

Learning Outcomes Outcome #1 Outcome #2 Outcome #3 The students will comprehend and be able to recall the definition and purpose of sequencing the events of a story. Outcome #2 The students will be able to recall and discuss the main events of the story “The Mitten.” Outcome #3 The students will be able to construct a timeline as a group based on the correct sequence of events as they occurred in the story.

Multiple Intelligences Word Smart Number Smart Students who are word smart may be particularly drawn to this type of activity due to the reading component. Each student must be able to read his or her designated story piece in order to participate in the activity. Students who are word smart may enjoy this activity more than students who are inclined by other multiple intelligences. Students who are number smart will benefit from the numbering portion of this activity that represents the sequence that each part of the story is represented by.

Multiple Intelligences Continued… Nature Smart Body Smart Students who are nature smart will benefit from the book “The Mitten” by Jan Brett. The story goes through a series of events in which several animals gather into the main character “Nicki’s” mitten. This type of sequencing would draw in the nature smart students due to the story’s focus. Students who are body smart will enjoy being able to move around in order to physically place their slip of paper into it’s appropriately designated mitten. A self- checking system is included in this activity so that the student has to manipulate a part of the mitten in order to check to see if their sequenced piece has matched its proper mitten.

40 Developmental Assets Incorporated External Assets Internal Assets Other Adult Relationships Caring School Climate Safety School Boundaries Adult Role Models High Expectations Child Programs Learning Engagement Bonding to School Reading for Pleasure Interpersonal Competence Self-Esteem

Timeframe & Materials Timeframe Materials This activity based on the story “The Mitten” by Jan Brett will be conducted during a 90-minute class period. “The Mitten” by Jan Brett 12 Sequencing strips of paper 12 Mittens numbered 1-12 Graphic Organizers Pencils/Crayons/Markers

Procedures, Steps & Activities for the Lesson Activity #1 Read “The Mitten” by Jan Brett Sensory Input: The students can listen to the teacher read as well as visually observe the pictures that go along with the book Sensory Output: Discussing the different parts of the book by allowing the students to pick out their favorite parts. Have each students share their favorite animal that was in the mitten. Teaching Strategies: Presentation of sequences through reading, choral reading, taking a picture walk through the book, and allowing the students to pass around the book. Learning Strategies: The students will learn how to follow along while someone else is reading to them. Using the appropriate in-class rules while the story is being read (use good sitting, eyes on the speaker, listen to your teacher.)

Procedures, Steps & Activities for the Lesson Continued… Activity #2 Discuss how to sequence events and why it is necessary in learning the text Sensory Input: The students can listen to the teacher while sequencing is being introduced and explained in context. Draw an example of sequencing on the board (i.e. making a PB & J sandwich to show order of events). Sensory Output: The students will draw their own example of a sequenced event of their choice and will participate in a wrap up discussion of what it means to sequence events. Teaching Strategies: Modeling how to sequence events by brainstorming the different parts of the story with the students. Teacher draws pictures that represent the order in which the events occur to create a visual correlation. Learning Strategies: The students will learn by observing the modeling of an appropriate sequencing instruction.

Procedures, Steps & Activities for the Lesson Continued… Activity #3 Discuss the main events and the plot of the story as a class. Sensory Input: The students will hear the teacher walk through the main events of the story, the teacher will show a visual representation of each main event by passing around the book to show illustrations. Sensory Output: The students will engage in a correlation of words to pictures by viewing the illustration that goes along with a particular sequence and retell the events of that portion in the own words. Teaching Strategies: Have the students pick out what they believe the main events of the story to be. Find those portions of the story and re-read the portion that the students chose. Learning Strategies: The students will participate in the class discussion of the main events that occurred in the story “The Mitten.”

Procedures, Steps & Activities for the Lesson Continued… Activity # 4 Create the timeline of the story by placing the appropriate slips of paper in the correctly numbered mitten. Sensory Input: The students will hear the teacher explain the process of sequencing the strips of paper that go along with the events of the story. Students will then read the slips of paper to later determine the correct order of events. Sensory Output: The students will read their slip of paper in front of the class when they have determined that their slip of paper comes next in the sequence. Students will stand up and present their sequence and discuss their reasoning behind it. Teaching Strategies: Teacher will model the process the students need to utilize in order to accomplish their goal of sequencing the events. The teacher will verbally affirm and assist them in the process of sequencing. Learning Strategies: Students will organize their events in the order in which they believe they occur in the story.

Strategies for Empowerment Strategy #1 Encourage the students to complete the activity by empowering them through verbal praise. Strategy #2 Provide the students with a wealth of knowledge and an enriched environment where they feel that they are able to succeed with confidence.

Utilizing Graphic Organizers Before Learning Have students develop a word web centered on “mittens”. Students will tell what they know about mittens and develop three complete sentences based on their word web facts. See handout for further explanation of the mitten word web…

Utilizing Graphic Organizers During Learning Students will match an illustration of an animal that appeared in the story with the correct number sequence as it occurred in the story being read to them. This will be beneficial for them to refer back during the timeline activity. See handout for further explanation of “The Mitten” matching activity.

Utilizing Graphic Organizers After Learning The students will be given 4 slips of paper each. After reading each sentence aloud, the students will come together as a group and decide the order in which each of the events occurred in “The Mitten.” There will be an interactive organizer mounted on the classroom wall. There will be 12 mittens (numbered 1-12) in which the students will put their slips of paper into after determining which order the events occurred in. To check their work, a dot on the top of each paper must coincide with a dot that is sealed up on the front of each mitten. See handout for further information on the interactive organizer

Assessment that Encourages Involvement & Choice Options for the students to choose from include: Option 1: Draw a comic scene of the main events that occurred in the story “The Mitten” by Jan Brett. **See handout for further explanation of the comic scene option. Option 2: Write a short story using an appropriate beginning /middle/ end following the prompt “if you had a magical mitten that could fit any amount of people/animals/items in it…who or what would you put in your mitten?” ** See handout for further explanation of the short story option. Option 3: Answer a pre-made question sheet that assesses the students understanding of the story and sequencing events. ** See handout for further explanation of the question sheet option.

Rubric for Alternative Assessments Points Awarded 1 2 3 Demonstration of understanding sequencing The students do not demonstrate an understanding of sequencing and developing a timeline. The student does not engage in purposeful application of the material presented. The students demonstrate a verbal understanding of sequencing a timeline but cannot apply the process in developing their own timeline. The students fully understand and can apply the process and definitions that accompany the development of a sequenced timeline. Participation in Discussion The student does not attempt to participate in class discussion regarding sequencing. The student attempts to participate in class discussion The student fully participates in class discussion and develops a solid foundation for building a timeline and sequencing events. Development of Timeline Student does not attempt to develop an adequate timeline in a group setting. The student partially attempts to develop the timeline according to class instruction. The student is able to demonstrate a complete understanding of developing a timeline and how to sequence the events of a story.