The Sequencing Story Analysis

In my classroom, students were asked to recall the events in the story King Midas. They were to put the events in sequential order using the following sentence starters, first, then, and last. They were to add as many details to their writing, so that someone who had not read the story could get the main points of the story. In the previous days before this assignment, I had students practice using the sentence starters, first, then, and last in other writing assignments. The other assignments ask them to recall a Birthday Bash and events that happen on the playground. They were given pictures and they were to use those pictures to help them put the events in order while writing. The instructional goal of all these assignments was for it to align with the Alaska writing standard, use narrative writing to recount two or more real or imagined sequenced events, include some details regarding what happened, who was there, use linking words to signal event order (e.g., first, next, then), and provide an ending (e.g., how the problem was solved; how someone felt at the end). (Alaska ELA Standard(s): Writing Standard: GR1)

In the video, The Danger of a Single Story by Chizamanda Nagzi Adichie on TedTalks website, Chizamanda goes into detail of her personal experiences with stereotyping being the key component of her stories. I agree with her overall message in this intriguing video. What I believe to be the main importance of the TedTalk is that society will form a definite judgment on certain matters over biased data. She explains the danger in telling one side of a story that will have the audience base their conclusion only on that partial evidence. They avoid gathering other essential information on that topic.

[ ] In order to build on the children’s understanding and content knowledge, lesson one’s purpose is to engage the children through making a prediction based on the text, pictures, and title. Lesson two builds on the language and literacy by continuing with using the mentor text, “Fancy Nancy” and using the rich academic language associated with the central focus of predictions. For example, each lesson has a distinct objective in which the activities are built on but all three lessons build on each other by incorporating similar academic language and literacy. The children start out in a whole group setting and are actively engaged through discussions and sharing activities. The children are then scaffolded into independent reading and activities to assess their understanding of the content objectives. They then use their prior knowledge and rich vocabulary to successfully complete the objective of each lesson through verbal discussions, independent work, and physical movement. In lesson one, the children are actively engaged through participating in a gallery walk. This gallery walk is done with the children’s table groups and encourages community and social interactions. During this activity, the children will work together to activate their prior knowledge of predictions and record through writing what they

Students will listen to a simple story (such as The Three Little Pigs or Goldilocks and the Three Bears), and then will re-enact that story using puppets to reflect the timeline of events and characters of the story. Sequencing also develops listening, observation, and memory skills, which are necessary for all areas of learning. “Sequencing is an important part of problem solving across subjects” (Reading Rockets).

Popular culture is often a reflection of society; both literature and the media have the capacity to cement ideas in the minds of readers and viewers. In many cases, the notions and stories glorified by the media refrain from sharing a true depiction of society and are narrow-minded in their focus. Recently, the feminist movement has denounced popular culture for its ignorance, fighting for a more realistic portrait to be painted by those with the power to reach millions. Specifically, both Roxane Gay’s Bad Feminist and Chimamanda Ngozi Adichie’s “The Danger of a Single Story” share how the classic gender stereotypes seen in popular culture are unable to capture the full spectrum of stories that define society, and are limiting in their portrayals of women. Moreover, both authors share personal stories, reference prominent world figures, and cite relevant statistics in their works. Therefore, in both Bad Feminist and “The Danger of a Single Story”, Roxane Gay and Chimamanda Ngozi Adichie appeal to readers pathos, logos, and ethos in order to construct the argument that the single story of women in popular culture is stereotypical and restrictive.

Literacy is a vital part of all later learning. Because of this, the children will engage in hands on activities that relates to what they have read and give them opportunities to make up their own versions, as well as make up their own stories. They will have a large group story time and a partner reading time. An ample variety of books will be available at all times. Signs with words and pictures will be posted around the classroom showing, daily activities, objects that are used daily, and the placement of toys and

315-317) was used throughout the lesson in order to give the students an example of how to use the strategies that were taught. Before children would work on assignments alone, the teacher would model exactly what is expected of them, and keep examples of what was modeled during the lesson so the students could look back to it if they need to. Read-alouds (Cooper, 2015, p. 37) were used in this lesson to really help children to focus on certain topics of the text. “Sometimes the best way to help children understand a particular piece of text is to read it aloud to them and discuss it with them” (Cooper, 2015, p. 37). Think-alouds (Cooper, 2015, p. 30) were incorporated into this lesson when trying to explain how to use the strategy of character mapping. Think-alouds are a great way to explain to students how to use a specific skill or strategy so that they can have a better time comprehending it. Semantic maps (Cooper, 2015, p.83) were used in this lesson for brainstorming ideas from the text to later reference when making illustrations and creating short responses to the text. This strategy is also a great tool for second-language-learners because it helps to narrow down the specific parts in the text to help create more details of the topic being taught. Cooperative “popcorn” sequencing(Annenburg Learner, 2015) was used in the lesson to allow a variety of students to participate in the

How does the writer use language and structure to convey her opinions about The Danger of a Single Story?

Students will learn sequencing and reading comprehension of nonfiction pieces of work. This will cover the learning outcome 2.RN.1 and the standard that we will be focusing on is 2.RN.2.1 for second graders. Learning outcome 2.RN.1 states that the students need to read and comprehend a variety of nonfiction within a range of complexity appropriate for grades 2-3. By the end of grade 2, students interact with texts proficiently and independently at the low end of the range and with scaffolding as needed at the high end. The standard 2.RN.2.1 states that the student will be ask and expected to answer questions about the main idea and supporting facts and details in a text to confirm understanding. To cover this standard the student will need

How to help children follow the chain of ideas by clarifying words and concepts and rereading favorite stories Techniques that get children actively involved so they have a deeper level of understanding and enjoyment

In a previous lesson, the teacher demonstrated a “Think-Aloud” strategy with Gary Soto’s short story “Seventh Grade,” to teach students the elements of a plot. The teacher read the beginning of the story and then stopped to ask the students to identify information about the characters, the setting, and the background information that establishes the exposition of the plot. She repeated this process with the rising action, the climax, the falling action, and the resolution. The students recorded notes and observations in a graphic organizer.

Also, it develops children’s reading skill and give confidence of reading. For example, chronological order is the basic order in narrative order that helps the story to flow smoothly and easily by following the story time step by step. Even though most of the book order is chronological order they have their own way to tell the story which is called variation in narrative form, it is form that they helps easy to understand the story and character’s feeling, though and action. Then variations in representations of time, which is known as a flashback, it is form that tells past of the story and through these readers can know the background of the story or helps, remind that what the character was like before, also we could find what will happen in future events (Lukens et al, 2012, p. 141 – 144). Therefore, without these three types of narrative order, children might have difficulties to read and understand the story or in worse case they might lose the interest of reading a

Ever since Hunter Jordan died, Ruth and James were heavily affected. In order to combat this, they both use different ways to grieve over his death. To begin, Ruth, James’ mother, rides her bike to grieve for her husbands death. To show proof, James says, “She would ride in slow motion across our street… It was her way of grieving,” (7). As one can see James believes his mother rides her bicycle to grieve for her deceased husband. In addition, James also notes, “it was something [the bike] my stepfather found on the street in Brooklyn and hauled home a few months before he died.” (5). To explain, James says that his stepfather found the bike and brought it to Ruth a few months before he died, so Ruth uses it to remind her of her husband. Furthermore, another way Ruth grieves is in church. James says, “she would occasionally do something in church that I never saw her do at home… she would bow down her head and weep.” (50). As one can see, Ruth cries in church to grieve for her husband because if her kids see her, they would think she is crying because God makes her happy.

“Share our similarities,celebrate our differences.” by M. Scott Peck.When authors write about their lives, what do they expect? David Burkowski, the author of “A Shot Story” was such an author. David had a very stressful life. At the end of his life, he reached his goal which was success. David faced a lot of hardships but he still understood the positive aspects to his life. As years passed, David turned his life into a story so just like Peck’s quote, David wanted people to share the similarities and celebrate the differences. Today, readers like me read David’s story and ask “How can I relate this to myself?”

Encourages children to read familiar stories independently by relating illustrations to the text. (Vukelich & Christie, 2004, p.8)