Instructional Software

Lesson Idea Name: What is the Sequence of a Story?

Content Area: English Language Arts
Grade Level(s): 2nd

Content Standard Addressed: ELAGSE2RL5

Describe the overall structure of a story including describing how the beginning introduces the story,
the middle provides major events and challenges, and the ending concludes the action.

Technology Standard Addressed:

ISTE-S Standard: Knowledge Constructor
3a
Students plan and employ effective research strategies to locate information and other resources for their
intellectual or creative pursuits.

ISTE-S Standard 6: Creative Communicator

6a
Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or
communication.

Selected Technology Tool: BrainPop.com

URL(s) to support the lesson (if applicable):

https://jr.brainpop.com/readingandwriting/comprehension/sequence/
Type of Instructional Software:
Drill and Practice Tutorial Simulation Instructional Game e-books/e-references

Features of this software (check all that apply):

Assessment Monitoring/Reporting
Allows teacher to create customized lessons for students
Multi-user or collaborative functions with others in the class
Multi-user or collaborative with others outside the class
Accessible to students beyond the school day
Accessible via mobile devices
Multiple languages
Safety, security and/or privacy features

Blooms Taxonomy Level(s):

Remembering Understanding Applying Analyzing Evaluating Creating

Levels of Technology Integration (LoTi Level):

Level 1: Awareness Level 2: Exploration Level 3: Infusion Level 4: Integration
Level 5: Expansion Level 6: Refinement

Summer 2017_SJB
 Instructional Software
Lesson idea implementation: First, the teacher will read the class a short story, and then he or she will ask
the students to discuss what happened in the story. The teacher will ask the students, What is the sequence
of a story?, Do you know what sequence means?. Students may respond with what they think sequence
means, or what they think the sequence of the story is. The teacher will then introduce the BrainPop, Jr. video
on sequence, and play it for the class. When the video is complete, the teacher will ask the class to talk to a
partner about what the sequence to a story is. After the students have discussed sequence with their groups,
the teacher will again ask what the sequence of a story is, likely receiving answers that the sequence is the
beginning (where the story is introduced), the middle (where the action occurs), and the end (where the
action is resolved). Once the meaning of sequence is understood, the teacher will then ask what the
beginning, middle, and end of the short story that was read in class was, and will write the students answers
on the board. Finally, the teacher will introduce the next assignment. Each group of 3-4 students will get to
choose a story from a list of books. Each group will then determine their sequence of their story, and create a
final project where they explain the sequence of their story (this can be a verbal presentation with a
poster/art project, a timeline [digital or a physical representation], a PowerPoint, a video, or even a podcast.
The teacher will make copies of all forms of presentations and post them on the classroom blog for parents
and family to see.
The first part of this project (the short story through the introduction of the project) will take approximately
60 minutes. The second part, the group project, will likely take 5-7 school days, with the students working for
30-45 minutes at a time on their group projects). Finally, the amount of time for the presentation of the
project will vary based on the number of groups (5-10 minutes per group). Student learning will be assessed
through the teacher asking questions to determine student understanding, as well as the final outcomes of
the students projects. After assessing student learning, the teacher will know which students he or she may
need to pull into a small group to discuss the standard further. The final product will be used to reinforce the
standard of the parts of a story by the students witnessing the presentation of their peers. This project also
allows differentiated learning because students will be able to create a final project that takes whatever form
they choose. Student learning is extended to a higher learning level because in addition to watching the Brain
Pop video and gaining an understanding of story sequence, students will be analyzing their own story,
applying their knowledge of sequence towards a final project. The teacher will provide feedback on the
students work throughout the entire process, by observing the creation of the project, and even prompting
students when they may have left something out. Finally, students will have feedback through a grade and
final comments on the end product.

Summer 2017_SJB