Step One: The teacher finds a story appropriate to the reading level of her class that has a basic narrative (see Selected Stories for ideas). From progressive stages of the story, pick five sentences that show a sequence of action happening to the same character. Reproduce these sentences on a handout or overhead.
Step Two: Teacher presents the five sentences to the class and helps the students pick out the words that show action and time.
Step Three: Give small groups or individuals a set of the sentences, each one printed on its own piece of paper or cardstock, allowing students to move and manipulate them to analyze possible sequences. Students put the cards in the sequence they think is best. A class discussion compares and contrasts students' choices. The teacher further explains what each sentence is saying, and how it relates to the other sentences.
Step Four: The teacher reads the MY HERO story to the class. They follow along with their copy, looking for the sentences they have sequenced. (This step can be done on the MY HERO website for practice with computer skills.)
As targeted sentences are found, a set of the sentences are placed in order in the front of the class for all to see. At the end of the story, there is a class discussion about whether or not the class correctly anticipated the order of the sentences. Discuss how and why the author of the MY HERO story chose to sequence the sentences. If the order was different, discuss how they would rewrite the story using the sentences in THEIR order.
(The teacher may also lead a discussion about the action words and the time sequence of the story as they relate to sequencing the sentences.)
Objectives:
Students will analyze sentences taken from MY HERO stories and put them in proper sequence.
Students will find the sentences they ordered embedded in the actual MY HERO story so they can check their work and see how the sentences function in the storytelling.
1: Unsatisfactory: Students have incorrectly ordered their stories.
2. Satisfactory: Students have correctly ordered their stories.
3. Students have correctly ordered their stories and applied the knowledge in a new way.
ISTE NETS Standards - Students
2a
Communication and Collaboration: Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
2d
Communication and Collaboration: Contribute to project teams to produce original works or solve problems.
5b
Digital Citizenship: Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
ISTE NETS Standards - Teachers
2b
Design and Develop Digital Age Learning Experiences and Assessments: Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in managing their own learning.
4b
Promote and Model Digital Citizenship and Responsibility: Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
Common Core English - Language 6-12
1
Conventions of Standard english: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2
Conventions of Standard english: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
4
Vocabulary acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Common Core English - Speaking and Listening 6-12
2
Comprehension and Collaboration 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Common Core English - Language K-5
2
Conventions of Standard English 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
